RU Teacher Education Lesson Plan Format

Candidate Name: Anna Pallozzi, Thomas Ordway, and Chandler Phipps

Date: 4/3/2019 Grade Level: K-12

Lesson Title/Topic: Reading Comprehension Across Grade Levels

Standards:
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate among
multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones to determine
the meaning of new words.
d) Identify an author’s use of figurative language.
e) Use word-reference materials.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text features, such as type, headings, and graphics, to predict and categorize
information.
b) Skim materials to develop a general overview of content and to locate specific
information.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify organizational pattern(s).
f) Identify transitional words and phrases that signal an author’s organizational pattern.
g) Locate information from the text to support opinions, inferences, and conclusions.
h) Identify cause-and-effect relationships.
i) Differentiate between fact and opinion.
j) Compare and contrast details and ideas within and between texts.
7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
a) Describe the elements of narrative structure including setting, character development,
plot structure, theme, and conflict.
b) Compare and contrast various forms and genres of fictional text.
c) Identify conventional elements and characteristics of a variety of genres.
d) Describe the impact of word choice, imagery, and literary devices including figurative
language.
e) Make, confirm, and revise predictions.
g) Make inferences and draw conclusions based on the text.
h) Identify the main idea.
 i) Summarize text relating supporting details.
j) Identify the author’s organizational pattern.
k) Identify cause and effect relationships.
9.4 The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify author’s main idea and purpose. 

b) Summarize text relating supporting details. 

c) Identify the characteristics that distinguish literary forms. 

d) Use literary terms in describing and analyzing selections. 

e) Explain the relationships between and among elements of literature: characters, 
plot,
setting, tone, point of view, and theme. 

f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other 
literary
devices to convey a message and elicit the reader’s emotion. 

g) Analyze the cultural or social function of a literary text. 

h) Explain the relationship between the author’s style and literary effect. 

i) Explain the influence of historical context on the form, style, and point of view of 
a
written work. 

j) Compare and contrast author’s use of literary elements within a variety of 
genres. 

k) Analyze how an author’s specific word choices and syntax achieve special 
effects
and support the author’s purpose. 

l) Make predictions, inferences, draw conclusions, and connect prior knowledge to

support reading comprehension. 

m) Use reading strategies to monitor comprehension throughout the reading process. 


Specific Observable Objective(s): Students through annotation, concept mapping, and

classroom discussion will be able to demonstrate what they comprehended and their
understanding from various levels of reading.

Essential Vocabulary: Fiction, Nonfiction, Annotations, Fishbowl Discussion, Concept

Mapping, Young Adult Literature

Assessment: Students will be assessed formatively throughout the discussion during activities
and a summative assessment will be collected at the end from each student.

Student Considerations: Students can be placed into groups and will be given additional time if
required. The most common accommodations in the classroom include: additional time on
assignments, peer and teacher collaboration, various review materials and activities, online
access to all class materials (notes, PowerPoints, Daily agendas, etc.). For students who finish
early they may work on the additional assignments or review their work for revisions.

Instructional Resources, Materials, and Technology: A document camera, projector,

smartboard or screen of some sort, desktop computer, laptops, excerpts of readings from The
Hate U Give, Who Was Ronald Reagan, a Shakespeare Sonnet, and an excerpt from The Life of
Frederick Douglass.

PROCEDURES:

The Beginning: (2 minutes)

● Students will be asked to rearrange the room to accommodate a later activity in the
lesson.
The Middle: (40 minutes)
● Students will be shown an excerpt from Who Was Ronald Reagan and given time to read
it on a laptop. (2 minutes)
● Once finished reading, students will complete portions of a concept map after being
teacher-led through the first two steps. (7 minutes)
● The idea of concept mapping will lead the class into understanding the concept of
annotating a text, students will have a sonnet by Shakespeare read aloud to them while
displayed on the board and students will have a hard copy of the reading. (3 minutes)
● Once it is read aloud to them, students in partners will be asked to annotate the poem to
demonstrate their understanding or lack thereof. (5 minutes)
● Students will be given just over a page of the preface from Narrative of the Life of
Frederick Douglass (3 minutes)
● As students are reading, they will be asked to keep in mind and write down three things
about the topic that are not explained in the reading.
● For 7 minutes, in small groups, students will discuss the three things they want to know
more about and why.
● Students will be given an excerpt from the young adult literature novel, The Hate U Give
and read it among themselves. (3 minutes)
● Once students have all completed the reading of the excerpt, they will participate in a
guided fishbowl activity with the teacher prompting with questions to get discussion. (10
minutes)
The End: (3 minutes)
● Once discussion wraps up, students will be asked if there are any questions remaining on
anything covered in the workshop.