University of Utah, Department of Special Education: Alternative Lesson Plan

Content Area:
Date: Dec 16, 2015

Grade level:

9 -10


Dianne Duncan

Core Standard(s):
Reading: Literature Standard 1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

IEP Goal(s)
Actual: Levi will answer comprehension questions on an 2th grade level passage at 80% accuracy on ¾ trials with
65% current achievement with 100% target achievement.
Revised (SMART): By May 2, 2016, Levi will be able to answer comprehension questions from an 3th grade level
passage at 90% accuracy for ¾ trials.
Instructional Objective(s):
Students will identify new vocabulary words that will help students understand the meaning and how they are used
within the text.
Students will be able to use new vocabulary words to distinguishing literal from nonliteral language.
Behavioral Objective(s):
Student will follow instructions within 30 seconds. Student will remain in seat for 20 minutes at a time. Student will
raise hand before speaking.
Content (concepts, information, skills, new vocab, etc.):
Predict, Read, Question, Clarify, Summarize
Instructional Materials Needed: Rewards packet, text from rewards. Overhead
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students’ attention:
a. Teacher: “Class class”
b. Student: “Yes, yes!”
2. Academic review /Gather background knowledge
a. T: “Who can tell me what we do when we use Reciprocal teaching?”
b. S:” We predict, read, question, clarify and summarize.

3. State instructional objectives
a. T: “Today we are going to be reading about different ways we can preserve food. By the end you will be able to
summarize the reading and answer questions.”
b. S: Students will be listening
4. Review behavior expectations
a. T: “ Can someone tell me a behavior expectation of our class?
b. S: “ Raise hand before we add to the conversation”
5. Instruction
a. Model
T: We are going to learn about Reciprocal Teaching “The first step to reading a text is to predict, like I use
clues from the titles & headings to predict what the text will be” “
S: Students will be listening
T: “Next I will read about the text, *Reads first paragraph*
S: Students will listen
T: I will now ask questions about the text like “Why does food spoil?” “Food spoils because microbs break
down the structure of the food”
S: Students will be listening
T: While I was reading this paragraph I got confused by what food poisoning is” “ If I get confused I will
look back in the text and re read about what I’m confused about”
S: Students could tell me about food poisoning is, or I will answer.
T: If I was going to summarize this paragraph I would say that when food spoils, people can get sick, thats
why it;s important to learn ways to preserve food.
b. Guided Practice
T: .”I think the next paragraph is about drying and smoking because the next subheading is called that.
What is this text about?
S: “drying and smoking”
T: I will read the next paragraph
S: Students will listen to teaching reading
T: “What is happens to microbes if we use dehydration?
S: “ The microbs lose water and they can’t live”
T: “ Why do we smoke meat, I’m confused”
S: “ We smoke meat to preserve meat and fish”
T: If I was going to summaries this paragraph what would I say?
S: This paragraph is about how meats can stay good to eat by smoking and drying food. This removes
water and keeps it fresh longer”
c. Guided Group Practice
T: “Next turn to a partner and tell them your prediction for the text”
S: Students will share with a partner what they think the text will be about “I think I will learn about
spoiled food because the subheading has spoiled food in it”
T: Turn to a partner and read the next paragraph
S: Students will read to their partner
T: Ask a question to your partner
S: Students will ask a question to partner
T: Both students come up with summarize then share with each other.

d. Independent practice
T:: Students will independently read and answer questions about the text. Teacher will walk around and
give help as needed.
S: Students will independently read and answer questions and summarize about the text
e. Error Correction Procedures
T: If students make a mistake on one of the questions, I will prompt the student about the question they
got wrong. This will give the student the opportunity to correct their answer, if they still don’t get the answer right, I will
answer the question and have the student go over another with me.

6. Wrap – up
a. Review key concepts/ Check for understanding
b. Review objectives
T: Today we read about Food Preservation, we used predicting, reading, questioning, clarifying and
summarizing to learn more about the text” .
S: Students will be listening.
c. Clean up

I will make sure students who are ELLs understand the words I use to explain the vocab words. Give them definitions
with friendly language for them.
Reinforcement Procedures:I will verbally praise students who following the behavior expectations. I will also verbally
praise students for answering questions that are asked in class and who stay on task.
Daily Evaluation
a. Before lesson: Have a understand on what type of words with my students understand.
b. During lesson: I will know what my students are understanding about the concepts by using their
responses and group work by walking around and hearing/see their answers.
Post Evaluation (data-based decision making): the specific skills/areas to be assessed; ORF
-frequency of progress monitoring; Weekly
-amount of time to progress monitor before making a decision; 4 weeks to see progress
-possible instructional changes that will be implemented if student is below the goal or aimline
if student is not achieving above aim line I will provide additional models of sentence structure , 1:1.

Follow-up Activities: