Dr.

Ruth Ann Robbins

READ 3013 Lesson Framework # 2
Your Name: Christopher Caada
First Name of Student: Stephen
Length of Lesson: 1 Hour Grade Level of Student: 11th Date of Lesson: 02 November 2014 I
Rationale
I learned a little about Stephen from our last meeting together, and think he is a very smart
student that is eager to learn, but needs a little bit of help with his reading skills. For our second
meeting, I want to see how well Stephen does with material that is less desirable. We will read a
short story and do some exercises that should help him within his content areas at school. One of
the biggest difficulties students have with reading in school is inferring word meaning. This can
range from tough English texts to academic texts in science courses. We will do our best to help
address this issue for Stephen in this lesson. We will also continue to use a dictionary and
thesaurus to help the student be more comfortable with his tools.
Lesson Goals/Objectives
TEKS:
110.33 (b) Knowledge and skills.
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing. Students are expected to:
(C) Infer word meaning through the identification and analysis of analogies and
other word relationships;
(E) Use general and specialized dictionaries, thesauri, glossaries, histories of
language, books of quotations, and other related references (printed or electronic)
as needed.
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding. Students are expected to:
(A) Evaluate how different literary elements (e.g., figurative language, point of
view) shape the author's portrayal of the plot and setting in works of fiction;
Students Prior Knowledge
I expect Stephen to be able to read on a level ranging from 8.1 10.1. I expect some prior
knowledge of inferring word meaning, but intend to further his overall understanding. I also
expect Stephen to have an extensive enough vocabulary to understand figurative language and
analogies.
Resources and Materials
Ernest Hemingways, The Killers, from The Best American Short Stories of the Century by John
Updike
A Notebook
Pens
A Thesaurus
A Dictionary
A Highlighter

Dr. Ruth Ann Robbins

Procedures
1. Pre:
a. I will begin by checking over what Stephen what given to work on from our last
meeting. I will look over it rather quickly as to not waste too much of our short time together.
After I get a good idea of whether or not he understood what was expected of him, I will move
on to this weeks lesson and further review his homework later in the evening when our time
has expired. I want to start our lesson just by asking Stephen what he knows about American
literature. As I expect his knowledge will be limited, I will still ask him what he thinks the
significance of the literature is. After doing a little probing, I will ask if he has heard of Earnest
Hemingway. Upon receiving his answer, I will introduce him to his short story, The Killers.
2. During:
a. I will ask Stephen if he would please read the story to himself and just let me know
when he is done. I do expect this to take a good portion of our time, but I think in the end, it is
the only way to get a true assessment of his abilities with the text in this context. I will ask him to
be aware of words that are causing him to struggle and to highlight them within the text. Once he
has completed with the text and highlighted some words, we will write down all the words on a
notepad.
b. After Stephen has wrote down all the words that tripped him up through the text, I will
ask him to try and define the words without the help of the text or a dictionary. After he works
with the words and eventually identifies them all, I will ask him how confident he feels in the
definitions. Next, we will identify key words in the sentences around in the text that could help
us define the mysterious words. We will also write down the tone and mood the writer has
established in an effort to better understand the authors intentions. Once we have done this, I
will ask Stephen once again to write down what he believes the definition could be, and write
down three creative synonyms that could be used in their place. I will expect Stephen to be able
to perform the task with an accuracy of 9 of 10.
3. Post:
a. After Stephen and I have talked about what we have learned in this particular lesson, I
will ask him why he thinks Hemingways short story is so important. What does he believe the
1920s and the story have in common, and why would Hemmingways story be considered
historically significant.
4. Closure:
a. I will ask Stephen to write a short essay about the significance of Hemmingways The
Killers using the words he identified in text that gave him trouble. I expect Stephen to be able to
do this task with 9 of 10 accuracy.
Evaluation
I will use this time together to see if Stephen can infer word meaning from the text using his clues
such as analogies and figurative language. By assigning an essay to Stephen, I have a great
chance to see if he can use he doesnt even fully understand to his benefit by being able to
identify only previously in the week.