Developed by: Lucy Wain

Grade level:

October 14, 2015

Lesson Topic: Short Story Reading Strategies (Lesson 1 of 2)

Universal
OutcomesDesign for Learning
Representation
GCO: Students will be expected to select,
read, and view with understanding a range
understanding a range of literature,
Perception
information, media, and visual texts.
SCOOffer
4.4: Iways
will beofable
to identify the
helpful
1.1
customizing
display of information
reading strategies
and be able
to use these
Students
will be presented
information
orally, books, and through a handout.
Required Materials, Tools and Technology
strategies
1.3 Offer alternatives for auditory information
Objective(s)for
forthe
this
lesson: I will
be able
Information
worksheet
activity
will to
be provided through written instructions.
- of
Write
agenda
on board:
use four
the seven
reading
strategies
short
APKstories.
when
reading
1.2
Offer
alternatives
for visual information
Stations
Information for the
activities will be given orally; a C4U will be used to make sure that students heard the
instructions and
information.
Closure
- Handouts:
Introduction
Language
Somebody Wanted But So Then worksheet
Before class begins:
Storyboard worksheet
- Divide the
class into four tables
2.5 Illustrate
through
multiple
media
- Recipe
cards for
exit ticket
(thesebewill
be the four
groups
for
Students
their
knowledge
reading, writing, and verbally communication.
- will
Sevenillustrating
reading strategies
website: through
http://www.readingrockets.org/article/seven-strategies-teachthe lesson).
students-text-comprehension
APK
Comprehension
- Link to Roald Dahls website: http://www.roalddahl.com/roald-dahl/stories
- Begin the class by asking
students
knows
what a short
3.1. Activate
orwho
supply
background
knowledge
story
is.
Special
Concerns
Class will begin with an APK.
- Give the class the instructions
they
will havecritical
one minute
- that
Before
students
arrive,
have to
the stations with instructions and short stories (enough for each
3.2 Highlight
patterns,
discuss
at
their
tables
what
they
student)
in
middle
of
the
table
features, big ideas, and relationshipsall set up
a short
storyarrive,
is,
andgive
that
- think
When
students
them
a number
from one to four and tell them to sit at the
Patterns
will
be
highlighted
through
the
closure
activity.
this
will
be
followed
with
each
corresponding table
table
sharing
what they to ensure students can clearly hear the lesson and instructions
Use
an FM microphone
Action -and
Expression
- discussed.
You may (Interpersonal)
want to find another space (that is close to the classroom) for the group doing the skit
- C4U:
What
we going
be other groups.
activity
asare
to not
disturbtothe
Physical
Action
discussing?; Who are you going
to be discussing
Howassistive technologies
4.2 Optimize
access towith?;
tools and
Differentiation
long
will
you
have
to
discuss?;
Students will have full access to the teacher throughout class.
what are we going to do after?
Multiple
into this lesson:
- AfterMIs
theare
oneincorporated
minute discussion
Expression and Communication
- at Interpersonal

students
working and discussing in groups
tables, go around to eachare
table
- Verbal/linguistic
students
are sharing ideas and expressing their opinions, as well as reading
have amedia
spokesperson
tell the
5.1 Useand
multiple
for communication
and
writing
rest of the class what their group
Students
will
be presented
with information
verbally,
and visually.
- discussed.
Intrapersonal
students
are individually
working
on ideas and questions
(interpersonal)
Kinesthetic

students
will
be
creating
a
skit
in
groups
to show the rest of the class
- Give positive feedback to each
5.3 Use multiple tools for construction and composition
group.
Students will have the opportunity to communicate their thoughts through interaction with others,
writing,
or pictures.
In-Class
Support
During/Learning
Activities

- Some students may need to have the text read to them, to do this, have another student in their
Stations: Functions
Executive
group read the text out loud to them.
- - Students
will be separated
intostations,
4
Whilst students
are at their
you will walk around the class making sure that you provide
groups
and
placed
at
a
station.
6.1 Guidepositive
appropriate
goal
setting
feedback
and
that you are available to answer questions and assisting students if
- Students
will will
spend
approximately
The lesson
objective
be displayed
on the whiteboard throughout the lesson
needed.
10 minutes at each station.
- There will
be four stations,
each with
6.3 Facilitate
managing
information
and resources
a
different
short
story
(by
Roald
Throughout the activities the teacher will be visiting each group to make sure that they are using their
Dahl)
and a and
different
reading
resources
correctly
appropriately.
Cross-curricular
Connections
strategy to learn and practice.
- You will begin by explaining to the
Engagement
Octoberstudents
14, 2015what they are going to do
at each
station; how long they will
Recruiting
interest
have at each station (10 minutes);
you willrelevance
give them value
a signal
when
7.2 Optimize
and
authenticity

Note: The boxes will expand as you add text, so everything will be visible when you print. You can delete
the extra blank lines that have been added to the cells.

Story Board Worksheet

October 14, 2015

Somebody Wanted But So Then Worksheet

Somebo
dy
Wa
nte
But
d
So
Who is the
main

What did
the
character
want?

What was
the
problem?

How did the

What was
character try
the the
to solve
problem?
resolution

Th

October 14, 2015

to the
story?