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Lesson Plan
Lesson Title: Guided Reading Lesson 36 the Great Backyard Bird Count Grade: 8 Date: December 4-8
Subject: Language Strand: Reading Location: Classroom 110 Time: (length in minutes): 50
Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
The lesson begins with the students saying and sorting words with the sounds ur and ure. This involves students
sorting the words based on the subtle difference in sound with help and some guidance from the instructor. The next
step is to introduce the new text that we will be reading. Students will read the front and back cover, discuss the
concept of birdwatching, discuss glossary words, discuss how birds migrate and how people participate in the bird
count. The step in this lesson is reading the text. The teacher students are understanding words while asking
comprehension questions throughout the reading. After students finish the text they will be asked comprehension,
fluency and vocabulary questions to gauge understanding
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range
of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how
they help communicate meaning;
3. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how
they help communicate meaning;
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
1.1 Read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
1.2 identify a variety of reading comprehension strategies and use them appropriately before, during, and after
reading to understand increasingly complex
1..4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and
explaining how the details support the main idea
4.1 identify the strategies they found most helpful before, during, and after reading and explain, in conversation with
the teacher and/or peers or in a reader’s notebook/reflective journal, how they can use these and other strategies to
improve as readers
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)
Assessment For Learning Oral Students will say and sort Observation, discussion
words with the sounds ur and evaluates student’s ability to
ure pronounce words and sort
words.
Assessment As Learning Oral, performance Read the book the Great Evaluate student reading ability
Backyard Bird Count with other and ask comprehension
students and with instructor questions throughout.
Assessment Of Learning Oral, performance Discuss comprehension, Ask comprehension fluency and
fluency and vocabulary vocabulary questions to gauge
questions with instructor understanding
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
*Students will be familiar with the group reading process
*From Grade 7;
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of
strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they
help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
The Great Backyard Bird Count(book)
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time:5-10 minutes) Read the front and back cover
and discuss the concept of
The next step is to introduce the new text that we will be birdwatching, discuss glossary words, discuss how birds
reading. Instruct students to read the front and back migrate and how people participate in the bird count. Ask
cover and discuss the concept of birdwatching, discuss questions to increase understanding.
glossary words, discuss how birds migrate and how
people participate in the bird count. Answer questions to
increase understanding.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 20 min(Indicate time breakdown of instructional elements) Discuss with the instructor comprehension, fluency and
Ask comprehension, fluency and vocabulary questions to vocabulary questions to gauge understanding. Participate
gauge understanding. Participate in discussion and help in discussion to help understand the text. Ask questions
students understand and answer questions about the about the text .
text.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher: