Comprehensive Lesson Plan

Lesson 7: Comprehensive Lesson

Child: Leora      Tutor: Brooke Harris      Date: 4/26/21       Content Area: Science Lesson #: 7 of 7 in sequence
Unit EQ: How do environmental      
surroundings impact people
& animals lives?
Objective: Tutee will be able to understand when birds migrate, why birds migrate, the challenges that birds face when migrating, & what types of birds migrate
with 90% accuracy.
Lesson Assmt: Tutee will be able to summarize the passage in order to recall when birds migrate, why birds migrate, the challenges that birds face when migrating, &
what types of birds migrate.
What modifications to this plan have been made to accommodate the diverse needs of the student (see http://education.msu.edu/te/elementary/pdf/Designing-Lessons-for-Diverse-
Learners.pdf for additional ideas)?
    N/A
List any additional anecdotal student notes for consideration prior to professor review of this lesson.
    N/A
You will provide a justification statement explaining WHY you are doing WHAT is written in the instructional plan. As we read your justifications, we are looking for a clear statement that
synthesizes how your “instructional WHATs” connect in a cohesive way to your “WHY.” In particular, we want a justification statement that is informed by on-going student outcomes and
reflects your role in RTI by way of the progress-monitoring-to-responsive-teaching cycle. Considerations may include:
Student Outcomes: Teacher Reflection:
X Initial assessment X Self-reflection
☐ Progress monitoring (specify) ☐ Peer reflection
X Anecdotal notes X Feedback from supervisor
X Observations X Video Reflection
X Engagement
☐ Cluster of Errors

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READ 670: Instructional Reader Lesson Plan
 Comprehensive Lesson Plan

Fluency (10 minutes beginning; 5 minutes end)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)

Cold Reads ONLY: PASSAGE name: Birds on the Move PASSAGE Level (independent level): 3rd      This Week’s Rates:
Rate # Errors ● Timed Repeated Reading (TRR) Rate # Errors
(wpm) 1. Teacher Model (wpm) (acc)
Lesson 7 259 x 60 / a. Read aloud the passage to the student. 1 Read (cold)   259 x
st

207 =   8   60 / 207    8 

b. Model good inflection and speed (not too fast, not too slow).
75.1 = 75.1 
2. Silent Read
Justification for today’s fluency 2nd Read   259 x
a. Now the student reads the passage silently for practice, writing down difficult 60 / 177   6 
plan: (hot)
words for us to discuss their meaning. = 87.8 
● Student struggles with reading too
quickly, ignoring punctuation, 3. COLD Read Aloud for Timing 3 Read
rd   259 x
a. Student will reread the text while I time her reading rate. (hot) 60 / 168=    4  
adding in extra words, & skipping
b. We discuss reading rate & student completes the TRR chart.
92.5 
over words  
c. Emphasize rate growth and error decrease. Did the student graph the results?
What is the new goal, or student
● Return here AT THE END OF THE LESSON ● We discussed it but she didn’t
outcome, you hope to achieve
4. HOT Read Aloud for Timing (same as steps a. – c. in #3) graph it herself because we were
by the end of today’s fluency
5. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3) on zoom
work?     
Did the student reach the goal for
● Student will better understand
today?
how to take the skills that we
● Yes
work on within these lessons
What will you do next as a result of
into her future literacy work
today’s student outcomes?
● N/A

Be sure to include a copy of the passage, sort, and any other instructional materials you intend to use as part of this lesson plan submission.
READ 670: Instructional Reader Lesson Plan
 Comprehensive Lesson Plan

Comprehension (30 minutes)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
Justify why you selected this
strategy?
● Student struggles with Comp Main Idea & Summarizing Was the student independent in
retaining what she using the strategy?
reads when it comes to Strat: ● She needed some help
answering questions recalling parts of the passage
What is your intended outcome as a Discussion Organizing Writing Vocabulary
RESULT of this reading (tied to Think-Pair-Share Power Thinking Summarizing Word Map How independent was your
obj/assmt)? Authentic Questions Pattern Puzzles Sum It Up Concept of Definition student today with these tools?
● The student will be able to recall Seed Discussions Graphic Organizers Framed Paragraph Map ● Guided through the think-
what she read in order to then Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers pair-share, independent on
summarize the article, identify the Group Graphic Selective Journal/Learning Log Sentence/Word the vocab sticky notes,
main idea, & answer Organizers Underlining/Highlighting RAFT Expansion needed some help on some
comprehension questions       Carousel Column Notes Spool Paper Word Combining areas with summarizing,
Which of the tools to the right will you Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary independent on her final
use in the B-D-A reading to scaffold Concentric Circles Sticky Notes Word Combining Semantic Feature summary, & independent
meaning-making so that the student Clock Buddies Opinion-Proof/Conclusion- Analysis with the vocab sentence
Group QARs Support Journal/Learning Log
successfully attains the outcome
Capsule Vocabulary Problem-Solution
(obj/assmt)?
Semantic Feature Analysis
● Think-pair-share, sticky notes,
summarizing, word expansion
How independent was your student last
time with these tools?

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READ 670: Instructional Reader Lesson Plan

● N/A
BEFORE READING, VIEWING, OR
LISTENING
(~5 MINUTES)
What prior knowledge does your student
have on this topic?
● What does it mean to summarize &
what does main idea mean
How will you create a common
experience or “knowledge base” from
which to build upon before reading?
What holes need filling?
● Ask if she know what it means to
summarize
● Do they ever practice summarizing in
school & if so when & how
● Ask if she knows what it means to find
the main idea
● Do they ever practice finding the
main idea in school & if so when &
how
DURING READING, VIEWING, OR
LISTENING
(~15 MINUTES)
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Comprehensive Lesson Plan
TEACHER STUDENTS
Focusing attention, laying groundwork, creating interest, Strategies to get students thinking about what they
sparking curiosity…think of it as setting the stage/setting already know, cause students to bring to mind similar
them up for success ways of thinking, an analogous idea, or previously
learned content or concepts, students are caused to
think about that element of today’s learning that is
most close to or familiar to them
How will you activate the learner’s prior knowledge related to this topic? This topic was appropriate for
1. Setting the Hook the students' interest
a. Ask student about animal adaptations, examples of adaptations, etc. ● Yes
2. Vocabulary Review What about the “hook” was
engaging for the student?
a. Plan to review unknown words pronunciation, decodin, & definition prior to reading
● Calls on prior experience
Words and page #s:        
How did the “hook” connect the
1 page -  nectar, migrate, Whimbrels, St. Croix
new knowledge to come in the
DURING with the child’s prior
knowledge?
● What the student has already
learned of adaptations
Vocabulary Difficulty level?:
● Preselected: Whimbrels, &
St. Croix
● Student added: Rufous &
annual
● Using punctuation appropriately & using those commas & periods as a time to pause or stop & reflect on the sentence & sentences that
she had just read
Text Title: Reading Level:      Text Format: Diversity & Accommodations
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Justify why you selected this specific
technique/tool for the DURING reading?
● Student struggles with comprehension
The reader must be DOING something
while reading. How will you make this
clear BEFORE letting him read
independently?
● Using end punctuation opportunities
to reflect on what has been read
while also recalling unknown words
within the text in need of review
Justify why you planned your stopping
points based on your student’s needs.
● Passage wasn’t very long so I felt that
between passages was a good
reflection point
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Comprehensive Lesson Plan
Birds on the Move 3rd Article N/A
Genre: Nonfiction Differentiated by reading ability: ☐
Technique: Success with comp
techniques?      
● Think-pair-share thoughts, comments, questions, concerns, confusions
● Yes
● Connect to essential question
What will the student do to placehold new information while reading? Level of independence?
● Guided through the think-
● Tracking unknown words on sticky notes in order to better comprehend passage
pair-share, independent on
● Annotating key points from passage to later write a summary the vocab sticky notes,
needed some help on some
areas with summarizing,
independent on her final
summary, & independent
with the vocab sentence
Does the student know when
to use this type of technique
on his own (in which
circumstances it works best)?
● Yes: vocab sticky notes &
vocab sentences
● Yes but needs more practice:
summarizing
● Needs guidance: think-pair-
share.
DR-TA Reading: Text difficulty level: 3rd
Stopping points for discussion: Does the student self-monitor
● Between paragraphs while reading?
Questions: ● Yes she has improved a lot
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What level of success did your student
experience last week in the DURING
reading with the accommodations and
scaffolds you put in place to address
identified diverse needs?
● N/A
AFTER READING, VIEWING, OR
LISTENING
(~10 MINUTES)
What will students DO with the “place
holders” collected in the DURING
reading phase?
● Discuss the meaning of the
unknown words on her sticky notes
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Comprehensive Lesson Plan
● What was the paragraph about? TOTAL PAGES READ: 1     
● What was the passage about? Independence with comp
● Expand on students' responses moving onward from there... strategy?
How does your questioning build towards the outcome goal for the AFTER reading? ● Guided through the think-
pair-share, independent on
● Student must pay attention to & retain what is read  
What are the big ideas/themes discussed as a result of this reading? the vocab sticky notes,
needed some help on some
● Animal adaptations
areas with summarizing,
independent on her final
summary, & independent
with the vocab sentence
Areas of difficulty?
● Needs more practice doing
think-pair-shares &
summarizing
Comments:
How will students apply new knowledge in a new way?
● Write a summary of the passage
How will students check to see if their understanding is correct?
● Compare back to the passage
How will students be prompted to reflect on what they learned?
● Sentence of what they learned from the passage
How will students be prompted to reflect on how they learned it?
● Comparison to knowledge prior to reading the passage
What will students DO with the “place holders” collected in the DURING reading phase? How engaged and motivated
● Discuss the meaning of the unknown words on her sticky notes & use the annotated think-pair- was the student?
share reflections of each paragraph to write a passage summary ● Excited to show that she
knew what to do     
How will you make his/her thinking visible?
How successful was the student
● Through her writing of the passage summary       
on the assessment?
READ 670: Instructional Reader Lesson Plan
 Comprehensive Lesson Plan

& use the annotated think-pair- What will you use to assess learning of the objectives? How will you know your student has mastered ● Independent on her final
share reflections of each (i.e., made visible) the objective? summary, sentence of what
paragraph to write a passage ● According to her summary of the passage that she read she learned, & vocab
sentence
summary      
Other Comments:
How will you make his/her thinking
     
visible?
● Through her writing of the passage
summary
What will you use to assess learning of
the objectives? How will you know
your student has mastered (i.e., made
visible) the objective?
● According to her summary of the
passage that she read

Writing (15 minutes)

REFLECT RESPOND PROGRESS MONITOR

to Inform Planning with Targeted Instruction for Student Outcomes
What level of success did your student Writing Focus: List the writing focus area(s):       Writing was completed:
experience with connecting the ideas ● Summarizing the main ideas of the passage   ● Independent on her final
from the readings to writing last week? Summarizing summary, sentence of what
● Connect to essential question
● N/A she learned, & vocab
sentence
Focus Areas: Level of success connecting
☐Voice ☐Conventions

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READ 670: Instructional Reader Lesson Plan
 Comprehensive Lesson Plan

XIdeas ☐Organization reading concepts to writing:

☐Presentation ☐Word Choice ● Final summary connected
☐Sentence Fluency
animal adaptations to
essential question, sentence
of what she learned related
katydids to essential question,
& vocab sentence
connected chameleons to
essential question
Comments:
     

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READ 670: Instructional Reader Lesson Plan