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SIENA HEIGHTS UNIVERSITY

Tutee Lesson Plan


Class: EDU 335: Strategies for Teaching Reading through the Content Areas in the Secondary
School
Student: Katherine Dirksen
Date: Tuesday, March 11, 2014
Title of Book: Killing Mr. Griffin
Author: Lois Duncan
Grade Level/Content Area: Seventh Grade
Common Core State Standards (ELA and Math):
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story of drama interact (e.g., how setting
shapes the characters or plot).

Lesson Objective: Student will use imagery to express their interpretation of a narrative text.
Materials Needed:
- Killing Mr. Griffin by Lois Duncan (1 copy per student)
- Blank Paper (minimum of 5 sheets per student)
- Markers or writing utensil of choice
Anticipatory Set:
-

Ask student what has happened in the book since your last meeting, and ask supporting
questions for a more thorough summary, for example:
o Has the setting changed?
o Have any character relationships changed?
o Have they kidnapped Mr. Griffin yet? Is he still alive?
o What do you mean they accidentally killed him?
o And etc.
Ask student what he or she believes will happen next and explain why.

Instructional Input:
Instruction should resemble the following explanation:
- The following should be very conversational and not a one-sided lecture
o Oftentimes, young people perceive reading to be an adult activity. For example,
when at work or reading the newspaper. Do you know of anyone who reads for
fun? Why do they read for fun? Are they crazy? Are they geniuses?

Definitely not, so why do people read for fun?


Theyre good readers. What makes someone a good reader? How do we
become good readers?
Did you know that there are strategies when reading different kinds of texts? Just
like how you have different strategies in different sports or games? A good
reader is someone who understands how to use those different strategies
when it comes to reading.
Today, we are going to start our own little reading tool-kit or instruction manual.
First, were going to discuss the two major types of text
Informative
Used at work
Textbooks
Newspapers
Contains the info
Narrative
Books in Language Arts class
The books people read for fun
Stories
Need to be experienced
What type of text is Killing Mr. Griffin? Narrative Why?
Do you like movies? If we applied these terms informative & narrative to films
which terms generally applies? Narrative. That being said, how do all movies
begin? With a script. Those movies are a type of narrative text that actors
and directors have to interpret to make a visual movie.
We can take this idea, and apply it to our reading today. The first tool for our
tool-kit will be imagery/mental movies. Today, we are going to be the director
of a movie for Killing Mr. Griffin and we are going to explain our
interpretations of the authors writing through simple drawings. We will
read approximately one page at a time and use the provided paper to draw
our interpretations. We are then going to go back to the text to see how well
we set up our movie scene. I will go first.

o
o

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At this point, instructor should read, aloud, approximately one page from where the
students individualized reading time had left off.
Instructor should take a few minutes to think aloud and draw their visual interpretation of
the read passage for the student.
Instructor should explain reasoning behind drawing.
Allow the student to critique accuracy of instructors visual interpretation.
Make necessary suggestions to drawing and refer back to book for accuracy.

An Opportunity to Practice:
Guided Practice:

Explain that next both instructor and student will draw and compare interpretations,
determining whose image is more accurate and developed.
- Have student read next page aloud.
- Instructor and student then take a few minutes to draw image. Time limitless. Do not
rush student.
- Have student try to explain what they see in instructor image and vice versa.
- Explain individual drawings.
- Whose is more accurate? Whose is more detailed? What could each person add to make
drawing better? This should arise for some discrepancy, and student should go to text to
determine who is true to the book.
- Add suggestions to individual drawings.
Repeat a few more times until student seems comfortable with task. Increase the amount
read per drawing as student feels comfortable.

Independent Practice:
Once student is comfortable making and drawing these visual interpretations allow them to
proceed on without your aid. Encourage students to be extremely detailed. Require the
student to create their visual interpretations for the remaining chapter. Challenge them to
determine the necessary number of drawings based on the plot or scenery changes.
Assessment:
Based on two criteria:
- Amount of detail in drawings.
- Accuracy of drawing content.
Closure:
- Have student summarize what they have read during the lesson and positively reinforce
any extra attention to detail.
- Have student examine drawings from beginning to the end of the lesson and describe any
noticeable differences in the drawings. Accuracy? Detail?
- Ask the student if they thought that the drawings helped them understand the text better.
How might the student incorporate imagery in narrative reading without drawing actual
images?
Reflection:
I am so pleased with how todays lesson went, we did not stay true to the lesson plan, in a strict
sense, but this lesson provided the foundation for a great realization for my tutee and myself.
Through the ARI and our other experiences thus far, I have discovered how much my tutee
struggles with comprehending what she reads. Part of this seems to be due to her inability to
skim and her need to read every individual word on each page.

I have been struggling to get her to connect to the words on the pages. Her answers to my
questions about the text are always very general and brief; no matter how much I prod for more
detail. This obstacle led to the idea for the lesson I created. I thought that maybe having her
draw what she remembered and understood from the text that she would see the same holes that I
encounter in her answers to my questions. My hope was that she would take the initiative to get
more when she read so that her drawings were more detailed.
I think that the use of imagery through these drawings were very helpful. In the lesson, we only
actually made it through one drawing together, when my tutee began reading again and I became
confused about a detail in the story. I do not have the book to read on my own, so my only
knowledge of the books content comes from my tutees summaries and our reading time
together.
In summation, that one question led to many others which we wrote down and checked off as we
correctly answered them. We used the actual text, in addition, to text supported inferences. We
were at the end of chapter fourteen at the beginning of the lesson and at one point we were in
chapter four trying to find the missing piece to the puzzle of our story sequence.
My tutee went from simply reading the surface of a page to investing herself within the story,
and trying to find the answer to questions for which we anticipated answers. The feeling of
accomplishment was evident on her face and in her body language, which was exciting for me
because I had been trying to accomplish such interest in the text all along.
I improvised the closure from the lesson to demonstrate how much we had accomplished by
reading bits and pieces of the book. We did not advance much further in the reading but her new
understanding and the summary that she provided at the end was sequential and she continued to
ask questions and make predictions of how the book would end.
I plan on spending at least one more time on this lesson with the incorporation of the digressed
portion because today we barely grazed the surface of strategy itself. She seems to understand
the importance of imagery and answering questions as they occur while she reads, but I do not
think that she is ready to incorporate them independently.