Generic Lesson Plan Form
Subject: Reading Strategy Group Activity: inquiry Project
Statement of Objective:
*Observable/Measurable (A,B,C,D)
*GLCE/IEP
Materials:
*Prepared and organized
*Available for all
Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how, and when
for strategies
*Clear directions
Presentation:
Teacher:
*Variety of learning (T/S, S/S, S/T)
*Organizational framework
~construct, clarify, and link concepts in a
meaningful context
*Present visually, verbally, kinesthetically,
real world (e.g. LESH)
*Model and think aloud to make visible
~language practices/processes
~learning strategies and adaptations (how,
when and why)
~organization, relationships, and clues
*Transfer of control
~students explain, justify, clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback: praise, prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction
Students:
*Participation
~overt and active
~instructional dialogue, think aloud,
explain, justify, evaluate, etc.
Guided Practice:
*Activity related to presentation/objectives
*Active student participation
~provide rationale for assignment
~multi-sensory and real world
~instructional dialogue
*Transfer of control
~students explain, justify, clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback: praise, prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust instruction
*Management/monitoring
~scan, circulate, assess, support, praise
Closing:
*Adequate time
*Students summarize content and
accomplishments
*Assess/identify new goals
*Link to future learning
Setting: Resource Room Classroom # of Students:5
I can use learned reading strategies to interact with a text and make notes about the important Accommodations
information as I read All About Foxes with my peers.
 Research Folder
 All About Foxes Book
 Graphic Organizer (large version on white board)
 Markers
 Jot it Note board
 Pencil
 Highlighter
Pass out research folders. Seating students near
Today we are going to continue learning about our friend The Fox! the teacher
Some of us started this last week, and some of us were not here so we are going to start from the
beginning and review together, and Carson and Collin since you already started, you’re going to Uses appropriate wait
be my helpers to get us all started! time
We are going to read a book today called, All About Foxes (show students my copy)
Each of you have a copy of this book in your research folder.
Have students open up their folders and get out their copy.
As we read today, we are going to use two reading strategies to help us find good information to Providing visual aids
help us in writing our book about foxes. After we read our book today, we are going to be when presenting
adding important information to our graphic organizer! information
Students have used highlighting together before, so we are going to review the strategy Recognize and give
together: credit for student’s oral
 Review highlighting strategy with students participation in class
 When do you highlight text?
o Highlight only important information Give appropriate wait
 How do you highlight? time
o Not coloring…One or two times over the words you wish to highlight
 Pass out each student a highlighter Check for understanding
We are also going to use a new strategy to help us take notes as we read. *Pull out Jot it Repeat directions to the
Boards* students in different
ways
There are four areas on this board, Question, Clarify, Comment, Connect.
*Explain each area and show examples of what you may write down in each area*
As we read today, we are going to use these areas to take notes about what we are reading.
Have Collin and Carson show examples of how they used the sticky notes when we read
together last week.
We are going to read through the book All About Foxes together. Repeating directions to
After each page, we are going to stop to take notes about what we just read, and then we will the students in different
decide if we want to add things to our graphic organizer. ways
We will go around the circle and have each student read one page of the text at a time. Then we Recognize and give
will talk together for the first couple pages about what we should highlight, and what is credit for student’s oral
important information to note on each page. I will remind students that they may have different participation in class
questions, clarifications, comments and connections than other students, so our sticky notes may
not all look the exact same.
Wait time
I will be using the strategies along with the students in my own copy of the book.
Toward the end of the book, I will have students read the page and then try to highlight and use
the Jot It board strategy on their own. I will be there to watch and support students.
As we go, we will be writing notes and talking about important information to note on each Give students extra wait
page. We also may be talking about where that information might go on our graphic organizer time
and noting that in our books.
Recognize and give
After we have finished reading our text together, we will discuss what we think is important credit for student’s oral
information to add to our graphic organizer and where that information might belong. participation in class
I will explain that next time we are together, we are going to be using the same strategies with
new text. Next time we will be working in partner groups to read a text and find important
 Generic Lesson Plan Form

information, and then after that we will be doing it on our own with help and support from
myself.

Reflection: