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Reading Identity Lesson Plan

Reading Identity Lesson Plan

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Published by Fiona Fogarty

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Published by: Fiona Fogarty on May 16, 2011
Copyright:Attribution Non-commercial

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10/26/2014

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07/18/2010_Required Lesson Plan Format: EDR524 - Snowden, P. L. Fall 2010p. 1
LESSON PLAN FORMAT
 Title (or focus) of the Lesson: “Reading as a Critical Investigation”Grade Level: 9 Time Required for Lesson Delivery: 45 minutes (adapted to 20)
Purpose(s) for teaching the lesson
: Especially entering high school,many students are apathetic toward reading or frustrated with theirdeveloping reading comprehension skills. This introductory lesson will beginthe conversation with students about how they associate with reading.Students will be empowered to have their own reading style and readingidentity, and they will also explore the importance and relevance of readingin different contexts, with a focus on how we replace reading with otheractivities. Students will also explore the relevance of re-reading, and why re-reading is essential for comprehension and critical thinking. This lesson ismerely in introduction to these more complex objectives.
Objective(s)
: Students will critically explore their past experiences asreaders in order to articulate their current reader identity.
Materials
:A. Materials for Teacher Use: flip chart, markers, whiteboard,computer with Internet, projector or SmartBoard, necessaryhandouts.B. Materials for Student Use: Handouts, writing utensils, large paperand markers.
Instructional Strategies:
I.
Opening
: Think-Write-Pair-Share: Write freely about memories of reading. What is your earliest memory of reading? Share – what are somecommon experiences of the class?II.
Body
: Students will brainstorm individually and create a list of all thebooks that they have read over the course of their lives. Students will thenshare their lists with the person next to them, reporting back to the classabout similarities and differences. The class will then address the question,“What kinds of memories do we all have about reading?” After introductorydiscussion, students will break into groups and create a map of the readingexperiences of the group. The maps will be displayed around class as areminder of the many different experiences that represent the class asreaders.III.
Closing
: What does your map tell you about who you are as a reader?How have you changed as a reader over time? Refer to group maps, lists,
“Caring, Competent, Qualified Professionals”
 p. 1
 
and initial free-write. For closure, ask the class (check for understanding):What did you learn about yourself as a reader? (Hold up red, green, or yellowcards) Who is curious about their reading identity? Who wants to learn moreabout their reading identity? Hold up a green card if you are positive aboutreading, a red card if you are apprehensive about reading, or a yellow card if you have a love/hate relationship with reading. This will provide closure tothe lesson, but also provide a segue into the rest of the “Reading as a CriticalInvestigation” unit.
Assessment
I.
Assessment Methods and Evaluation
 A.Assessment: Check for understanding, check free-writes (do notcollect),B.Evaluation: Group charts indicating reading identity.II.
Self-assessment/reflection
:A. Teacher self-assessment: I believe that this lesson is relevantand also allows students to construct meaning through their ownexperiences, challenges, and interests.B.Student self-assessment & Student Assessment of Instruction:Students will assess instruction through the closure of the lessonand also by creating their own lists and maps.
Additional Section
Reflects Educational Unit Themes:
KNOWLEDGE OF CONTENT 
 __X___Content in Context __X_Learning Environments __X___Technology
KNOWLEDGE OF PEDAGOGY 
 __X___Assessment ___X__Critical Thinking and Problem Solving __X___Recursive Learning

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