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Collaborative Lesson Plan

Madonna University Reading Laboratory Tonda Elementary

University Student: Amy Neville & Megan Aho

Pupil: Cecilia Tsang, Matthew Thibodeau Grade: 3
Grade Date: 4/3/14
Instructional Reading Level: 3
-5th Lesson #7 Type of Text: Fiction/Humor
Goal: Common Core Standards:
CCSS.ELA-Literacy.RL.3.1_ Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy .RL.3.2 Recount stories, including fables, folktales, and myths from diverse
cultures, determine the central message, lesson, or moral and explain how it is conveys through
key details in the text.
CCSS.ELA-Literacy.R.L.3.4 Determine the meaning of words and phrases as they are used in a
text, distinguishing literal and nonliteral language.

Book Used: The Stories Julian Tells, Catalog Cats Written by Ann Cameron
Vocabulary: request, invisible, visible, ignorant, ordinary
Students will be able to answer questions by referring back to the text.
Students will be able to summarize the story and understand the overall message.
Students will be able to determine the meaning of words and phrases read in the text.
Teaching Strategy Focus/Literary Devices/Materials
Paper/ Construction paper

Before Reading:

Although this is a collaborative lesson, Megan and I felt that to begin our lesson, we would each
start our lesson separate, reading the Catalog Cats first along with our students. Separately,
Megan and I will be probing for questions during read aloud. Also, because time is factor, we
both decided that we would share reading with our students, which will allow us to have more
time to come together and collaborate. We then will be using the literature circles activity with
our students, Ceci and Matthew. Before reading begins, we will make sure to go over
vocabulary words that may be tricky during reading.

During Reading:
Megan and I will be reading with our student(separately)
We will be taking turn reading with our student.
Discussing text as we go along, using open/probing questions (e.g., Why do you
After/ Independent Application/ Informal Assessment
Megan and I will come together to collaborate on our lesson.
We will begin by starting our literature circles activity. In order to make this a
successful/ enjoyable lesson, Megan and I have chosen what job each student would
have, given the fact we know which one they would enjoy a lot better. (Ceci- The
Summarizer, Matthew- The Artful Artist, Amy- The Discussion Director, Megan- The
Word Finder)
The Summarizer will tell what the text was mainly about and key points
The Artful Artist- Draws a picture that goes along with story, but doesnt tell what it is
about until students have taken guesses.
The Discussion Director- Shares three questions before reading. Finds answers after
reading, and shares with group.
The Word finder- Someone who picks special words from the text and talks about why
those words were picked, either because they were different, important, strange,
Megan and I will discuss the questions that will be attached to this lesson plan to go in
further discussion.
Students will fill out the discussion organizer on their own.
If time allows, the students will create a cover page/ book cover for the story we read.

Reflection/ Summary/ Informal Assessment/ Future Instruction
Amys reflection from lesson 3/20/14: This lesson went okay. After being told from Professor
Kulas that Ceci was unable to identity a lot of her letters, it was relief that she did so well from
the lesson today and from my previous lesson. I think Ceci is really understanding the important
of phonics and decoding words. She struggled in the beginning with the long e vowel sound (ea)
pattern, but once using the Elkonin Boxes and looking and sounding out words for examples,
she began to show improvement with her spelling. I did give her two example so she was able
to distinguish wish one was correct, that helped her out a lot. I plan on practicing a few more
things with Ceci in order for her to get a better understanding and grasp the meaning of
sounding words/letters out. This will be a helpful tool for her as she continues with spelling.
Next week will be my collaborative lesson with Megan and her tutee Mathew. Our plan is to
use the literature circles activity.
Megans reflection from Last Thursday, 3-20-14. This was a good session. We worked on more
word work. I decided to try the activity we did in class with sentences and covering up certain
words. I found sentences with some of the vocabulary words and other challenging words to
work with. I printed out the sentences on a separate sheet of paper and coved up the
vocabulary words. Mathew was very engaged and this activity helped him connect, predict and
comprehend the story. I am noticing that Mathew does not hold focus for the whole session
and sometimes is distracted by acting silly. I try to get him back on track, but sometimes it is
hard to do. During this lesson on some of the sentences Mathew would try to figure out the
covered word, but would think of words that had nothing to do with what the story was going
to be about or that would even fit in the blank space. I was not sure how to redirect him when
this was happening. I can tell Mathew is comfortable around me, which is good, but it could be
allowing him to lose focus. Our next session is going to be our collaborative lesson with CiCi and
Amy Neville. I have told Mathew we would be working with them for our next session so he had
a heads up. I think Mathew will do great in the collaborative lesson and it may help him to have
another student to work with and bounce ideas off of.