LESSON PLAN 6

Tutor: Kaelie Franks

Tutee: Robert Gandis Grade Level: 3rd

Reading Level: 4th

Lesson #: 6

EVALUATION/REFLECTION FROM LAST LESSON [What did you learn from last weeks session? Provide
details and examples. How is what you learned informing your planning for this week? What did you learn
about yourself as a teacher?]
Last week, we synthesized all of the comprehension strategies we have been working on during our reading. Robert
seems to be succeeding and using many of them on his own. This week, I am going to copy some of the pages from
the book to take notes of the strategies we are using for his portfolio. He is also going to write a summary of the
book to demonstrate his understanding of the story.
Robert corrected many of the spelling and punctuation mistakes he made on his own, but was less likely to correct
his grammatical issues, even with my example final draft and my guidance. By the end of the session, he had
corrected the grammar, but it is clear that he still needs work with sentence structure, which is why I have worked it
into word work this week.
Robert really enjoyed the game we played and compared it to the book weve been reading, but we only got to play
for a few minutes. I wanted to play again, but I think building sentences is more important, so we will be building
sentences this week.
GOALS for the session or for the child:

Rationale:

Reading: Robert will be able to synthesize the

comprehension strategies he has learned to give a
complete understanding of what he is reading. He will
create a book jacket for Mr. Lemoncellos library to
demonstrate his understanding of the story.

Chapter 8 from Literacy for the 21st Century by Gail E.

Tompkins

Writing: Robert will be able to add final touches to type

out a nice, neat final draft.
Word Study: Robert will be able to form sentences
using proper sentence structure.

Struggling writers need to use the writing process.

Many struggling writers dont like to write and they
avoid it whenever possible because they dont know
what to do. Once students have learned to use the writing
process and have developed a repertoire of writing
strategies, theyre better prepared to write
independently. (Tompkins, pg. 50)
Robert has trouble with writing sentence fragments and
using incorrect sentence structure. The purpose of this
activity is to correct those bad habits and demonstrate
proper sentence structure.
Common Core Standard(s):
RL.3.10: By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the
high end of the grades 23 text complexity band
independently and proficiently.
W.3.1: Write opinion pieces or texts, supporting a point
of view with reasons.(including all sub-standards)
W.3.4: With guidance and support from adults, produce
writing in which the development and organization are
appropriate to task and purpose.

FLUENCY/FAMILIAR READING (5 min) [include

selection]:

Rationale/Purpose(s) (Why is it important to do this based on

what you have learned about your tutee and according to research?
Include citation, references to professional sources):

I will read the poem The Shadow, we will watch a

video of the poem, and then Robert will read the poem
on his own.

Strategies to increase the fluency of students include

the use of poetry, which is often overlooked as a
motivator for elementary students. (Rasinski, T. (2000).
Speed does matter in reading. The Reading Teacher,
54, 146151.)

GUIDED READING (25 MIN):

Selection: This semester during guided reading, we will be reading Escape from Mr. Lemoncellos Library (RL
4.4). The strong male character is one that he can hopefully identify with to help along character development.
Before Reading Activity:
Rationale/Purpose:
Before reading, we will review all of the strategies
weve learned and how weve used them. We will talk
about how they help us remember what were reading
by making them more memorable.
During Reading Activity:
Robert will use a combination of all of the strategies as
we read with my prompting and guidance as needed.
Post-Reading Activity:

The purpose of this activity is to give Robert a chance to

practice integrating comprehension strategies into all of
his reading.
Rationale/Purpose:
The purpose of this activity is to give Robert a chance to
practice integrating comprehension strategies into all of
his reading.
Rationale/Purpose:

Robert will create a new cover for the book and write a
summary based on all that weve read. This will be an
option for him to share at the final party.

The purpose of this activity is to work on summarizing

and visualizing, two of the comprehension strategies we
have focused on this semester.

WRITING (15 min.):

Rationale/Purpose:

We will be finalizing the work we did to revise and edit

Roberts rough draft by typing it out on a laptop or iPad
and adding fun effects to the text. I will print it on fancy
paper for Robert to read at the final party.

Struggling writers need to use the writing process.

Many struggling writers dont like to write and they
avoid it whenever possible because they dont know
what to do. Once students have learned to use the writing
process and have developed a repertoire of writing
strategies, theyre better prepared to write
independently. (Tompkins, pg. 50)

WORD STUDY (10 min.):

Rationale/Purpose:

To practice revising and editing and proper sentence

structure, we will work with complete sentences versus
sentence fragments and doing sentence surgery. I will
write out various sentences and sentence fragments and
if we determine it to be a complete sentence, Robert will
revise it.

Robert has trouble with writing sentence fragments and

using incorrect sentence structure. The purpose of this
activity is to correct those bad habits and demonstrate
proper sentence structure.

BOOK SHARING/AUTHORS CHAIR (5 min.):

Selection:

Past academics, I want to leave Robert motivated to

continue to put forth effort in his academics so I will be
reading this motivational story of a termite who breaks
the mold.

Roberto: The Insect Architect by Nina Laden

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 2