Reading Lesson Plan Scenario 2016

Reading Lesson Plan Scenario
Lesson Plan Scenario is posted in the “Content” Section of BB under “Lesson Plan Scenarios”
What happens when students don’t understand their homework or don’t do their homework?
Teachers still need to teach and students still need to learn, but pushing ahead pretending that
students have read is rarely effective.
So, you will create a reading to learn lesson plan that addresses this situation for the same group
of students on which you based your vocabulary lesson plan.
Your Students
 38 students; 20 boys and 18 girls
 4 Intermediate ELLs
o All 4 students are nearly conversationally fluent; all are challenged by grade level work
and a bit reluctant to share their academic work.
o All 4 need support with content area vocabulary, reading, and writing.
 4 IEP students (2 ADHD; 2 high-functioning ASD)
o Both ADHD student IEPs call for preferential seating at the front of the class, an extra set
of books to leave at home and in the classroom, and a daily homework sheet. Both
students require both audio and visual support for all information presented in class.
o Both ASD students read on grade level. They need help interacting with other students
and they are both sensitive to rapid changes in scheduling. Their IEPs call for structured
group work and written directions for all activities.
 10 below-grade level readers (2-4 years below grade level)
 The class is interested in your content area and they learn well when they can apply their
knowledge in a concrete manner.
 They can be talkative and unfocused, but they are respectful and respond well to redirection.
Differentiation Disclaimer: The adaptations listed below are commonplace. I will assume that you
will be including these in your daily instruction. For our lesson planning purposes, I want to know
how your instruction and your lesson design is supporting your struggling students. Be specific
and clear in your rationales.
 These are common affective adaptations for EL students:
o Work with a partner who speaks the student’s L1
o Extra time to complete work
o Extra teacher attention
o L1 resources when available
o Model tasks and use visuals
 These are common affective adaptations for Special Needs students:

o Work with a partner who is helpful and makes the student feel comfortable
o Extra time to complete work
o Extra teacher attention
o Model tasks and use visuals
You will base your lesson plan on a specific content area text; this may be the same content that you
used for your vocabulary lesson plan. It may be newly selected. The following are some examples of
texts that will be acceptable for this lesson plan scenario:
 Textbook chapter
 Article
 Biography
 Work of literature
 Any other appropriate and relevant content-area text.
Reading to learn lesson plan scenario:

 You are student teaching and you are required to assign the same homework that your master
teacher assigns.
 Last week, you assigned reading homework and told students to read and take notes. This is
your master teacher’s assignment. You are not allowed to make any adjustments to the
homework task.
 Last week, your students arrived in class were not able to complete the day’s activity because
they did not understand the reading.
o Some students read, took notes, and have specific questions.
o Some students read the whole assignment, but did not take notes.
o Some students tried to read, became frustrated and gave up.
o Some students heard it was too hard and didn’t even try to do it.
 You would like to support your students, but your master teacher will not allow you to modify
the student homework in any way.
 Luckily, you can design your classroom lessons in any manner that you want to.
 You have now assigned another reading and note taking session for homework.
 You know that they will probably struggle, and you want to be prepared to support them in
tomorrow’s lesson.
 Design a lesson that engages and supports students and helps them to comprehend their
reading.
You have assigned reading again and you are concerned that the same situation will occur
again. How will you prepare for it?
Part One:
 Plan a 45 minute lesson to help students understand the text.
 Include a copy of at least one page of the text as an example of what students might need to
read (screen shots, photos, photocopied pages, etc, are ok.)
 In your 45 minute plan, include and LABEL all three learning modes: “I do, We do, and You do”
 Include one partner or group activity
 Include one independent activity
Part Two:
In addition to your lesson plan, complete the template provided on Beachboard to create a
detailed statement of rationale for your plan. Explain why your choices are appropriate for each of
the following:
Your content area

Describe the content of the text
Explain why students might struggle with this text
Explain why you chose your strategies.
Your teaching context
Be specific about how your lesson plan meets the developmental needs of the class:
The class is interested in your content area and they learn well when they can
apply their knowledge in a concrete manner.
They can be talkative and unfocused, but they are respectful and respond well
to redirection.
Your students:
Be specific about how your lesson plan meets the needs of the students in the class
with additional academic needs:
4 Intermediate ELLs
4 IEP students (2 ADHD; 2 high-functioning ASD)
10 below-grade level readers (2-4 years below grade level)

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Reading Lesson Plan Scenario

 These are common affective adaptations for Special Needs students:

Reading to learn lesson plan scenario:

Your content area

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