Lesson

Plan #4: Guided Reading Practice of HOMS

UTL 640E Nicole Chicoria
Sarah Smith / Hendrickson High School English 1 / 9th grade
Date: 10/18/19 Teach(es) # 4
Class Period & Time: 5B 9:30am-10:30am
Note: Remember your teaching video and reflection requirements for the 640 semester! You must submit at least
six videos of 5-15 minutes each and write three reflections. See Canvas for associated deadlines.

Unit Connection—Enduring Understanding(s) & Essential Question(s):
o Challenges and Hardships in life motivate a person to strive for a better future for
themselves.
o How does point of view affect the narrative of a story? (F)
o Can a person be judged on who they are depending on where they live? (P)
o How do gender roles affect a person’s dreams or place in society? (C)

TEKS/SEs Targeted in the Lesson:
§110.36. English Language Arts and Reading, English I (One Credit), Adopted 2017.
(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple
texts. The student uses metacognitive skills to both develop and deepen comprehension of
increasingly complex texts. The student is expected to:
(B) generate questions about text before, during, and after reading to deepen
understanding and gain information;
(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts.
The student responds to an increasingly challenging variety of sources that are read, heard, or
viewed. The student is expected to:
(C) use text evidence and original commentary to support a comprehensive response;
(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting,
or illustrating;
(F) respond using acquired content and academic vocabulary as appropriate;

Resources/Materials:
A. “TO DO” before the day of the lesson:
o Create Guided Reading Questions for 6 Chapters of HOMS on Google Slides with a review of
SAR
o Make a Sheet with the Guided Reading Questions for each group
o Create 3 different SAR Questions to give students choice.
B. For use during the lesson itself:
o Guided Reading Questions Pulled up on the Screen.
o Print 7 copies of SAR Questions
o Group students into 6 groups (5 groups of 4, and 1 group of 5) 25 students
o Students should have their journals out.


Lesson Frame:
Objective(s)
- Today in groups we will answer guided reading questions for House on Mango
Street, then craft an SAR.
Companion Concluding Task(s)
- I will work with my group to complete the guided reading questions for six chapters
for HOMS then complete a SARs.

Lesson Steps / Sequence:

ENGAGEMENT—5-8 minutes
What the TEACHER will do / say— What the STUDENTS will do—
o Open the doc cam to a blank sheet of paper. o Students will reflect on HOMS individually
o “Alright before we get started with our and use this time to think about the main
lesson today I want you guys to take a character Esperanza, and her family and
moment and think about The House on what they know about her and her life.
Mango Street. I want you guys to picture o Students will take this time to work through
Esperanza and what you know about her and their thoughts and have time they need to
her family so far. So just take a minute to come up with answers in their journal to
quietly write some notes or thoughts down share with the class.
in your journal, about her likes, interest, o Raise their hands to help fill out the blank
thoughts she’s had, or actions she has taken. page with their thoughts and ideas about
I want to know what you guys know not Esperanza and the main ideas of the book.
what your neighbor thinks.” o Some things they should mention should be:
o I will write: Esperanza at the top of the o The story is told in short stories or even
paper with likes? Thoughts? Family? better vignettes.
Actions? Below it. o Esperanza does not like her name, she
o Walk around the class to monitor student wishes that her name was “Zeze the x”
behavior, and if they are staying on task. o She has three siblings, Nenny, Carlos, and
o “Alright now that you have had some time to Kiki.
think about Esperanza, I want you guys to o Esperanza feels ashamed about where she
think about the Themes, or main ideas about lives.
the story or even the structure.” o Esperanza longs for a friend that she can
o Write: Themes? Main Ideas? Structure? share things with.
o “Now that you guys have had time to think o Themes would be family, environment,
Look over the notes you have taken and struggle of finding oneself, Women’s
think about what you would like to share to responsibilities.
fill this empty page with your ideas. o After sharing with the class students will
o “Next I want you to Make a prediction about turn and talk to a neighbor, responding to
where you think Esperanza will be in the the question, “Make a prediction about
coming chapters, or at the end of the book. where Esperanza will be in the coming
What do you think Esperanza will have to chapters or end of the book.”
face? And then write your predictions down o They will share and then write down their
in your notebook predictions in their notebooks.


Today in groups we will answer guided reading questions for HOMS, then craft SARs using a
gallery walk.

ACTIVE LEARNING— 40 minutes Introduce/explore / Explain / Apply/elaborate / Evaluate
What the TEACHER will do / say— What the STUDENTS will do / may ask—
Apply/Elaborate 30-40 minutes. Apply/Elaborate 30-40 Minutes
o “Alright now that we have our minds and o Students will move to their assigned groups,
attention on HOMS I will number you off and sit down with their group members.
into groups so you we can begin reading and o They will most definitely begin to talk to one
answer the guided reading questions.” another and the class will get rowdy, due to
(Hopefully Caleb and Jake will not be in the the movement and switching of seats. I will
same group together I will try to manipulate play the short audio file of an alarm
my numbering off to prevent this from sounding to get their attention.
happening) o They will make sure they have all their
o Number the students off into groups and tell materials on their desks.
them which area of the room they will be o Look to the front of the classroom at the
sitting. “I want you guys to move to your guided questions.
groups, and make sure to bring your journal o Follow along with the reading.
a copy of House on Mango street and o After we are done reading the first chapter
something to write with. we will answer the guided reading
o Pull the guided reading questions up on to questions.
the board, while students move to their Some answers for the first two questions on the
groups. Chapter “There Was an Old Woman She Had So
o “So, we are going to read the first chapters Many Children She Didn’t Know What to Do”
and then answer the reading questions are:
together, make sure you are writing your o Esperanza learns that a women has no
response in your notebooks.” (Depending on control over life,
how fast we go through the chapters and the o Women are alone in the world, and they can
reading questions will determine how many count on no one but themselves.
chapters we get too if we run out of time we o For the second question:
might not get to the SAR questions or we will o The children always get up to mischief and
do less chapter and one SAR but we are the neighbors have become desensitized to
shooting for 6 chapters will be cut down. their trouble.
Either or.) o He has become an angel.
o “Are you guys ready to move on or do you o Students will then begin to work in their
have any further questions?” groups to read the chapters and answer the
o Now I want you guys to read the next five guided reading questions in their journal.
chapters with your group and answer the o After about 15 minutes students should be
guided reading questions together. on the 4th or 5th chapter.
o I will be walking around the room making o Students will continue the guided reading
sure that students are staying on task and practice until they have finished the 6
helping them through any questions that chapters assigned.
they are confused about. o If not I will have them stop at the chapter
o After 15 minutes, depending on how much they are on.
time we have left, I will check to see where o Review SARs, share with their group the
the groups are in the chapters. Hopefully structure of a SAR, ACE.
 they are on the 4th or 5th chapter, and they o Groups will be called on to share with the
will continue to work on the guided reading class.
questions. o Some appropriate Responses would be:
o If not, and we are running low on class time I o A condensed paragraph that answers the
will go ahead and ask them to complete the question using evidence from the text that is
guided questions. then analyzed for a deeper understanding of
o “Alright if your group has not finished your the text.
guided reading questions you will read the o ACE is Answer, cite, explain.
chapters for Homework.” o Ask any questions they might have over the
o Now we are going to switch gears and do a review.
quick review of SARs.
o Alright talk with your group about the
structure of a SAR and the acronym used to
help keep your SAR organized.
o “Does anyone have any questions about
SAR?”

CLOSURE—10 minutes
What the TEACHER will do / say— What the STUDENTS will do—
o Now after completing the guided reading o Choose a SAR to respond to individually that
questions and reviewing SAR you are going they had not done with their group to turn
to create a SARs with your group, pick a SAR in to the tray.
question with your group to turn in to the o Labeling their paper with the SAR number,
tray before you leave. and their name.
o Make sure to put the number of your SAR at
the top of the page along with your names
and period.

*The concluding task, enabling students to execute the “I will” statement, will either fall within
‘apply/elaborate’ or ‘evaluate’ phase of active learning or function as the closure activity, depending.


Modifications / Differentiation Strategies:
o Different learning styles are incorporated in the lesson: oral, written, and hands on learning
through the Lecture, Google Slide, and Kahoot.
o Students are working with a group to discuss questions, as well as reading aloud with a
group to make reading aloud less daunting and as a class to integrate their knowledge.
o Ms. Gonzalez the Inclusive teacher in this class will help students who might struggle with
the lesson and give them further instructions if necessary.

Assessment Strategies:
o Informal formative assessment:
o Checking for understanding with asking if they are good to move on, or if they need
more instruction.
o Students should have completed at least 4 chapters with their guided reading
questions with their group.
 o The Short Answer response they complete with their group should provide textual
evidence, answer the prompt, and explain their reasoning. They should score a 2 or
a 3 when graded.

Notes/Recommendations for next time:
o Starting off with materials, I think printing out copies for every student would have been a
better option for the SAR questions, and having them fill out the one they turn in
individually to practice their ability to develop a SAR. I think printing out a copy of guided
reading questions for each individual student would have been the best option as well
o For the section when they are reading to answer the guided reading questions I think having
them read a smaller amount of chapters would benefit the students especially when it
comes to the students focus on the task at hand. I think 6 chapters was excessive and
should have been split up between classes. With the amount of chapters they had to try to
complete it did not leave enough time for them to effectively finish the SAR and were not
able to finish within this class period.
o Managing time is a key factor when executing this lesson plan effectively. This is very
important especially when students are practicing integrating their knowledge about the
SAR questions being asked and developing their ideas with textual evidence.