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LESSON PLANNING FORM Name: Briana Lucas

Grade level: Intermediate Level
Reading

Observation: 1 2 3 4


1. Title of Lesson: Reading with Passion

2. Lesson Goal:Students will be able to:
 Express personal opinions and preferences
 Acknowledge individual differences
 Share life experiences
 To use various organization skills

3. Standards addressed: NY ESL Standards Intermediate 5-8
 Standard 1: Students will listen, speak, read, and write in English for information and understanding
o Identify and use reading and listening strategies to make text comprehensible and meaningful.
o Read, gather, view, listen to, organize, discuss, interpret, and analyze information related to academic content areas from various
sources.
o Present information clearly in a variety of oral and written forms for different audiences and purposes related to all academic content
areas.
 Standard 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression.
o Identify and use reading and listening strategies to make literary text comprehensible and meaningful.
o Read aloud with confidence, accuracy, and fluency.
 Standard 3: Students will listen, speak, read, and write in English for critical analysis and evaluation.
o Speak and write, using the conventions and features of American English, to effectively influence an audience.
o Engage in collaborative activities through a variety of groupings to discuss, share, reflect on, develop, and express opinions and
evaluations about a variety of experiences, ideas, and information.
o Apply learning strategies to examine and interpret a variety of materials
 Standard 4: Students will listen, speak, read, and write in English for classroom and social interaction.
o Use a variety of oral, print, and electronic forms for social communication and for writing to or for self, applying the conventions of
social writing.
o Listen attentively, take turns speaking, and build on others’ ideas when engaged in pair, group, of full-class discussions on personal,
social, community, and academic topics.


o Follow oral and written directions to participate in classroom and social activities, and provide directions to peers in selected
interactions.
4. Background of the Lesson:
Students have previously worked on reading with fluidity when reading passages about their own culture, their peers’ culture, or other passages presented in
class. Students will continue to practice reading with fluidity and with expression.


































5. Lesson Procedure page _________

Time Activities
(Divide this into sections. Sections might include: Set-up,
Introduction, Teacher-guided instruction, Individual Practice,
Group Work, Sharing Ideas, Summary, etc.)
Dialogue
(Teacher’s Questions; Anticipated Student
Responses)
Environment
(Materials, Strategies,
Adaptations)
Accommodations


1hour Pre-Stage: Introduction
Reading with Expression and Fluidity






-Show Taylor Mali’s “What Teachers Make”
http://www.youtube.com/watch?v=RxsOVK4syx
U
-What is the tone is used in this clip?












Activity: Read with Passion
-The teacher will provide a written out script for
students. (See attached handout)
-Students will get into pairs and read the dialogue
in a different mood to practice reading with
passion and fluidity.




Post-Stage: Students should have a better
understanding of the different types of expressions
that one could show when reading aloud. They
-We have worked on reading several
passages throughout the semester with
fluidity and with expression.
-I want to show you an example of
someone reading with passion and
fluidity.



-Lets discuss and analyze each clip
-What are the moods of “What
Teachers Make?”
-What did you notice about their
voices?
-How would your tone sound if you
were
mad/sad/excited/scared/confused/etc?

-Do you think that those aspects are
different when applied to reading
different types of passages? (i.e.
poems, dialogue, chapter story,
narrative, etc)



Script dialogue, audio
clip
-Teachers can show
a different clip of
someone speaking
or the teacher
themselves could
read a select
passage of their
choosing portraying
a select emotion.


should show progress in being able to read a
passage with some type of emotion and fluidity.






























6. Evaluation:
(How will you know whether or not you have achieved your goals? What did the children’s responses to this lesson tell you about whether your goals were met?)


























7. Post Lesson Reflection:



What would you change about this
lesson and why would those changes
improve it?





How did your organization and
materials affect the success of the
lesson?


What were some challenges with this
lesson? What surprised you?




Additional comments?