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Brenna Crawford

Lesson Plan 2 (Reading Focus)

EDIS 5400: English Education
Course name: Mrs. Xs Standard 12th Grade English
Grade level: 12th
Length of lesson: 80 minutes
Description of setting, students, and curriculum and any other important contextual
This class has fifteen students. Many of the individuals are English Language
Learners, and many of the students have Individualized Education Plans (IEPs). All of
these students have failed either their writing or reading SOLs. The main purpose of
this class is to equip the students so that they are able to pass their SOLs and
graduate high school.
Virginia SOL(s):
10.4 The student will read, comprehend, and analyze literary texts of different
cultures and eras.
b) Make predictions, draw inferences, and connect prior knowledge to support
reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading
Common Core State Standard(s):

Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed).

Objectives (KUD format):

1. Students will know that talking through a text as you are
reading it can aid comprehension and help them engage with the text.
1. Students will understand that reading is a skill that we
can hone through practice and effort.
1. Students will be able to read through the excerpt of Alice
in Wonderland while employing the Say Something Technique.

2. Students will be able to make predictions about a text.

3. Students will be able to analyze and make inferences
about the impact of authorial choice on a text.

Assessments: Methods for evaluating each of the specific objectives listed

Diagnostic: Students will demonstrate what they already know by
Students will write a short paragraph about any struggles they feel
when reading. Only the teacher will read this, and the students will be asked
to try to be as honest as possible so that the teacher can help the students
with exactly what troubles them when reading.
K1, U1
Formative: Students will show their progress toward today's objectives by
Students will be responsible for participating in the Say Something
activity. The teacher will take an informal formative assessment by writing
notes and observations on each student during the activity.
SOL 12.4, CCSS 12.3, D1, D2, D3, K1, U1
Summative: Students will ultimately be assessed (today or in a future lesson) on
these standards by
Students will ultimately be responsible for a book analyzation report
and a reader self improvement assessment that will be happening at the end
of the unit.
SOL 12.4, CCSS 12.3, D1, D2, D3, K1, U1
Materials Needed:
Sixteen Copies of Probable Passage Worksheet
Sixteen Copies of Alices Adventures in Wonderland Chapter 4

Instructional Steps (Procedures): Detail student and teacher behavior.

Beginning Room Arrangement:
Desks will be arranged in their regular rows (5 rows of 3 desks)
I. Welcome/greeting/announcements (2 minutes)
Teacher: Good Morning Class! How is everybody doing today? Remember about
how I said we are going to work on some helpful reading strategies today? Well, it is

going to be rad. I always like to learn new ways to help myself comprehend what I
am reading.
II. Hook/ bridge/ opening to lesson (65 minutes)
Teacher: Please take out a pencil and write out your response to the question on
the board. [The words on the board say, Write a paragraph about what is hard for
you as a reader. What specific areas of your reading and comprehension skills could
benefit the most from some improvement? These answers will only be seen by the
teacher The teacher has written that she could benefit from slowing down when
she reads and actually looking up new words, instead of just guessing their
Teacher: Great, now that you are finishing up please place your responses on my
desk. Today we are going to employ some strategies that can help people of all ages
engage better with the texts that they are reading.
III. Instructional steps
Teacher: Now that I have passed out the worksheet, you are going to be filling in
the blanks of the sheet with the words that I have written on the board. The title of
this chapter is The Rabbit Sends in a Little Bell. Try to place each word into just one
category. Once you have filled in the categories, try to write a summary or gist
statement of what you think the chapter in the book is about. You might have more
words in one category than you do in another category. You may work in pairs or
groups of three. You have fifteen minutes to complete the sheet.
Teacher: Which groups would like to share their Probable Passage Gist
Lola: We thought that the story might be about a Rabbit who has trapped their
favorite gloves in a safe deep in the woods and that he must run there. On the way
to the safe, the Rabbit faces and evil cake monster who is growing quite large and
who drinks lots of potions. The rabbit stuffs the cake monster into a chimney while
yelling loudly.
Teacher: Thanks Lola, that was very creative. Do any other groups want to share?
Since the answer is no, how about we move on to the next activity with this
passage. Please arrange your desks into five groups of three.
We are going to do an activity with this passage called Say Something. Please come
to the front to pick up a copy of the passage. For every paragraph, I want you all to
stop and talk about what is happening. Each member of the group should make a
Prediction, Ask a Question, Comment on something, or make a connection. I will
model these with the first paragraph.
Comment: I get the feeling that entrances and exits are very important to this text.
Maybe juxtapositions between inside and outside, and trapped and free are
important in this text.
Ask a Question: What does it mean that the Rabbit could just disappear? Can
things happen as if my magic in this realm? Where is this taking place? Is this a
fantasy story?

Prediction: I predict that this rabbit has personhood and will become an important
character in the story.
Connection: Alice, I am pretty familiar with this name and its literary history, can
anyone tell me what book I am guessing that this passage is from? I want to
connect this passage with the larger work that it is coming from. I could also look to
make a connection with another text, a film, or an idea that I have come across. It
would be absolutely sublime if you all could connect the text with something that
you are learning or have learned in another content area.
Now it is your turn. Work together to talk about the text. This is a purposefully
confusing work. I will be walking around and taking notes on your comments and
group dynamics. Please participate in this activity, as you will be awarded
participation points for this week if you do, or I will subtract points if I see side
conversations or people using their cell phones.
Jake [to his group]: For paragraph two I will ask the questions that if Alice is not a
housemaid, then who is she? What does she do? Does she even look like Mary Ann?
Laurel [to her group]: For paragraph three, I will make the comment that these
gloves appear to be important. They seem to symbolize something, although I have
absolutely no idea what that would be at this early moment in the passage.
Teacher[to Laurel and her group]: It is great that you recognize that something
might be going on with a particular item in the story. You are right that it is too early
to tell what it might be doing, but keeping a close eye on the gloves is a great
comprehension strategy.
[Students work in their groups for twenty more minutes, I will come back in draft
two to finish scripting this]

IV. Closing (13 minutes)

[Back as a class] I would like you to write on the back of your probable passage
worksheet about what you thought about the activity, and what questions you may
have about reading comprehension strategies. Do you think that this activity helped
you follow along in the text? Did it keep you from getting distracted? Do you have
any suggestions for me?
Attention to Individual Student Needs: Detail specific actions/materials
you will use to differentiate your instruction to meet various individuals
learning needs in this lesson.
In this lesson I made myself available to walk around the classroom
and to help groups when they appeared stuck or off task. I stopped to talk to
students if they seemed frustrated or board and I asked them about what
they were feeling.

Technology Use: Detail specific technology being used in the lesson with
explanation for why it is being used.
No technology was used for this lesson.
How this lesson incorporates specific insights from course readings and/or
class discussion:
This lesson followed the format for pre-reading and during-reading
strategies that Beers formats in her book. I used her exact format for the
Probable Passage worksheet. I also used her Say Something Strategy as the
during reading activity.
Materials Appendix: Probable Passage Worksheet
List of Words for Probable Passage:
White Rabbit
Bottled Potion

Probable Passage
Title of Selection ____________________________________





Unknown Words

To Discover


Gist Statement
Content Idea Taken from When Kids Cant Read What Teachers Can Do by Kylene Beers

Alices Adventures in Wonderland by Lewis Carroll[Pg 20]











looking anxiously about as it went, as if it had lost something;

Alice heard it muttering to itself, "The Duchess! The Duchess!




















dropped them, I wonder?" Alice guessed in a moment that it was

looking for the fan and the pair of white kid-gloves and she very









nowhere to be seeneverything seemed to have changed since her

swim in the pool, and the great hall, with the glass table and
the little door, had vanished completely.[Pg 21]
Very soon the Rabbit noticed Alice, and called to her, in an
angry tone, "Why, Mary Ann, what are you doing out here? Run home
this moment and fetch me a pair of gloves and a fan! Quick, now!"
"He took me for his housemaid!" said Alice, as she ran off. "How
surprised he'll be when he finds out who I am!" As she said this,
she came upon a neat little house, on the door of which was a
bright brass plate with the name "W. RABBIT" engraved upon it.
She went in without knocking and hurried upstairs, in great fear
lest she should meet the real Mary Ann and be turned out of the
house before she had found the fan and gloves.
By this time, Alice had found her way into a tidy little
room with a table in the window, and on it a fan and two or three
pairs of tiny white kid-gloves; she took up the fan and a pair of
the gloves and was just going to leave the room, when her eyes
fell upon a little bottle that stood near the looking-glass. She
uncorked it and put it to her lips, saying to herself, "I do hope

it'll make me grow large again, for, really, I'm quite tired of
being such a tiny little thing!"
Before she had drunk half the bottle, she found her head
pressing against the ceiling, and had to stoop to save her neck
from being broken. She hastily put down the bottle, remarking,
"That's quite enoughI hope I sha'n't grow any more."
Alas! It was too late to wish that! She went on growing and
growing and very soon she had to kneel down on the floor. Still
she went on growing, and, as a last resource, she put one arm out
of the window and one foot up the chimney, and said to herself,
[Pg 22] "Now I can do no more, whatever happens. What will become
of me?"
Luckily for Alice, the little magic bottle had now had its
full effect and she grew no larger. After a few minutes she heard
a voice outside and stopped to listen."Mary Ann! Mary Ann!" said
the voice. "Fetch me my gloves this moment!" Then came a little
pattering of feet on the stairs. Alice knew it was the Rabbit
coming to look for her and she trembled till she shook the house,
quite forgetting that she was now about a thousand times as large
as the Rabbit and had no reason to be afraid of it.
Presently the Rabbit came up to the door and tried to open
it; but as the door opened inwards and Alice's elbow was pressed

hard against it, that attempt proved a failure. Alice heard it

say to itself, "Then I'll go 'round and get in at the window."
"That you won't!" thought Alice; and after waiting till she
fancied she heard the Rabbit just under the window, she suddenly
spread out her hand and[Pg 23] made a snatch in the air. She did
not get hold of anything, but she heard a little shriek and a
fall and a crash of broken glass, from which she concluded that
it was just possible it had fallen into a cucumber-frame or
something of that sort.
Next came an angry voicethe Rabbit's"Pat! Pat! Where are
you?" And then a voice she had never heard before, "Sure then,
I'm here! Digging for apples, yer honor!"
"Here! Come and help me out of this! Now tell me, Pat, what's
that in the window?"
"Sure, it's an arm, yer honor!"
"Well, it's got no business there, at any rate; go and take it
There was a long silence after this and Alice could only
hear whispers now and then, and at last she spread out her hand
again and made another snatch in the air. This time there were
two little shrieks and more sounds of broken glass. "I wonder

what they'll do next!" thought Alice. "As for pulling me out of

the window, I only wish they could!"
She waited for some time without hearing anything more. At
last came a rumbling of little cart-wheels and the sound of a
good many voices all talking together. She made out the words:
"Where's the other ladder? Bill's got the otherBill! Here, Bill!
Will the roof bear?Who's to go down the chimney?Nay, I sha'n't!
You do it! Here, Bill! The master says you've got to go down the
Alice drew her foot as far down the chimney as she could and
waited till she heard a little animal scratching and scrambling
about in the chimney close above[Pg 24] her; then she gave one
sharp kick and waited to see what would happen next.
The first thing she heard was a general chorus of "There goes
Bill!" then the Rabbit's voice alone"Catch him, you by the
hedge!" Then silence and then another confusion of voices"Hold
up his headBrandy nowDon't choke himWhat happened to you?"
Last came a little feeble, squeaking voice, "Well, I hardly know
No more, thank ye. I'm better nowall I know is, something comes









rocket!"After a minute or two of silence, they began moving about

again, and Alice heard the Rabbit say, "A barrowful will do, to
begin with."

"A barrowful of what?" thought Alice. But she had not long
to doubt, for the next moment a shower of little pebbles came
rattling in at the window and some of them hit her in the face.
Alice noticed, with some surprise, that the pebbles were all
turning into little cakes as they lay on the floor and a bright
idea came into her head. "If I eat one of these cakes," she
thought, "it's sure to make some change in my size."
So she swallowed one of the cakes and was delighted to find
that she began shrinking directly. As soon as she was small
enough to get through the door, she ran out of the house and
found quite a crowd of little animals and birds waiting outside.
They all made a rush at Alice the moment she appeared, but she
ran off as hard as she could and soon found herself safe in a
thick wood.
"The first thing I've got to do," said Alice to herself, [Pg
25]as she wandered about in the wood, "is to grow to my right
size again; and the second thing is to find my way into that
lovely garden. I suppose I ought to eat or drink something or
other, but the great question is 'What?'"
Alice looked all around her at the flowers and the blades of
grass, but she could not see anything that looked like the right
thing to eat or drink under the circumstances. There was a large
mushroom growing near her, about the same height as herself. She

stretched herself up on tiptoe and peeped over the edge and her
eyes immediately met those of a large blue caterpillar, that was
sitting on the top, with its arms folded, quietly smoking a long
hookah and taking not the smallest notice of her or of anything