Theresa J. Diaz Essential Question: Dates: 11/4/2010
Miami Jackson Senior High periods Meeting
Lesson Plans for Reading Presentation What are the causes and effects when struggling readers begin to read and think critically?
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FOCUS AREA andTIME FRAME / ACTIVITIES and/or
ASSESSMENT / INSTRUCTIONAL & LEARNING TOOLS
Bell-Ringer
10 minutes / Make and confirm predictions using background knowledge, pre-reading strategies, and text organization
Slides 1 to 4 / Introduction to “The Whole Enchilada”
Read Aloud from “When Kids Can’t Read: What Teachers Can Do” (Beers, 2003) pages 16-17 (Mark’s conversation)
Considering this conversation how might you answer the essential question? / Powerpoint
Folders
Paper
Vocabulary
10 minutes / Increase personal vocabulary through study of word parts, context clues, and/or etymologies
Slides 5 to 9 / Using lower level vocabulary, groups will create lists of higher order vocabulary from their background knowledge.
Each group will present their list of words to be utilized during group activity / Powerpoint
Chart Paper
Markers
Reading Strategy
Analysis
Writing
15 minutes / Determine main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details
Using higher order questions for creating cause/effect charts, questions and answers using on-level or higher text / Using an article discussion as whole group using cause and effect chart to begin predicting the causes and effects when students can read:
Before we begin consider how did the conflict between the student and not being able to read critically begin?
Filling out cause chart as group use questions to summarize/inference while reading
Thinking like a scientist (What should take place once a reader comprehends and creates what questions to ask when reading factual text?)
(What causes a struggling reader to begin questioning like a scientist?)
Thinking like a writer (What is the essential reason that a reader will use writing as a way of comprehending what they are reading?) (What influences a reader to use author’s purpose, i.e. imagery, symbol, theme, story elements to write their way to comprehending what they are reading?)
Thinking like a historian (Why is the use of history as a literate activity a significant event to a reader?) / Powerpoint
Article
Sticky Notes
Pens
Highlighters
Groups
15 minutes / Determine main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details; Using higher order questions for creating cause/effect charts, questions and answers using on-level or higher text; Make and confirm predictions using background knowledge, pre-reading strategies, and text organization through particular skill use / Each group will use the article to discuss, answer and create their cause/effect charts and answer the effect questions using their notes from the cause questions during whole group reading
What was the effect of ______?
What were the results of ______?
What effect did ______have on ______? / Chart Paper
Article
Powerpoint
Pens
Sticky notes
Highlighters
(10 minutes)Wrap up: Each group will have two minutes to present their cause/effect chart answering the effect questions during their presentation (this is the oral assessment for learning of skill for today’s lesson)