LITERACY LESSON PLAN

Name: Type of Lesson:

April Cronin Interactive Read-Aloud
MENTOR TEXT MEANING GOALS TARGETED IN THIS LESSON
Title: Essential Question(s)/Enduring Understanding(s)
MeJane What can I learn from other peoples lives?
By: Patrick McDonnell
Learning Target(s): I can statement(s) based on standard(s)
Reading Level: L selected
1.RL.2.3 I can use key details, identify and describe the
elements of plot, character, and setting.

KEY ACADEMIC MATERIALS NEEDED FOR THIS LESSON

VOCABULARY
-Non-Fiction -Large paper for Graphic Organizer
-Narrative -Biography worksheet
-Biography -MeJane
-Setting
-Plot
-Character
-Fact
FORMATIVE Be sure to integrate formative assessment into Less
ASSESSMENT Plan
What formative -Create a biography about a friend worksheet
assessment will give you -questioning during interactive read aloud
information on each of
your students learning
outcome(s)?
LESSON PLAN Script each of the three major sections of your Lesso
Plan
Into the Learning Have any of you written a book about yourself before? May
In this section you not a book but you have you written about yourself? What
set the purpose kinds of things did you include? Well what you wrote abou
and activate prior yourself is called an autobiography. Have any of you writte
knowledge about somebody else? Maybe a friend, a family member, o
Introduce the Text someone famous? Who did you write about? This would be
Name the called a biography.
strategy and/or
Today we are going to read a biography. A biography is a no
skill
fiction narrative. Lets break down this word. What does No
Spark motivation
and interest by Fiction tell us about the text? What about a narrative? This

PROFESSOR CHRISTI WRIGHT ED 310/510, ED

329/529, ED 465/565
 using a hook means that it is a true information told in like a story. Lets
create an anchor chart so we can keep track of all of this
information.
(Write Biography: tells about a real persons life) So far we
know a bioigraphy is told by another person, its true, and
includes facts! Now lets write what a biography includes.
Who can tell me what a character is? So this is who the sto
is about. Someone might inclulde what the character is like
or even their familiy. Setting, what is the setting of a book?
is the time, and where the story is. And finally a biography
includes a plot which is what happens in the story so why
person is important, or what they did.
When we are reading look for details or facts that tell us
about the character, setting or plot.
Through the Learning I DO: Read to first sticky note. So far I know the character i
In this section you Jane. She has a chimpanzee toy Jubilee- this is a fact abou
read the the character like a part of the family. And she loved to be
selection, support outside! This is something she loves to do.
readers through WE DO: Read to next sticky note. Turn and talk with a
explicit neighbor and share some facts brought up in this part of th
instruction,
book. Read to end of the book. Turn and talk.
modeling, guided
practice with Go over detailed biography in the back.
active Who is the girl at the end of the book?
participation and Do you think her past and childhood effected who she was
independent the end of the book?
practice. What in Janes past may have influenced or caused her to
Acquire become who she was at the end of the book? Turn and talk
knowledge and YOU DO: Now you are going to write a mini biography abo
skills, make a friend. You are going to get into pairs with the person ne
meaning, and to you at your table and write a biography about them. You
practice transfer will need to talk to your partner to find out facts about the
Gradual Release
You can include details like how old they are, how many
of Responsibility:
o I DO, WE DO,
siblings they have, where they live, their birthday, hobbies
YOU DO
Beyond the Learning Share some students work. Pointing out if they used
Lesson closure: ideas about character, setting, and plot.
students extend What are some ideas that are similar from the text t
their learning by your writing. We will picture walk through one more
discussing and time. Where do you see similarities between your
revisiting the writing and the book?
text
Reinforce your
learning target
DIFFERENTIATION
FRAMEWORK
How will you differentiate LANGUAGE SUPPORT FOR ELLs

PROFESSOR CHRISTI WRIGHT ED 310/510, ED

329/529, ED 465/565
your lesson to meet
diverse students needs?
CLASSROOM
MANAGEMENT
How will you foster a positive
learning environment that
will enhance all students
learning and growth?
Self-assessment:
Reflection:
PROFESSOR CHRISTI WRIGHT
329/529, ED 465/565
Using the SIOP Model of Sheltered Immersion, list 1) the Gene
Category of Key Components of Teaching Language and Conte
Effectively and 2) the Specific Instructional Strategies used in
this lesson. Be sure to add these labels in bold in your lesson
plan.
N/A
Providing an anchor chart as a visual cue.
Explicit vocabulary instruction
EXCEPTIONAL LEARNING NEEDS
Using the Tomlinson Framework of Differentiation, list 1) the General
Approach (Content, Process, Product. Affect/Environment, and 2) the
Specific Strategy related to that General Approach. Be sure to add thes
labels in bold in your lesson plan
Content:
Process: More guided with teacher.
Product: Fill in at least 2 of the boxes.
Affect/Environment:
Seating/Classroom Arrangement (only if special arrangement
needed for this lesson)
Special Rules/Procedures (only if special rules/procedures require
for this lesson)
ED 310/510, ED