Lesson plan template 1

Unit essential questions:

- can you say the sounds for vowel digraphs?
- Can you write the letters for the sounds?
- Can you read and spell words with vowel digraphs?
- Can you identify homophones?
- What is the difference between predicate adjective and predicate nominative?
- Can you read passages fluently and answer comprehension questions on them?
Lesson question:
- Who, What, Where, When, Why of the story A Game of Catch.
- What type of story is A Game of Catch- fiction
- What does the author mean when he says Dont burn em
- Why do you think the author named the story A Game of Catch
Common Core or other appropriate standard: (include the standard number and text)
-

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from
personal opinions or judgments.

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of
episodes as well as how the characters respond or change as the plot
moves toward a resolution.

CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into
the overall structure of a text and contributes to the development of
the theme, setting, or plot.

CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade
6 here.)

CCSS.ELA-LITERACY.W.6.6
Use technology, including the Internet, to produce and publish writing
as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of three
pages in a single sitting.

CCSS.ELA-LITERACY.W.6.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.

Lesson objective:

Assessment:

Students will recall information from a previously read

text.
Students will comprehend the story they read.

Students will answer questions verbally from the text.

Students will write an intro paragraph for the given essay

prompt.

Students will write an introductory paragraph.

Students will complete a comprehension worksheet.

IEP goals addressed: In order to differentiate the instruction to meet students needs I will be rewording the
questions asked on the worksheet to better meet the students vocabularies. Due to the students low writing skills we
will be walking them through writing masterpiece essays one paragraph at a time in order to raise their scores in the
yearly assessments. Each students IEP calls for an increase in reading skills and the re-reading of this story at their
reading level will help them gain confidence and read more fluently and accurately.
Opening: Students will be instructed to take out their language materials and sit quietly.

Procedure:
1. OK students, can we please open to the story we were just reading last week. What was it called?
2. Then once students have opened to the story we will quickly review what happens in the story such as the
(Who, What, Where, When, Why) types of questions.
3. Once students have their minds switched on to the story, I will tell them we are going to be quizzed on how
much we can remember in the story. This will keep the students engaged and focused on the content.
4. Then students will be instructed to open their texts to the last page of the story and to answer the
comprehension questions with their partner.
5. Each pair will be given a white board and a marker to write their answers. Pairs will take turns being the
writer and the speaker to answer questions. Whoever has the most points will be the winner.
6. Then students will break for snack.
7. After snack students will get a piece of paper to write on and be instructed to take out their character traits
organizer.
8. Then we will go over the main character and how he was annoying and then we will tell the students we
will be writing about it.
9. Then students will give me ideas with which I will use to draft up a intro paragraph.
10. Once students intro is done they will be instructed to get ready for IRLA.
Tiered by __________: (product, challenge, complexity, resources, outcome, or process)
3 different tiers
-The special education setting there is only one tier.

Closure: Students will be asked questions checking for comprehension on the story.
Materials:
LANGUAGE texts
Paper
Pencils
Smart TV
Interactive Workbook.

Name: ________________________________________
Directions: Answer the questions below by circling the correct answer.

1.

2.

3.

A Game of Catch is what type of story?

a.

Fiction

b.

Informational

c.

Both

d.

Non-fiction

Where does the story take place?

a.

On a baseball field

b.

On the bench

c.

Outside a fire station

d.

On a farm

What words best describes Scho?

a.

Afraid

b.

Boring

c. Happy
d. Annoying

Date:______________________

4. What does it mean when it says Dont burn em?

a. Dont burn anything
b. Dont burn the pancakes
c. Dont throw the ball too hard
d. Dont cheat

5. Why do you think the author named the story A Game of Catch.
a. The story is about playing a game of catch with a baseball.
b. The story is about how problems arise when playing a simple game.
c. The story is about how people include and exclude others from games
d. All of the Above.