Timin

g in
lesso
n

Introducing New Literary Devices

Authors create meaning by
SWBAT justify characters
motivations

:05

RRJ from @ home reading

Keep this short and have them finish it
for homework or something, but this is
an easy but purposeful Do Now

:10

Literary Device Mini-lesson

Authors create a deeper meaning by
Insanely fast and to the pointno
frills, you aint got time!
Mini-lesson: this lesson serves to help
your students SEE how the author
strategically uses language to do
awesome shit.
Link skill with something they already
know
Share definition
Share strategy
o Questions to ask yourself to
find the mood
o Acronym
o Steps
Model: Share/Read a short passage from a
text (be purposeful and strategicI did
Baldwin, MLK, Wright, Kingston) and
model the skill twice
Give a metacognitive strategy for
students that they have done before to
use while engaging with the text today.
(over time, this should be natural to
students)

Introducing New Metacognitive

Strategy
Readers access meaning by
SWBAT ask questions and use
questioning to determine character
motivation.
RRJ from @ home reading
Keep this short and have them finish
it for homework or something, but
this is an easy but purposeful Do Now

Reinforcing stuf
SWBAT apply questions to finding
character motivation

Metacognitive Skill mini-lesson with

Model
Good readers access the deeper
message of a text by
This should be insanely quick so plan
and practice this!
Mini-lesson: this lesson serves to help
your students access the text better
(comprehension) AND should help with
the literary device
Questioning with a purpose
Connections
Main Idea
Predictions
Inferences (characterization)

Purpose for reading:

No matter what, anytime kids ever,
ever read in class, make sure you
share a purpose for reading. We are
looking today to see how the author
create mood through imagery like we
did yesterday. Remind me real quick
how we do that

Model: Read a short passage from a text

(be purposeful and strategicI did
Baldwin, MLK, Wright, Kingston) and
model the skill twice

RRJ from @ home reading

Keep this short and have them finish it
for homework or something, but this is
an easy but purposeful Do Now

:15

:20

:25
:30

Shared/Guided/Independent Reading with

text book (barf in my mouth)
Way above student level: shared
reading where teacher reads loud,
students with teacher affirmation
demonstrate metacognitve skills in
writing with pairs (GUIDED)
Above student level: guided reading
where students read aloud (popcorn or
round robin) and students with teacher
affirmation demonstrate metacognitve
skills in writing with pairs (GUIDED)
At student level: independent reading
with independent metacognition. Duh.

Guided practice where kids apply the

strategy you taught to the text.
Discussion could suffice if you cold-call
like crazy and do some effective
questionning
Guided practice
Shared/Guided/Independent Reading
Kids apply metacognitive skills

Shared/Guided/Independent Reading
with text book (barf in my mouth)
Way above student level: shared
reading where teacher reads loud,
students with teacher affirmation
demonstrate metacognitve skills in
writing with pairs (GUIDED)
Above student level: guided reading
where students read aloud (popcorn
or round robin) and students with
teacher affirmation demonstrate
metacognitve skills in writing with
pairs (GUIDED)
At student level: independent reading
with independent metacognition.
Duh.
Kids apply metacognitive skills
Shared/Guided/Independent Reading
Kids apply metacognitive skills

Shared/Guided/Independent Reading
Kids apply metacognitive skills
Student led review of previous days
literary device strategy

:35

Shared/Guided/Independent Reading
Kids apply metacognitive skills

:40

Independent Practice with the text

Guided practice with a selection of the

text
Discussion could suffice if you cold-call
like crazy and do some effective
questionning
Guided practice with a selection of the
text
Discussion could suffice if you cold-call
like crazy and do some effective
questionning
Independent Practice

:45

Independent Practice with the text

Independent Practice

Things youll need to do:

Shared/Guided/Independent Reading with

text book (barf in my mouth)
Way above student level: shared
reading where teacher reads loud,
students with teacher affirmation
demonstrate metacognitve skills in
writing with pairs (GUIDED)
Above student level: guided reading
where students read aloud (popcorn or
round robin) and students with teacher
affirmation demonstrate metacognitve
skills in writing with pairs (GUIDED)
At student level: independent reading with
independent metacognition. Duh.

Shared/Guided/Independent Reading
Kids apply metacognitive skills

Guided practice/independent practice

Discussion could suffice if you cold-call like
crazy and do some effective questionning
Shared/Guided/Independent Reading
Kids apply metacognitive skills

Shared/Guided/Independent Reading
Kids apply metacognitive skills

Guided practice/independent practice

Guided practice/independent practice

Find the harmony between metacognitive skills and literary devices

Be a nazi about time
Create time each week for days where you reinforce stuffthese days are important for kids to process, practice, and apply skills