The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Kathy Rappaport Week of: Oct 7 Oct 11 Course/Grade: ELD 1 Unit Name: Reading Comprehension for Fiction and Informational Texts

Common Core/ NM Content Standards: Reading Standard For Literature Grade 7: 10. Read and comprehend literature with scaffolding as needed; Reading Standard for informational texts Grade 7: 2. Determine two or more central ideas in a text, 4. Determine the meaning of words and phrases in a text. Writing standard 6-12 Grade 7: 3b. Use dialogue 3. Write narrative to develop real or imagined experiences.

Essential Question(s): What are effective strategies for reading fictional and informational texts?

Connections (prior learning/prior knowledge): Do Know question asks students to review what reading strategies they have learned so far.

Other considerations (modifications, accommodations, acceleration, etc.):

Resources/Materials Teacher: Students:

Assessment (How will you monitor progress and know students have successfully met outcomes?) Daily: Do Now checks for understanding of the previous days lesson. Written assignments and biweekly quizzes check for understanding of daily lessons. This Week: Students will complete reading/writing packets for both fictional and information texts. Unit: Reading Comprehension for fictional and informational texts.

Time allotted MONDAY Learning Target Students will distinguish between fragments and complete sentences. Students will determine what is missing from sentence fragments by figuring out what part of the sentence is missing and writing that in a sentence chart. Students will demonstrate their understanding of what is required to complete a sentence and show it by writing several complete sentences.

Lesson activities for instructor and students Assignment(s) DueStudents will separate examples of fragments from examples of complete sentences. Then they will fill out a sentence chart showing what is missing from the sentence fragments. Next, students will be given parts of sentences and they will need to complete them. Then theyll write the complete sentences on a worksheet.

Students will then take a quiz to see if they can determine the difference between fragments and complete sentences.

TUESDAY Learning Target- Students will demonstrate understanding of vocabulary words in a short story by: 1) filling in the blanks of a CLOZE reading with the correct vocabulary words. 2) writing definitions of challenge vocabulary in their own words. 3) using vocabulary words in sentences they make up themselves.

Assignment(s) Due- All work due at the end of the period. Teacher reads text to whole class and pauses when she comes to a blank in the text. Students find the correct word that goes in the blank. Teacher reads the sentence containing the blank again, and this time students call out the answer. Students take turns reading the story aloud to see if the text makes sense after inserting vocabulary into blanks. Students will fill out a worksheet writing definitions of challenge vocabulary in their own words. Students will take a quiz in which they must write their own sentences using vocabulary words.

WEDNESDAY Learning Target- Students will demonstrate comprehension of the story by answering multiple choice questions that require them to recall the text. Students will demonstrate comprehension by summarizing the story. Students will show they can visualize scenes as they read by illustrating a scene from the story. Students will answer questions that require them to infer information about the story. Students will evaluate the story by rating it using a 5-star system. Students will compose a creative response by writing a scary story of their own

Assignment(s) Due- All work due by Friday. Students will complete a graphic organizer that requires them to demonstrate comprehension, evaluate the story, infer information and compose a creative response. Students will take a quiz that checks for reading comprehension.

THURSDAY Learning Target- Students will demonstrate understanding of vocabulary words in an informational text by: 1) writing definitions in their own words. 2) Using vocabulary in sentences they make up themselves. Students will demonstrate an ability to make logical predictions by reading the chapter headings and writing down logical predictions about what each chapter will be about.

Assignment(s) Due- All work due by the end of the period. Students will copy down the vocabulary words listed as Power Words and write definitions in their own words. Students will take a quiz in which they make up sentences using vocabulary words. Students will fill out a worksheet in which they write article headings and make their predictions about what each article will be about.

FRIDAY Learning TargetStudents will recognize main ideas and supporting ideas in informational texts and show it by writing them down. Students will analyze ideas in articles by answering questions that require them to examine and infer information.

Assignment(s) Due- Due at the end of the period or the next day. Students will fill out a graphic organizer that requires them to summarize the main ideas of articles list details that support the main idea, recognize ideas that are inferred in the article, analyze ideas expressed in articles.

Post-Teaching Reflections on Lesson

What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: