Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

C) make and correct or confirm predictions using text features, characteristics of genre, and structures

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level? 

I will have something sitting on the students’ desk when they walk in and have them make
predictions about it and how it could pertain to our lesson. I will connect their background
knowledge about making predictions and relate it to what we do while we are reading. I will
connect prior knowledge about text features and genre characteristics to how they could help the
students make predictions. I will have the students fill out a KWL chart about using text
features, structures, and genre characteristics to make predictions about the text. Together we
will create an anchor chart to put on the wall and add our vocabulary words to the word wall.
 Lesson Delivery Plan

3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective?  (Be sure you have done a task analysis to break the
information/skill into small manageable steps).  How will you use strategies, technology,
learning styles?  What vocabulary and skills do the students need to master the material?  Are
theStudents
strategies you
must be plan
able totoidentify
use congruent to the
text features, objective?
structures, and genre characteristics to help them make predictions about
the text. I will use think-pair-share as a strategy for discussions. I will provide visual aids and auditory reading to support
different learning styles. I will incorporate technology by using a smartboard and a document camera.

 Model (Routing) – Outline your I DO activities.  Be sure to model strategies and academic
language supports needed.
I will choose a short text to model how to identify the text features, structures, and genre characteristics to make predictions
about the text. I will ask open ended questions to help me gauge prior knowledge. I will highlight all of the features I wil use
to help me make my prediction and then I will write out my prediction using complete sentences. I will then read the text to
the class on the smartboard and discuss with them evidence from the text that confirms my prediction or proves I need to
correct it.
 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision.  The teacher moves around the room to provide individual remediation as
needed.  “Praise, prompt, and leave” is an excellent strategy to use.  Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.  
During this time students will get a short text to practice what I just modeled for them. They will identify the text features,
structures, and genre characteristics, highlight them, discuss them in think-pair-share opportunities, and then write out their
prediction. They will then read the text with a partner and then find evidence that confirm their prediction or proves the
need to correct it. I will be walking around during this time helping pairs, supporting wherever necessary, and asking guiding
questions.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill.  Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
At this time students will use a specified text to do their independent work. They will first identify the text structures,
that are being used. 
features, and genre characteristics. They will then write their predictions in their reading journals using complete sentences. If
they need support, they will know to utilize the anchor chart and words added to the word wall. Once they have made their
predictions, they will read the text and find evidence that confirms or proves the need of correction of their prediction.
 Lesson Delivery Plan

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent.  So, make sure the students understand how to proceed before moving to the practice
phase of the lesson.  You may need to stop and reteach, so students practice correctly.  How do
you plan to assess understanding?  What HOTQs will you ask? List at least 3

1. How did the text features, characteristics of the genre, and structure in the passage help you
makeBy your prediction?
walking 2. Howtaking
around, observing, can anecdotal
you use evidence
notes, and from
askingthe textquestions
guiding to support your
I will prediction?
check 3.
for student understanding
What evidence
while from
they work. thethat
If I see textstudents
helped are
youstill
confirm orwith
struggling correct your
any of prediction?
the concepts, I will go back and reteach and model the
steps.
How will you check for understanding or reteach?

4. Assessment  – How will we know that the students have individually mastered

the objective?   What evidence will be collected?  What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
Students’ journals will be collected once their predictions have been made and either confirmed or corrected using evidence
from the text. The students will show individual mastery of the concept by earning at least a 90% on their journal entry.

5. Resources - What materials will you need for a successful lesson?

Pencils, reading journals, short texts, smartboard, document camera, highlighters, item for hook discussion

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
wasWelearned? 
will review the key points of the lesson and exhibit student learning using the Whip Around activity.

NOTES: