Teacher Education Lesson Plan Template

Teacher: Samantha Miller Date: 9/19/2015

Title of Lesson: Genre Centers Cooperating Teacher: Theresa Apker

Core Components
Subject, Content Area, or Topic
Reading
Student Population
14 Students
3 go to advanced reading
Learning Objectives
TTW introduce the Literacy Genres along with the subgenres. TTW also provide examples of each.
TTW reinforce through examples and small group reinforcement with a genre/subgenre activity.

Virginia Essential Knowledge and Skills (SOL)

4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction
texts, and poetry.
4.1 The student will use effective oral communication skills in a variety of settings. a.)
contributes to group discussions across content areas. f) Communicate new ideas to
others.g) Demonstrate the ability to collaborate with diverse teams.
Materials/Resources
Centers- Guess the Genre Cards, book in the box, Small group with the teacher, roll a genre and
write an example.
Genre/Subgenre worksheet(Teacher small group)
Computer- YouTube Video- https://www.youtube.com/watch?v=zexQyDZOQp4
Safety (if applicable)
Make sure students are quietly and carefully switching centers with their partners. Make sure
students with game pieces are not tossing them to high or throwing them.

Time
(min.) Process Components
5-8 *Anticipatory Set
min Show the class the YouTube video for review of what Genre is.

*State the Objectives (grade-level terms)

SW learn about the different genres of the books they read. SW learn that there are many
different types of books and some that they have read before. SW understand that the
school library is set up by genres to help us find the books we want to read. SW work with
partners and in centers.
5 min *Instructional Input or Procedure
TTW explain and model the new centers. Guess the Genre Cards, book in the box, Small
group with the teacher, roll a genre and write an example, and flash card/matching.
In centers, students have folders where to write the center number, the date, and
comments. In the folder, there is a finished and unfinished side. Students after a few

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 weeks will be graded on completeness and accuracy.
Centers include:
Build a sentence: There are separate bags with magnetic words: nouns, verbs,
adjectives, linking verbs, subjects, adverbs, punctuation marks, conjunctions. There is a
metal pan where student can build their own sentences. SW write the sentences on a
piece of paper.
Spelling/Vocab. Tic Tac Toe Template Attached
Reading of the novel Rabbit Hill or the current book the class is reading
Site word Speed: Students will time each other and try to see how many correct saying
sight words they complete.
Genre Study Flash Cards: Students will call each other the genre flash cards or create a
matching game.
Small Group: SW work with teacher at the back table either on examples of genre or
flash card study of the 5 genre types and subgenre groups, or work on the worksheet.
Worksheet attached.
3 *Modeling
min TTW give examples as well as provide reinforcement in small groups. TTW provide
instructions for new center activities and games.

*Check for Understanding

TW check for understanding by the small group reinforcement.

15-20 *Guided Practice

min TTW lead the class into small groups and provide direction for the activity. TTW explain
the new centers for some activities are new.
0 *Independent Practice
Students are either working in small group with the teacher or in their reading partners
completing the work at the centers.
Assessment
Formative: TTW focus on 3 students at a time in small group discussion and activity.
At the time of turning in folders SW be graded on complete centers and accuracy.

3 min *Closure
Ask students to pull out their AR or library books and find the genre it belongs.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Interactive learning with technology. Student discussions will be at own level, along with partner work and small
group with the teacher.

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015