Kusek_ReadingLessonPlan2

Reading Lesson Plan #2  Rationale: The two boys that I am working with, Louis* and Trevor* are behind in comparison to the rest of their classmates in reading. Their particular struggle is comprehension. Since comprehension is so vast, I want to use these lessons to at least provide them with two strategies to help them stay focused on reading. Last week we used the strategy connecting, and this week we will use the strategy questioning. Objective for this lesson: Performance: Students will be able to ask a variety of questions about the bald eagle and work to find answers to those questions.  Conditions: Students will ask questions before and during the reading of "Salvemos el aguila calva" by Val Montegnana Walla, which is all about bald eagles.  Criterion: Students must ask three to five questions before reading, one question per page of reading, as well as looking at the list of questions and identifying which questions were answered in the text. They will also use a dictionary to define words that they have questions about and aren't able to answer through context.  Materials & supplies needed: Three copies of the book "Salvemos el aguila calva" for each student and me  A large piece of easel paper and marker to write the questions on  Another color marker to write the answers to the questions   A quite spot in the classroom or hallway to work   A Spanish-English dictionary

Procedures and approximate time allocated for each event  • Introduction to the lesson: (7 minutes)   I will remind students of what strategy we worked on last week and ask them if they remember why they learned how to connect. I will then tell them that they are learning a new strategy this week, questioning. I will ask them to look at the cover of the book we are reading and come up with at least three questions regarding bald eagles that they want to know. I will write these questions down on the easel paper. I will also explain to them that they need to be looking for the answers to these questions, as well as asking more questions throughout the book. I will tell them to point out words that they don't know and that they can ask questions about the meaning of those words, as well.  • OUTLINE of key events during the lesson: (40 minutes)  We will go through each of the pages slowly in the book. After each page, I will ask them if there are any questions on the easel paper that can be answered. I will also ask them if they have more questions about what we just read, as well as if there are certain words that they don't understand that is preventing them from understanding the book fully. I will tell them that questioning is a good strategy to help them stay engaged and understand that it is important to ask questions and dig into the book to find the answers. Students will probably not have behavior issues, as we are just working two on one and the boys are respectful. I will make sure they know that they are to read, speak and write only in Spanish. As we go through the pages, the number of questions on the easel paper will grow, and hopefully so will the answers. Students will be able to see the questions in one color and the answers in another. We will also use the Spanish-English dictionary for words that a student doesn't understand. For the answer to those, instead of writing the English translation, I will ask the student to explain the definition in Spanish and write that on the easel paper.  • Closing summary for the lesson: (10 minutes) As we finish the book, I will ask students to go through the unanswered questions again and see if they can find any clues to the answer in the book. We will try and fill out as many answers as we can. I will then ask them how they think this helped them in comprehension. I will ask them if there was anything new they learned about eagles through this book. Ongoing-Assessment:  I will be able to see through the amount of questions the students asked as well as the answers how engaged they were in the reading and in the strategy. This will help me see if they were able to learn a strategy that will help them in their comprehension. I will have the easel paper as evidence in being able to report back to my MT and in helping her prepare future lessons for them in regards to comprehension.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? While the boys don't have any specific limitations, the Spanish-English dictionary will be an accommodation that will help them when they don't know some of the Spanish vocabulary. As I see how they are doing on this assignment, I will know how much support and scaffolding to provide during the lesson.