Lesson Plan Submitted
for publication at http://faculty.rcoe.appstate.edu/smithtw/
. Submitted: Spring 2006 during RE 3150.
Lesson Type: Reading Strategies Lesson
Title of Lesson:
Description of Lesson: This lesson is designed to help Language Arts Students n the Seventh grade break large reading assignments into manageable portions.
Author: Dorothy Alice Roberts
I. Concept Under Investigation
*Designed as a Reading Strategies lesson for a 7th grade Language Arts Class
*This lesson is designed to be used early in the school year or for classes who may be lacking in appropriate reading techniques or strategies.
*Students will investigate how they read, how to pace/breakup assigned reading, practice guided reading to enhance comprehension.
*After this lesson students should be better able to break large reading assignments into manageable parts.
II. Day 2 of a 7 day Multi-text study designed to focus on overcoming challenges and explore cultural diversity. For use in a 7th grade classroom.
III. Seventh grade competencies and skills addressed from the North Carolina Standard Course of Study:
Today’s lesson will cover;
1.01 Establish importance of events
1.03 Interact in group settings by:
responding appropriately to comments and questions
offering personal opinions confidently without dominating
giving appropriate reasons that support opinions
soliciting and respecting another person’s opinion
5.01 using effective reading strategies to match type of text.
taking an active role in whole class seminars.
5.02 reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems).
The activities initiated in today’s lesson will cover;
1.02 Make connections between works, self and related topics
Drawing inferences and/or conclusions
1.04 determining how personal circumstances and background shape interactions with text
4.01 Analyze the purpose of the author or creator by:
*monitoring comprehension for understanding of what is read, heard and/or viewed.
*examining any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
*exploring and evaluating the underlying assumptions of the author/creator.
*understanding the effects of author's craft on the reader/viewer/listener.
4.02 drawing conclusions based on evidence, reasons, or relevant information.
IV. Materials needed
Set of 35 books Bronx Masquerade by Nikki Grimes
Overhead projector
Reading Questionnaire (handout)
Pacing Guide (handout)
Prediction Guide (handout)
Langston Hughes poetry selection (overhead)
Selection of Lyric/Rap (overhead)
Whiteboard
Expo markers in 3 colors
Warm-up overhead
Books on tape copies for SEP learners
V. Procedures with Script (see next section for time line of lesson plan)
Initiating activity: warm-up activity “list the last five things you read”
Review: reading questionnaire
discuss answers and brainstorm what might make reading more successful.
This should be done on white board with answers for each question
added to list. When list is complete mark which words represent good reading habits by majority opinion. (There really are not many WRONG answers here, as each person may have their own unique ideal reading setting/environment.
Purpose setting: Read Langston Hughes poetry selections and lyrics one at a time, pointing out language used. The book that we will begin today will feature slang and ‘street’ language in the text and in the poetry written by the students.
Introduction for today’s lesson: Introduce book and distribute copies to class
Guided practice: Distribute Pacing Guide and Guided Reading Prediction Chart
Call
students attention to which characters are covered in each nights reading, this
will help them break up the prediction chart into manageable amounts of
work.
Independent Practice: In-class reading time. Teacher should rotate and assist students with Prediction Chart.
Closure: Remind students which parts of prediction guide should be completed for the next class.
Collect
VI. SPED Modification
Have book on tape available and encourage student(s) to follow along in book as they listen to tape
VII. Assessment
a. Formative: Ticket out the door (reading questionnaire).
b. Summative: Prediction Guide (Will introduce later in Multi-text unit choice of argumentative essay or participation in debate over benefits of Open-Mic days in a classroom.)
No NETS-T indicators addressed in this lesson.
Next Lesson will include introduction of Unit Project and informative text’s.
Procedures with Script Suggested Time Line
a. warm-up activity 5minutes
b. reading questionnaire 10-15 minutes
discuss answers and brainstorm what might make reading more successful.
This should be done on white board with answers for each question
added to list. When list is complete mark which words represent good reading habits by majority opinion. (There really are not many WRONG answers here, as each person may have their own unique ideal reading setting/environment.
Read Langston Hughes poetry selections 10 minutes
c.
Read and discuss Lyric selection 5
minutes
d. Introduce book and
distribute
copies to class 5 minutes
e.
Distribute Pacing Guide 2 minutes
Guided Reading Prediction Chart 5-10 minutes
Call students attention to which characters are covered in each nights reading, this will help them break up the prediction chart into manageable amounts of work.
f.
In-class reading time. 15 minutes
g. Remind students which parts of prediction guide should be completed for the next class.
Collect
5 minutes
Total: 53-68 minutes
Materials
Warm up activity
List the last five things you read
1.
2.
3.
4.
5.
Reading Questionnaire Name___________________
Ticket out the Door
What type of material do you read the most of?
notes books for school books for pleasure newsprint other_______
Why do you read?
have to like to other_______
At what time of the day do you do the most of you reading?_______________________
Where do you do most of your reading?_______________________________________
What position are you in when you read? (at table, on couch, in bed…)
___________________________________________________________________
What are major distractions when you read?__________________________________
_____________________________ seems to bother others when they read, but it does
not bother me at all.
(This should be an overhead)
Night Funeral in
Night funeral
In
Where did they get
Them two fine cars?
Insurance man, he did not pay--
His insurance lapsed the other day--
Yet they got a satin box
for his head to lay.
Night funeral
In
Who was it sent
That wreath of flowers?
Them flowers came
from that poor boy's friends--
They'll want flowers, too,
When they meet their ends.
Night funeral
in
Who preached that
Black boy to his grave?
Old preacher man
Preached that boy away--
Charged Five Dollars
His girl friend had to pay.
Night funeral
In
When it was all over
And the lid shut on his head
and the organ had done played
and the last prayers been said
and six pallbearers
Carried him out for dead
And off down
That long black hearse done sped,
The street light
At his corner
Shined just like a tear--
That boy that they was mournin'
Was so dear, so dear
To them folks that brought the flowers,
To that girl who paid the preacher man--
It was all their tears that made
That poor boy's
Funeral grand.
Night funeral
In
Langston Hughes
(This should be an overhead)
Lyrics from Petey Pablo “Goodies”
Tell valet to bring my 'Lac
And I ain't comin back
So you can put a car right there.
I'm the truth
And ain't got nothin' to prove.
An you can ask anybody
Cuz they seen me do it.
Barracades, I run right through 'em
I'm used to 'em.
Throw all the dirt you want it's no
use.
Pacing
Guide for reading and
related
Prediction Guide characters
I have broken the reading into
five sections that can be read over the next seven days. This will allow for
some flexibility for those students who have prior plans or ‘heavy’ homework
nights. Listed next to the pages that should be read each day are the
characters you’ll meet within those pages. For each character, you should
complete the corresponding Prediction Guide sections for that character. While
reading the daily assignment, give a brief description of each character you
meet, their conflicts, a line from their poem, and your prediction of what may
happen to this character in the future. We will discuss these predictions in
class, so be sure to complete them as you read. You should complete the book
over the next seven days. You are not required to follow the reading guide
exactly, but I would advise you to read at
the very least what is assigned each day.
Pages Characters
3-33
Wesley
“Bad Boy”Boone
Tyrone
Bittings
Chankara
Troupe
Raul
Ramirez
Diondra
34-69
Lupe
Algarin
Gloria
Martinez
Janelle
Battle
Leslie
Lucas
Judianne
Alexander
70-113
Tanisha
Scott
Amy
Moscowitz
Natalina/Sheila
Gameroni
114-145
Steve
Ericson
Raynard
Patterson
146-167 Porscha
Johnson
Prediction Guide:
Fill out the following chart as you read Bronx Masquerade. Choose a line from each
poem that best represents them, and predict how each student will change by the end of
the book.
Day One Description Conflicts Line
from Poem Prediction
________________________________________________________________________
Wesley Boone
Tyrone Bittings
Chankara Troupe
Raul Ramirez
Diondra
Day Two Description Conflicts Line
from Poem Prediction
________________________________________________________________________
Lupe Algarin
Gloria Martinez
Janelle Battle
Leslie Lucas
Judianne Alexander
Day Three Description Conflicts Line
from Poem Prediction
________________________________________________________________________
Tanisha Scott
Amy Moscowitz
Natalina/Sheila Gamberoni
Day Four Description Conflicts Line
from Poem Prediction
________________________________________________________________________
Steve Ericson
Raynard Patterson
Day Five Description Conflicts Line
from Poem Prediction
________________________________________________________________________
Porscha Johnson
Works Cited
Grimes, Nikki Bronx Masquerade copyright 2002 by Nikki Grimes. Published by
Dial Books,
Hughes, Langston “Night
Funeral in
Petey, Pablo lyrics from “Goodies.” Website at SING365.COM
http://www.sing365.com/music/lyric.nsf/Goodies-lyrics-Petey-Pablo/7858AF6601D4EDF048256EB4001345CA