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Name:__________________________________ Cohort: ____________

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)

Today I will learn…


 How to pronounce and differentiate words with the sound ur or ure.
 How to predict content from the title of the book
 How to understand and state the significance of learning about animal behavior(main idea of reading)
 How to recognize and describe steps in a process
 How to identify and write about problems and solutions in informational texts
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: pronounce and differentiate words with the sound ur or ure.


I can: predict content from the title of the book
I can: understand and state the significance of learning about animal behavior(main idea of reading)
I can: recognize and describe steps in a process

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


I can: identify and write about problems and solutions in informational texts
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool


Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

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;

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications


Language program for this course has previously been modified. Based on individual needs some students will require;
Significant one on one time, assistance reading and consistent positive reinforcement to stay on task. Students will not
be able to use their personal laptops for this lesson which has accommodations for reading and writing. Students will
require help with reading the material and with the interpreting the following comprehension questions for this
lesson.
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)


Urgent, assure, brochure, purchase, return, burning, mature, unsure, binoculars,

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)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


 The Great Backyard Bird Count(teacher resource)
 “Say and Sort” words printout
 Pick-a-pair word game

Learning Environment (grouping; transitions; physical set up)


Students will be placed in a group of 3 at a table with the instructor. They will be working together while the rest of
the lass is either in another reading group or is on a reading program on their laptop. These three students will be
isolated to increase their ability to learn.

Cross Curricular Links


Language; reading, writing, oral communication, science(The Great Bird Count)
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 5-10 minutes_ (Indicate time breakdown of instructional elements) Students will sort the words based on the subtle
The lesson begins with the students saying and sorting difference in sound with help and some guidance from
words with the sounds ur and ure. This involves students the instructor. Think about the difference in spelling and
sorting the words based on the subtle difference in sound sound of words that contain ur and ure. Ask for help
with help and some guidance from the instructor. Help reading and sorting the words if required. Ask questions
the students with reading and sorting the words. Answer to help with any difficulties that may arise.
questions to help with any difficulties that may arise.

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.

Extension Activities/Next Steps (where will this lesson lead to next)

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:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

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