Lesson Plan #1

Reading Lesson Plan # 1 Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): AIMSweb Comprehension testing Objective for this lesson (performance, condition, criteria): Students will be able to read text and make text-to-self, text-to-text, and text-to-world connections. Materials & supplies needed: “A Long Way from Chicago” by Richard Peck, pencil, paper, and internet access.

Procedures and approximate time allocated for each event  • Introduction to the lesson  (5 minutes)  “Today, we will be working on your schema and how it affects your reading. First, does anyone know or have an idea of what the word schema means?” I will receive answers and then explain, “Your schema is everything you know about the world. Every day you add to your schema and it expands. Every time you learn something, you have broadened your understanding of the world and how it works. When you apply your schema to a book, you will be able to make innumerable connections.” “Why would making connections to a book help you understand the book more compared to making no connections?” • OUTLINE of key events during the lesson) (20-25 minutes) -          Set a norm for the students by telling them, “When my book our books are up, we are reading. When our books are down we are thinking. This means we will either be reading together or we will be thinking and discussing together.” -          Read the first chapter of “A Long Way from Chicago.” -          Before reading, ask the students what they believe the book will be about. “By creating an idea of what the story will be about, we are applying our schema to the book. We are using our knowledge to build the story even before we read it.” -          Read first page, stop, and ask students if they understand what they have just read. “By checking if you understand what you read, you are determining whether or not your schema is supporting your reading and comprehension. To help build our schema, I need to show to you and explain what a ‘Tommy Gun’ is, who Al Capone was, and what was the St. Valentine’s Day Massacre. This will help us better envision the time and place the characters were living in.” -          Use my iPad to search internet to help students with clarifications. -          Finish reading chapter out loud. • Closing summary for the lesson (5 minutes) I will explain to student what text-to-self, text-to-text, and text-to-world connections are and model for the students examples in which I made these connections. I will then have the students create a column for each category and they will write down one connection they made for each category. After they wrote down their connections, they will share within the group. Ongoing-Assessment: The students will have accurately made text connections. For the next lesson, I will ask the students what their previous connections were.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? To ensure the chapter is finished on time, I will read out loud as necessary.