Bri Minando 12/18/14

Tony Hawk Lesson

Accommodations
Statement Objective:
of
Given a short story, students will be able to comprehend the story
Objective by answering five comprehension questions from the text with

support with 80% accuracy.

Common Core:
CCSS.ELA-LITERACY.SL.6.1.C
Respond to specific questions with elaboration and detail that
contribute to the text under discussion.

Materials - pencils

- colored pencils
- markers
- workbook (binders)
- strips of paper
- text books
- see-think-wonder sheets
- Tony Hawk video
- smart-board
- smart-board/ hand-held timer
- note sheet
- phoenix picture

N/A

Bri Minando 12/18/14

Opening Tell the students...
- Purpose of lesson
- Lesson objective

- Repeat
directions
- Prompting
- Model
See-Think-Wonder
- Think Aloud
- Introduce activity and expectations (at least 2 see-think-wonders) - Monitor
*students do see-think-wonders often
- Scribe
- Pass out see-think-wonder sheets and pictures
- Behavior
- Bring up Tony Hawk video, explain that we are doing a see-thinkwonder on a video, and special attention is needed. Show the video Mgmt.
- Scaffolding
only one time, unless students need to have it replayed to
comprehension.
- Students work independently on see-think-wonder
- Model examples while students are working for scaffolding
- Set timer on SmartBoard (1 minute each section)
- While students work, put up a large poster sheet in the front of the
room for a whole class see-think-wonder
- Have students share their see-think-wonders and write them on the
poster (talk about connections, draw arrows etc.)
- Hang poster up on visual thinking wall after lesson
http://youtu.be/4YYTNkAdDD8
Start @ 1:20 seconds
End @ 1:50 seconds
Pre-Reading
- Have students open their binders to pg. 208 (TE 502)
- Read the directions for #2
- Read the passage together: circle the meaning cue (it just means),
underline definition: stopped competitive skating, draw an arrow
from the word to the definition
- Students will turn and talk (10 seconds) about how they would
define retire in their own words, as a class create a sentence starter,
and then they will answer #3 independently
- Read student examples while monitoring to scaffold other students
- Put phoenix, definition up on smart-board; tell students that we
will be filling in blanks and looking at a picture to help us
understand the word retire
- Pass out note sheet and picture
- Read from the smart-board as students are filling in blanks, have
students look at the picture, and then turn and talk with partner(s)
about a time when they have made a come back like the mythical
bird
*Praise students for good behavior
*Whole-group participation strategies
*Have students get up to get their own materials

Bri Minando 12/18/14

Tony Hawk Lesson
I Do
Reading

- Behavior mgmt.
- Have students come to the front of the room and sit with the
system
students
(individual
- Read Tony Hawk: Extreme Athlete (pg. 136) from student text
points)
- Students should be following along stop throughout reading to - Model prosody
let students voice the next word to demonstrate following along - Model phrasing
with the text (students have learned this)
- Think aloud
- After reading *brain break*

We Do

Comprehension Questions
- Tell students to open their binders to pg. 209 for comprehension
questions
- Read comprehension questions one at a time (questions in
binder) with students, prompting with 1, 2, 3
- Have students circle signal words and then quickly explain the
signal word from the teacher text (504)
- After a question is read out loud, have students turn and talk for
- 10 seconds (use hand-held timer) about how they would put the
question into the answer (sentence starter)
- For each question, take 1-2 student responses to construct each
sentence starter (for examples) and write 1 sentence starter on
the board (for each question)
TE. 504
*Whole-group participation strategies

- Behavior mgmt.
system
(individual
points)
- Re-state
directions
- Model
- Think aloud
- Monitor
- Scribe

Bri Minando 12/18/14

- Behavior mgmt.
- Data from previous lessons shows that students benefit from
system
more scaffolding to adequately answer comprehension questions (individual
- Complete questions 1-4 together; create sentence starter as a
points)
class, and then have a group discussion about possible answers, - Monitor
list some examples on the board for students to use; walk around - Scribe
and monitor and scaffold students to construct responses into
- Scaffolds (line
coherent thoughts and sentences some students require more
numbers, page
individual scaffolding whereas other students can construct
numbers)
sentences independently

You Do Comprehension Questions continued

- For question 5, create a sentence starter as a class, then have the

students answer the question independently; monitor and
scaffold students as needed for student success
TE. 504
*Whole-group participation strategies
- Behavior mgmt.
- Tell students we are constructing a headline for the story
system
- Put up poster of synonyms for words (athlete, success, return)
(individual
[competitor, player, contestant; victory, fame, achievement;
points)
rebound, recovery, arrival]
- Think aloud
- Model headline: The Contender Recoils into Prosperity
- Model
- Mention words used (synonyms) and significance
- Scribe
- Point out poster with synonym examples for students headlines
- Pass out headline strips of paper
- Students do first draft in pencil and once checked can use
markers
- Share headlines as students are working and as they are putting
them on the wall

Closing Headline

Assessment

Grade students comprehension questions (1pt for each; can earn N/A
point)
Look for: accuracy, effort, fluency, and conventions.