Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

ELA.9.1.A Engage in meaningful and respectful Students will be able to practice reading
discourse by listening actively, responding comprehension through intensive and extensive
appropriately, and adjusting communication to questions.
audiences and purposes. Specific Measurable Attainable Relevant _Time
Grade: 10 Subject: ELAR

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)

Strategies for Success: (C6) Element of Technology: (C6)

Remember to slow down when speaking. Leave None (smart board if possible)
enough time to review any vocabulary or sentence
errors. Time management/review comprehension
before moving on.
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)
A total of 12 questions that are intensive and extensive to assess
Descriptive Photosstudent’s ability to identify and comprehend
forthinking
vocabulary
skillsreferences, intensive
Visual – Short
information in atext/highlighted/circled
text; followed by a classvocab
discussion to produce critical
vobaculary:Tread, and support ideas. worksheet,
Teacher must predict new/difficult
extensive worksheet.
Auditory – obscene, vocabulary. This vocabulary should be
Intensive data collecting vs.repetition/ discussion
Pronunciation obviously,sacred, reviewed as a class before students begin
extensive–data collecting
Kinesethic
to read. Add to word wall after review
4 corner activity
Higher Order Questions to ask: (C6)

1. How can you support your opinion?]

2. How would you change this article?

3.
What do you think will happen next?

Hook: (C7) Closure: (C7)

Students engage in 4 corner discussion to agree or
disagree with ideas related to the article.
Error correction/Exit pass:
An attentive teacher listens for the correct and incorrect
answers/vocab/spelling etc. Find 3 errors related to the
topic to correct. Allow the students to correct them as
an exit pass. For example, write the incorrect sentence
S

1. Teacher Input / Direct Instruction / Modeling: (C6)

Teach will use specific vocabulary to help student identify signal words for intensive and extensive questions.
Review vocabulary with pronunciation practice before individual or group reading.

2. Student Activities / Guided Practice: (C6)

Teacher should ask students what they think the article may be about based on the warm-up topic (5 vocabulary
words from article on the board. The teacher will guide students in discussion of the relevance of the words or
student created definitions; allow students to use class created brainstorming to discuss ideas.

3. Independent Practice: (C6)

Students will create title based off a short skim or story and reviewed vocabulary.
Students will respond to 6 intensive question about the article the compare answers to classmate, then discuss in
class. Followed by 6 extensive question with a share and discussion activity for this part.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
I’m assuming that the students’ reading level can handle complex sentences. Also, that the strange article will generate
some interest in reading it.
Name:
DELIVERY PLAN (C8)
OBJECTIVE: Students will be able to practice reading comprehension through incentive and extensive questions and
Rigor share opinions by engaging in a group discussion.

OPENING:
Retrieval Students will look at 4 word that are chosen from the article on the board. After 1 minute of independent
thought; students will work with a partner to brainstorm possible topics or idea of the short class reading.

TEACHER INPUT:
Relevance Teacher will highlight signal words and use this words to show significance in direction/task.

MODEL:
Routing Each 1st question for the intensive and extensive question will be done as a class to aid as an example for
students during independent/group work time.

GUIDED PRACTICE:
Retaining / Rehearsing
Teacher performs guided examples and repetitive vocabulary practice for all activities.

INDEPENDENT PRACTICE:
Students will create title based off a short skim or story and reviewed vocabulary.
Students will respond to 6 intensive question about the article the compare answers to classmate, then discuss in class.
Followed by 6 extensive question with a share and discussion activity for this part.

CHECK FOR UNDERSTANDING:

Recognizing
Teacher will need to ask check-in questions through-out the lesson/reading to ensure overall comprehension. For example,
“ What is the significance of this article? Is it funny? What is about? Why use “dead” face instead of “tired” face?
ASSESSMENT:
A total of 12 questions that are intensive and extensive to assess student’s ability to identify and comprehend information
in a text; followed by a class discussion to produce critical thinking skills and support ideas.

RESOURCES / MATERIALS:
Multicultural and Interdisciplinary teaching skills. Photos for vocabulary references, intensive worksheet, extensive
worksheet.

CLOSURE:
Re-exposure
Error correction/Exit pass:
An attentive teacher listens for the correct and incorrect answers/vocab/spelling etc. Find 3 errors related to the topic to
correct. Allow the students to correct them as an exit pass. For example, write the incorrect sentence or a false statement
on the board that’s in the article and have students correct the sentences.