Instructional Lesson Plans

Lesson #3
Orientation

Date(s): Topic: Be the change you wish Content Area(s) This ELA Intervention
3/13/18 to see: Climate change/ global Lesson Connects To:
warming

Topic Essential Question:

(This should be the same every time.)

What can we do as citizens to help preserve our environment to improve the quality of life for
future human, animal and plant life?

Comprehension Objective: As a result of (not just as part of) this lesson, the learner will be
able to demonstrate an understanding of the current status of climate change in government
(This should be unique to each lesson.)

Comprehension Assessment: The learners ability to demonstrate the above

understanding(s) will be evidenced in discussion before, during and after reading and
accurately completing 3 blocks in the nonfiction choice board. Successful performance will be
measured by using text- based evidence to complete 3 blocks in the nonfiction choice board
including 3 frayer models of the vocabulary words chosen from the text.
(This should be unique to each lesson.)

Minutes For Minutes For Word Knowledge: Minutes For Comprehension/Writing:

Fluency: 50
15
10

Fluency

Today’s Fluency Objective: Justification For Today’s Instructional

(From Instructional Objectives on Case Summary)
- Diego will pause at periods and be expressive
while reading.
- Diego will read the passage higher than 100 words
per minute.
Task(s):
Last week, I was very impressed with his
prosody in Diego’s reading. This week, we will
continue focusing on pausing at periods and
being expressive but I also want to practice
reading a text higher than 100 words per
 minute since he scored an average of 100
words per minute on his WRC

Choice Aspect: basketball and environment Text(s) Chosen by Student (note title
related AND level)*:

Lost-at-sea basketball grows a

barnacle beard. Newsela Article: Grade
5, 820 L

Instructional Task with Chosen Text(s):

To see where he is with his oral reading rate, I will have him to a cold read and then we will
read the passage again by doing a choral read to practice reading with expression.
review with him how to read a text with expression and to pause at periods

Progress Monitoring*: Reflection on Student Performance

(Notes and chart cold read prosody or rate data)
This week I focused on both prosody and Diegos oral
reading rate. He read the 5th grade reading passage
with a 99 words per minute which is a normal rate for
him especially with a 5th grade passage. Next week, I
will give him a 4th grade passage to see if he can
speed up his oral reading but also maintain his good
prosody.
Prosody Ranking(s)/ WPM
Today*:
Diego a great job today reading with
prosody and pausing appropriately at
periods and commas. I can definitely tell
that he is improving every week when we
practice fluency. I also timed him as he
read and his oral reading rate was 99
which is below his goal of above 100
wpm.

Lesson 1 Level 3 / NA

Lesson 2 Level 4/ NA

Lesson 3 Level 4 / 99 WPM

Lesson 4

Lesson 5

Lesson 6

*Sections completed during or after the lesson.

Word Knowledge

Today’s Word Knowledge Justification For Today’s Sort/Instructional Task(s):

Objective: On the Elementary Spelling inventory, He missed the second
(From Instructional Objectives on Case ‘p’ in shopping and last week with the introduction to open
Summary) and closed VCCV and V/ CV words he was able to sort them
 independently but I want him to take what he learned that
- Diego will be able to identify the week and apply it with inflected endings.
syllable juncture of open and closed
vowel patterns (with inflected
endings).

Sort: What will the student learn about English

(Provide chart or picture of complete
sort with headers)
Syllable Juncture: Closed/ Open
with endings
orthography from this sort?
The student will learn how to look at the open and
closed syllables in words to help him with double
consonants

Closed w/ Open
endings w/endings

sadden sliding

helping shining

running named

biggest scaring

scarred rider

dusting tamest

rented moping

Sort Instruction (Provide the steps for each section)

Teacher-led Sort Introduction: Read through the words and talk about any that are
unfamiliar. Set up the categories with key words but do not describe the feature or put up
headers.

Sort: Model by sorting several words in each category but do not explain the reasons. Student
is then invited to try sorting the rest of the words.

Check & Reflect: Ask student to describe the features in each category and then check each
column. Create a generalization with the students help. Supply headers at this point

Blind Sort: Headers are used to establish categories, but then the teacher or a partner
shuffles the word cards and calls each word aloud without showing it. The student will indicate
the correct category by pointing to or naming the header. The response is checked and
corrected immediately when the printed word is revealed and put in place.
Progress Monitoring*:
(Notes and chart of blind sort data)
Sort Features
(e.g., short a, ai, ay)
Lesson Consonant doubling
1
Lesson Syllable juncture:
2 Closed VCCV vs.
Open V/CV
Reflection on Student Performance Today:
Diego’s performance today was very solid and was
% happy to see that he remembered learning about
Correct syllable junctures with open and closed vowel patterns
on Blind
Sort
last week. Since this was the 3rd week into the tutoring
I think he is starting to understand the purpose of word
80 study. When I gave him the blind sort, he misplaced
scaring, sliding and dusting but as soon as he
81 misplaced them, he self corrected without my
assistance.

Lesson 100
3 Syllable Juncture:
Closed/ Open with
endings

Lesson
4

Lesson
5

Lesson
6

*Sections completed during or after the lesson.

Comprehension

Today’s Comprehension Title of Text: Young people go to court to combat climate

Objective: change
(Should match Orientation section Reading Level of Text: 5th, 800L
above) Text Structure (e.g., narrative, chronological, problem-
solution, etc.): Non- Fiction
As a result of (not just as part of)
this lesson, the learner will be
able to demonstrate an
understanding of the current
status of climate change in
government

Strategy Focus (e.g., determining Instructional Task(s) (e.g., think-alouds, semantic

importance): Determining
importance
Justification:
(How does this strategy help the
student harvest the content
understanding from this text?)’
The content of this text is really
feature analysis, QAR):
Non Fiction Choice Board
Justification:
(How does this task help the student harvest the content
understanding from this text? AND, how are you being
responsive to assessment data and progress monitoring
important for the student to
understand and to practice talking
about the text deeper than just what
the main idea and details are.
of student performance?)
This task harvests so much understanding of the content
of the text because it allows me to see how the student
synthesized the text and allows them to decide what they
want to take away from the text in a organized way. I also
want him to take on a more active role in the vocabulary
in nonfiction texts so the frayer model encourages him to
think more about the vocabulary words.

Before Reading Instruction

Hook (Pre-reading activity to activate/provide prior knowledge and spark interest -may
incorporate vocabulary preview): Do you think young people such as yourself has the
power to change the world around us? Do you feel passionate about anything that you
use more people paid attention to?

Vocabulary Preview (How will you preview words if it’s not part of the Hook activity? e.g., word
mapping, examine orthography, simply pronounce and discuss meaning, etc.): We will discuss
the 3 “power words” that are below by first asking his prior knowledge about the words
and defining them in his own words. Then, we will find the words in the text and highlight
them to help him understand the text better.

Target Words (note words, location in text, and include kid-friendly definition):
 Discriminating- Something that is discriminating is going against a certain group of
people or things.
 Legal - something that deals with the law
 issue - a topic that many people are talking about in th public

During Reading Instruction

Introduction/Modeling of what the student will do DURING reading (this work should
prepare the student for the after reading task and work toward the Comprehension Objective):

I will explain to Diego that the objective for today’s reading is to understand what is said
in the text about current status of climate change in government and what we can do as
citizens to make a change for things we feel passionate about. I will show him the choice
board with all of the options before he reads so he understands what questions he
needs to be thinking about as he reads and that he will need to use text- based evidence
to support his answers.

Instructional readers are working on developing independence with silent reading,

so you will use the Directed Reading-Thinking Activity (DR-TA) format of reading
sections for a purpose and then stopping to think about what was read to help
student actively work their way through a text. List the stopping points and note
the target content to address with the during reading task at each stopping point
with attention to how it connects to the Comprehension Objective:
D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage
by scanning the title, chapter headings, illustrations, and other materials. Teachers
will use open-ended questions to direct students as they make predictions about the
content or perspective of the text (" what do you think this article is about? What does
the word combat mean in the title?)

R = READING.

1. Students read up to the first pre-selected stopping point which will be after reading
the section . I will then prompt student with questions to determine the importance of the
paragraph such as: Who is Victoria Barrett and what lawsuit is she involved in? Have
Diego underline where the lawsuit is described ask Diego to evaluate their predictions
and refine them if necessary.

2. Then the student will read the next section titled, “ Lawsuit Another Way to Make
Change” to himself and then ask him what in our environment has been impacted by
climate change and have him underline/ highlight the first sentence in the section where
it answers this question. Then ask him, why is Victoria so involved, motivated to speak
up about climate change? What drives her to be involved in his lawsuit?

3. Then, the student will read the final sections titled, “ Not following the fifth
amendment” and “Young People have Power”. Ask him what the 5th amendment is that
was explained in the text and have him underline/ highlight where he found it. Ask Diego
how exactly the government isn’t following the 5th amendment and what do these
citizens and other humans want the government to do instead? From last week when we
learned about fossil fuels? What are some fossil fuels that impact our environment the
most? Then after he reads the Young people have power section, ask Diego the
importance of young people speaking up about the issue of climate change.

T = THINKING. At the end of each section, students go back through the text and think
about their predictions. Students should verify or modify their predictions by finding
supporting statements in the text. The teacher asks questions such as:

 What do you think about your predictions now?

 What did you find in the text to prove your predictions?
 What did you we read in the text that made you change your predictions?
 How did the article make you feel about your role in society? What should we be
doing to send the message out to others about this global issue?

After Reading Instruction

After Reading Task (What will the student do after reading to work with the information gained
during reading? If the After Reading Task is also the Writing Instruction, note that here. Do not
write out the same activity here and in the writing section.):

The student will complete 3 blocks of their choice from the nonfiction choice board that I
will give him. I will show him the board before he reads so he understands what he will
have to write about after he reads. To make it more fun for him, I will put it in a plastic
sleeve so he can use a dry erase marker to circle the 3 blocks ( in a row) that he wants
to write about. I will make sure that he writes complete sentences and that he goes
through the middle because that is where he will fill in 3 frayer models about the 3
vocabulary words we discussed in the text. I will also remind him to use text- based
evidence to support his ideas. This activity gets him closer to solving the question of how
we as humans can improve future conditions for our environment.
If the After Reading Task is not the Writing Instruction, how does the After
Reading task move the student closer to answering the EQ?

Reflection on Student Performance Today:

(Be sure to comment on how independent the student was and what supports were needed for
success. Reflect back on before, during, and after. Address student self-monitoring, stamina, and
engagement. Address evaluation of the Comprehension Objective.)

Before: Diegos predictions about the text was that it would be about young people like him doing
something to help climate change. I also asked him what he felt strongly about that he would
speak out about and he said that he believes that everyone should do sports or have more
hobbies so that kids wouldn’t be bored and would stay fit. He also said that he feels strongly
about teachers not assigning homework and that it should be outlawed ( you can tell he really
doesn’t like doing homework!). He defined the 3 vocabulary words very accurately without my
assistance… he defined discriminating - going against a certain group of people. He defined
legal- you can do it and issue- something like a problem or same as problem.

During: When he was reading, he was able to answer every question I have him accurately with
only a little support from me to remind him to look back in the text for the answers if he couldn’t
remember them. He really connected with the fact that Victoria Barrett was from Honduras and
that living conditions for people in Honduras is not good because he is from a Hispanic country as
well. Compared to the other texts we have read, he was very engaged in this text and was the
most alert I have seen him. His voice was louder and I could tell that he was not only
understanding what he was reading, but he was also realizing the importance of the article and
how it relates to our world. He also maintaining a good stamina as he read and didn’t ever dose
off or become not interested.

After:
I was very excited to see how engaged Diego was after the reading of this article and the
powerful things he came up with after reading. He said that “ young people have power and that
we need to send a message to people and the government to use less fossil fuels/ decrease
them. A few weeks ago, he didn’t even know what a fossil fuel was! He also said that the
government needs to make a law to use less oil and instead of drilling in public land, drill into
private land. For the choice board, he picked the opinion and question block along with required
vocabulary/ frayer model block. For the opinion block he said that the government needs to make
a law to help climate change. His question block was more of an idea than a question but he said,
“ they need more info on climate change. Why should they do it. They should talk face to face
with the government about their ideas.” I was impressed that he was able to write without my
assistance for these writing activities but If I had more time, I would have him use more text
based evidence and make sure his sentences were complete with periods and capital letter.s
*Section completed during or after the lesson.

Writing

Today’s Writing Objective: Justification For Today’s Instructional

(From Instructional Objectives on Case Summary) Task(s):
(How are you being responsive to assessment
Diego will write in complete sentences and data and progress monitoring of student
appropriately use periods and commas when performance?)
needed.

Instructional Task:

How does this instructional task move the student closer to answering the EQ?

Does the Comprehension Assessment occur in the After reading work or in the Writing
section or both? AND How was performance evaluated?

Reflection on Student Performance Today*:

*Sections completed during or after the lesson.