FORMW

LESSON PLAN
LP#: 2

Date: 4-26-07

Teacher: Ms. Hubin

Student: 6th Grade Students (14)

3 Boys and 11 Girls

Age: 11-12
yrs

Grade: 6th

GOAL: The students will be able to respond to a variety of texts by using the SQ3R strategy for help in comprehension.
STATE
STANDARD
Reading Standard
1: The student
reads and
comprehends text
across the
curriculum.

BENCHMARK

INDICATOR

OBJECTIVE

Benchmark 3: The
student expands
vocabulary.

Indicator 1: The
student determines
the meaning of
words or phrases
using context clues.

The students will

demonstrate
comprehension of
the reading
material by using
the SQ3R method
with 100%
accuracy.

ACTIVITIES
(TIME)
40 minutes
Introduce the class
how to use the
SQ3R method. After
going over the SQ3R
method the students
will then use the
strategy on the story
Viva New Jersey by
Gloria Gonzalez.
The students will be
split into groups.
The students will be
given a graphic
organizer to fill out.
Everyone will have
5-10 minutes to use
the SQ3R method to
obtain the
information needed
for the first two
circles for the topic
and the questions.
The teacher will
explain to them they

Worth4points.RatingScale:1=Unacceptable,2=Acceptable,3=Exceeds,4=GreatlyExceeds.
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ASSESSMENT &
QUESTIONS
Teacher will walk
around classroom
and by teacher
observation make
sure the groups are
working together in
a cooperatively
manner. Each
groups should take
charge in
answering the
questions, there
should be more
than one person
answering each
question.
Students will fill
out the thinking
map in all three
parts to get credit.
There will be a
checklist. Check y
for yes and n for no.

MODIFICATIONS/
ADAPTATIONS
If the student(s) has
a disability; a paraeducator will be
placed with the
student(s).
-For visual
imparities the text
will be read aloud or
enlarged.
-Some other
students may choose
a guided reading
atmosphere for fear
of messing up.
Enrichment:
During the
semester /year have
the students choose
a different blot chart
for a different book.
Choose several
different students
each time to describe
this chart. Be sure

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need to write the
title of the story in
the middle circle, in
the outside circle
write down
questions about the
story, and in the
frame surrounding
the circles write
down what actually
happened in the
story. Explain to
them they must
read the story to
complete the
graphic organizer.
After they have read
the story in their
assigned groups
they will need to fill
out the square part
of the graphic
organizer. In this
spot they will need
to write down what
actually happened
in the story. After
they are finished
they will discuss in
their groups what
they have on their
graphic organizers.
This will be the
recite part of the
SQ3R method.

Worth4points.RatingScale:1=Unacceptable,2=Acceptable,3=Exceeds,4=GreatlyExceeds.
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they apply the SQ3R

method to their blot
chart.
Re-Teach:
If the students are
having troubles
grasping the
information of either
SQ3R or the
thinking chart, have
them start as a
whole class while
performing the
activities from the
beginning.
Go at the same pace
to where they
comprehend the
information and
knowledge that they
need to retain for
later. Take it slow,
step by step.

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When everyone is
finished they will
come together as a
whole group and
discuss what
happened in the
story and how they
used the SQ3R
method. After that
they will discuss if
they liked using the
SQ3R method.

Literature Standard
2: The student
responds to a
variety of text.

Benchmark 1: The
student uses
literary concepts to
interpret and
respond to text.

Indicator 1: The
student describes
different aspects of
major and minor
characters and
explains how those
aspects influence
characters
interactions with
other characters
and elements of the
plot, including
resolution of the
major conflict.

The students will

be able to recognize
context clues in the
passage and share
them with 100%
accuracy.

The students while

reading the story
groups write down
the minor and major
parts of the story
while also using
literary concepts
that help them
interpret and
respond to the text
in an easier manner.
After all groups
have presented to
the class in an oral
manner, have the
class review as a
whole to collect any
other vital
information that
may have not been
further recorded.

Worth4points.RatingScale:1=Unacceptable,2=Acceptable,3=Exceeds,4=GreatlyExceeds.
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The students will

write down the
main characters
and the plot in the
story. Checklist.
Check y for yes and
n for no.

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LITERATURE (books read in lesson) AND MATERIALS (anything used in lesson): graphic organizer, pencils, paper, Viva New Jersey by Gloria Gonzalez.

TECHNOLOGY (Specifically refers to electronic equipment: audio-visual devices, overhead projectors, computers, calculators, video and still cameras,
adaptive technology, robotics, etc.): Computer, Overhead Projector

References
Foresman,S.(1997).LiteratureandIntegratedStudies.
Glenview,Illinois:Scott,ForesmanandCompany.
LiteratureandIntegratedStudies
ScottForesman
GradeEight
1997
Scott,ForesmanandCompany,Glenview,Illionois

Worth4points.RatingScale:1=Unacceptable,2=Acceptable,3=Exceeds,4=GreatlyExceeds.
brwRevised5506