Workshop Lesson Plan

Planning:

Central focus: Essential literacy strategy: Related skills:

Students will be able to use Students will examine their text to  I know to reread to check for
context clues in the text to understand the meaning of words or understanding.
show evidence on how a phrases, to find how a character feels.  Ask questions as I read to
They will make inferences about the gain more from the text.
character feels.
text to see what events move the story  Retell or summarize what
along. happened in my your own
Essential Questions to think about:
words.
 How do I find context clues
 Visualize as you read and
to help me figure out what a
describe what things you
character is thinking?
notice (Sounds, smells,
 How does the character
touch).
change throughout the story?
 Focus attention on the main
 Why is it important to
ideas of the text.
reread if I don’t understand
what happened?

Standard: Language Function: 21st century skills:

CCSS.ELA-Literacy.RF.1.4
Read with sufficient accuracy and
fluency to support comprehension.
NCSCoS ELA
 Read grade-level text with
purpose and understanding.
 Read grade-level text orally
with accuracy, appropriate
rate, and expression on
successive readings.
 Recognizing specific details
or words that describes how a
character feels.
 Use context to confirm or
self-correct word recognition
and understanding, rereading
as necessary.
 It is extremely important that
students keep a vocab journal
or list so that they can refer
back to it while learning new
vocab based on the chapters
read. As students read they
will be able to update their
vocab lists as they get new
words to learn/study.
 Students are able to
communicate their thoughts
about what they understand
from the reading with a
partner or in a small group.
 They can ask each other
questions if certain parts of
the book end up confusing to
them.
 At some parts of the book
students can make inferences
about what might happen to
the plot if they read on.

Objective
Performance: The performance describes what the learner (audience) will be able to do after the instruction. After this lesson students will be
able to understand the importance of reading fluently to support their comprehension on what is going on in the text. They will be
able to make inferences with their text depending on what events the character goes through and decipher from the actions or
reactions of the main character to figure out how they are feeling.

Conditions: Conditions are the circumstances under which the objectives must be completed.
First model a read aloud to children using the text “Lulu and the Brontosaurus” By Judith Viorst Illustrated by Lane Smith. In
Chapter eight and one half read the passage of “She also woke to the sight of something so huge, so enormous, so utterly
gigantic that she thought – no she was sure – that she was dreaming.” Show thinking as you read aloud so students can follow
what comprehension skills you use. Model: “Ooooo Lulu seems to be startled, shocked, or even scared because of the big
creature/object she saw. I am going to take a guess and say that it could be a monster! Some monsters are huge just like in
Monsters Inc.!” Students will be allowed to have worksheets that have different emotion words on them so that they have
something to reference while reading. To allow them to write down their questions about the text they will have a page from their
reading notebooks to jot down notes. Students can access their previous independent reading novels and notes to compare what they
accomplished for that one with the text they have to comprehend in this lesson. Do this for another chapter and then provide
students with the feelings worksheet. Give them the task of completing the reading of the read aloud book by themselves. Allow
students to ask their neighbors about anything they are confused about. Give them permission to refer back to their independent
reading notes to engage prior knowledge. They are also allowed to use their character traits graphic organizer to help with what to
pay attention to while reading.

Criteria: Within 25 minutes students will be able to score a 12 out of 14 on the Character Feelings chart. (For full credit they need to
explain 4 events, 4 different character feelings, and 4 text evidences.

Adapted from: O'Bannon, B. (2002). Planning for instruction: Writing objectives. Retrieved from http://itc.utk.edu/~bobannon/writing_objectives.html
What theory/research supports using this objective/strategy to align with the needs of your student?
Rubric 3: Using Knowledge of Students to Inform Teaching and Learning
Rubric 10: Analyzing Teaching Effectiveness
 Since I would model with a read aloud first this has students listening to me and observing what I do to complete the task.
Modeling falls under the Social Cognitive Theory from Albert Bandura. Students are allowed to ask their table partners
questions if they reach problems during their independent reading so this taps into Vygotsky’s Socio-cultral Learning
Theory. Later on in the lesson students will discuss what they learned in small groups so this is related to C. Bonwel’s
theory of cooperative learning.

How are the objective, lesson, and materials related to students’ personal, cultural, or community assets?
 This lesson will introduce students to the main character, Lulu who at the beginning gets everything she wants from her
parents however takes things for granted because she begs them when she doesn’t get her way. By observing how Lulu
behaves children can connect with her if they act similarly in front of their parents. Students may even strike up
conversations about how they listen to their parents if they can’t have certain things due to having to compromise. The text
brings up a dinosaur called the Brontosaurus and I’m sure many students love to meet dinosaurs! They might even be
learning about the same topic for Science as well. As students follow the story they will be able to see the importance of
character development in this book and how the author considers Lulu becoming a more appreciative daughter as the main
idea.

Vocabulary Discourse Syntax

Terms: Discourse required in this lesson: Syntax required in this lesson:
 From the book – want, toys,
candy, screech, floor, heels,  Students engage in writing  Consonants, vowels, magic
dog, cat, goldfish, pet, short narratives about the e-, sentence fluency
present, birthday event that caused the
 General Academic character to react or feel in a
Language – understand, certain type of way.
apply, analyze, remember,
and summarize  Students get to talk to their
peers about what they think
will happen in the next part of
the book.

 When discussing with others

about the main idea students
can use evidence from the
 text to support their ideas.

How do you teach/support vocabulary
development?
 Class word lists that are
updated as the unit goes on.
 Lesson/unit vocab flashcards
online like on quizlet.
 Have students provide a little
feedback exit ticket where
they write down one vocab
word that they learned and
found interesting.
◦ Share it with the
classmate to their right
and then share it with the
whole class.
How do you teach/support discourse How do you teach/support syntax
development? development?
 As teachers it is helpful to
pose questions for students so  Give students the choice of
that they are not fed the jotting down in the reading
answers. notebooks any confusing
 Engaging students to think words they can’t seem to
critically by coming up with pronounce or understand.
evidence from the text to This gives you a way to plan
answer questions is beneficial future lessons.
to them in the future. Make it
even more fun for learning by  As a class you could choose
letting students discuss their to go over certain hard grade
ideas with each other in level words that students
partner talks. might have trouble with when
 Remember that students learn reading their books.
differently and at different
time limits so make sure to
allow for wait-time.
 If some students don’t finish
in time don’t rush them.
Allow for early finishers to
work on their own
independent reading books.
Leftover work may be
assigned to be finished at
home or the next day.

Supports, accommodations, and modifications (IEPs, 504s, other learning needs)

This will be filled out with the specific needs from your class, but should minimally support the needs identified in red.
Student Supports, accommodations, and modifications to be provided
during instruction
ELLs Go over a vocab example with the whole class
using the Frayer model so that the students who
need the steps done in front of them won’t feel
stressed when completing the graphic
organizer. Have the student work on the
organizer with their ESL instructor so at least
they can complete it in their native language.
During small group instruction provide the
student with another easier level novel to assist
him in reading.
Struggling Verbally repeat instructions for all group,
readers
individual, and assessment tasks. Provide them with
a detailed reading guide with questions that can
keep these students focused on the material at hand.
For assignments that requires a lot of reading create
a video recording of you reading the passages that
will be focused on in class so the child can rest from
Supports, accommodations, and modifications to be provided
during assessment
Partner the student up with a student who is
both a Spanish and English speaker so they can
translate what they need to do for the
assessment. This could turn out problematic
because of the risk of them cheating so
alternatively I can just provide an easier
assessment to ease the stress. They would have
to be graded separately from their peers.
Interactive instructions are available and the student
will be supported with more visuals to help them
learn. Notes can be pre-written for them in a
diagram or graphic organizer for them.
 reading so much.
Readers These students can be allowed to work with more ease If students start getting overwhelmed with the lesson
performing
independently. I think I may even just provide them with remind them that hard work will pay off in the end. The
above
expectations a rundown of what is on the agenda for the day and then learner grows alongside what happens during the learning
let them go accomplish assignments by themselves. process. Even if mistakes are made do not make the
student feel bad, instead support them with words of
encouragement and inform them what to work on to
improve.

Prior academic learning: (Rubrics 3, 7, 12)Prerequisite skills and concepts are clearly articulated, complete and are correct for the stated
lesson objective(s).
 Being able to accurately decode word sounds to be fluent in reading.
 Know how to write.
 Know how to highlight words and write them down if they are not familiar with it.
Meaningful connection to prior academic Learning: (Rubrics 1, 3, 5, 7, 8, 9, 12)

“I want everyone to think back to the time we worked with our independent reading books by finding the main
character of the book and describing character traits that the main character had. Can you guys think of a time where
you had to deal with a similar situation of finding out how someone else acts? Let’s say you have a best friend, what
drew you to them to become their friend? Now with that in mind write down in your reading book the reason you
became close to your best friend and list what character traits they have.”

Materials:

 Read aloud book: “Lulu and the Brontosaurus” by Judith Viorst, Illustrated by Lane Smith

 Read Aloud on youtube: https://youtu.be/iORt7pS222U

 Graphic Organizer for students to reference:

 Character Feelings Graphic Worksheet:

CharacterFeelingsGraphicOrganizer-
1.pdfaracterFeelingsGraphicOrganizer-1.pdf

 Pencils and colored pencils

 Reading Notebook Example:

 Rubric link to independent reading

assessment:
file:///C:/Users/amber/Downloads/GuidedReadingSnapshotAssessment-1.pdf

Implementing: (Rubrics 1-10)

Whole-Group Instruction (focused mini-lesson) Differentiation:

Teaching point:  Ask students what

“Remember last class when we discovered how context clues could help us pick out the main character they
main character of a story? Well today we will be diving deep into the actions of what our connected to from
main character does and see how they might feel when faced with certain life challenges. previous lessons.
Follow along as I one passage out of our read aloud book called “Lulu and the  “Can anyone
Brontosaurus”. refresh my memory
how do we know
who is the main
character?”
Explanation:  To get students connected
After reciting the title to students I will remind them to keep their ears open when with science concepts I can
listening for character specific clues or explanation during the read aloud. I will ask ask if they like dinosaurs
students if they ever had to judge how other people acted in public or in front of siblings and have a favorite
and parents. Tell them about the time that I had to respect my parents because I got dinosaur they would like to
grounded by them for watching too much TV when I was little. share with the class.

Modeling:  Have a marker

“Alright I want everyone to listen carefully as I read this passage from our chosen text ready for the
today. Pay attention to the context clues we may encounter and observe what I do as I whiteboard so
read. ‘Sorry honey we think you’ve had enough, Lulu would screech until the light bulbs events, character
burst and throw herself on the floor and kick her heels and wave.’ ok so here it seems traits, and
like Lulu is not happy, she must be upset that she can’t get what she wants. inferences can be
Hhhmmm I wonder what her parents will do? She might be ignored and told to written down for
wait to get something else. ‘Lulu remembered that her birthday was coming up and told students.
her parents she wanted a Brontosaurus. Her parents thought she was joking but-oh  Let students answer
horror!’ For some reason I think Lulu seems frustrated that her parents think she is by themselves on
joking. She just wants to have a pet that’s all. Hhhmm I think she might have a what they think is
short temper tantrum with her parents soon. *As I make these connections write important that they
down an event and a character trait down on the board for students to see.* “You should heard.
be able to make these kind of comments as you read about character traits!
Guided practice/active engagement:  English Language
 “Before everyone goes to do their independent reading to get to know more about Learners can be paired
Lulu and her life I want us to recall why it is important for us to understand how the with a Bilingual
character reacts to certain situations in life. How is this beneficial to point out while classmate in case they
we read? Was there a time where you were rude to your parents or got mad at them? can’t understand what
Once you are done thinking about this put your thumbs to your chest to show you are is going on.
ready to share with your partner to your left.” o Let the helper
translate
Independent practice (when appropriate):
Link/closing:  Have worksheets or
“After today I hope you guys are able to find evidence in your readings as to why the graphic organizers
main character acts the way they do. Make sure when you read other books you can think already printed out
about the questions you answered today. Now I want you to finish reading chapter one so that all they have
and two of “Lulu and the Brontosaurus” and write down on your graphic organizers 4 to do is grab them
events, 4 character traits, and at 4 types of evidences from what you read. This activity from the middle of
will be done by yourself but don’t hesitate to ask your seatmate if you get confused with their tables.
certain contexts. You will have 25 minutes to do this activity but remember take your  Allow students to
time and don’t rush. Go on and meet Lulu!!” draw their ideas out
by using pictures
but to make sure
they have some
descriptive phrases.
Small-Group Instruction (differentiated by data) Centers (Data-Driven)
Small/Flex Groups
Describe the centers that will
Guided reading is a form of small group instruction - - the teacher works with a small group of students that support students’ practice with
are on the same reading level or have the same skill needs. the skill, knowledge aligned
 with this lesson/standard.
Group 1: Group Group 3:
Time:20 min Time:20 min Time:20 min Time:
Grouping characteristic: Grouping characteristic: Grouping characteristic:
 English Language  2 high level readers  1 high level reader
Learners  2 middle level  1 middle level
 At least 2 high readers reader
level readers who  3 low level readers
are bilingual.

Needs based on data: Needs based on data: Needs based on data:

Assigned students: Assigned students: Assigned students:

Instruction: Instruction: Instruction:

 Phonemic  Use short above  Review Vocab
awareness activities level texts to together
 Supplemental text challenge the  Supplemental text
work with vocab students and have work with vocab
 Review previous them highlight  Allow for
vocab from other vocab words and discussion among
lessons context clues. them about what
 Provide a word words confuse
bank for students them.
so they know  If some find out
which words are that finding context
important to clues is harder than
remember. they expected talk
one-on-one with
them as others
work.

Adapted from https://melissatabor.wikispaces.com/file/view/ Reading+Workshop+Lesson+Plan.docx

Assessing: Students score a 12/14 on their Character Feelings Graphic Organizer