UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate:
Kate Goudzward
Lesson Title:
Literature Circles- Bridge to Terabithia
Grade Level: 6th grade
Number of students: 24
Unit/theme:
Literary Circles- Bridge to Terabithia
Where in the unit does this lesson occur?
Lesson 3 of unit. Students have assigned jobs and ready to
participate.

Date developed:
12/1/2016
Date of lesson:
12/16/2016
Knowledge domain/subject:
ELA
Period/time/estimated duration:
60 minutes
Structure(s) or grouping for the lesson (all that apply):
Small groups, literary circles

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**
INFORMATION ABOUT THE CONTEXT,
My classroom is a group of 24 students, 15 females and 9 males. I have one IEP student in my classroom that is provided with
assistance from an inclusion teacher throughout the day. I do not have any ESL learners currently.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON

-paper (provided by me)
-markers (provided by me)
- handout for notetaking while reading
-The Book Bridge to Terabithia (provided by school funds)

CENTRAL FOCUS
The big idea for this lesson is for the students to learn how to become master of a literary circle while reading Bridge to Terabithia.
Each student will have tasks to do while reading the book and reporting back to their peers.

JUSTIFICATION/RATIONALE
I am teaching this lesson of how to fill in the notetaking while reading so the students will have a model of what to do for the rest of
the unit.

PRIOR KNOWLEDGE OF CHILDREN

When I ask my students to note take while reading, they have most likely done this in the past. However, with this lesson and
assigned roles they will be required to report back information.

LEARNING OBJECTIVE(S)
Students will be able to

identity the qualities of a good discussion.

Model strategies that encourage conversation about difficult topics.

Actively take notes while reading their assigned chapters

CONTENT STANDARDS
SPI 0601.8.2 Identify the setting and conflict of a passage.

SPI 0601.8.3 Determine the main ideas of plots, their causes, how they influence future actions, and how they are resolved.

ACADEMIC LANGUAGE DEMANDS

LANGUAGE FUNCTION: Summarizing, Determine

Language Demand Identify, Determine

Discourse: Identify- tier 2, setting- tier 2, conflict- tier 2, determine- tier 2
Vocabulary: Identify
LANGUAGE SUPPORT- Fill in notes technique

PLAN FOR ASSESSMENT OF STUDENT LEARNING

Diagnostic/pre-assessment: Pretest
Formative assessment/feedback to learners: The students will give me formative feedback in todays lesson by holding their thumbs
up, down, or sideways to show me they understand what we will be doing after showing them how to effectively take notes while
reading.
Summative assessment (if any): Post test

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):
Exceeds expectations: The students will exceed expectation if they can already actively take notes while reading, and summarize
their writing.
Meets expectations: The student will meet expectation if they pay close attention and gain knowledge from todays lesson
Below expectations: The student will not meet expectation if they do not participate in todays lesson.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another teacher could
replicate your plan exactly!):
LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

What does good notetaking sound like/look like?

What is the individual's role in making a discussion run smoothly with their notes?

What strategies can be used to deepen our conversations about books?

BEGINNING:
I will begin the lesson with asking them if they are excited to go over the last step before actually jumping into the literature circles
project. I will tell them that today I am going to model how to successfully take notes for each job they might be assigned.

MIDDLE: Instructional strategies to support student learning

The bulk of my lesson is this

I will have students watch me model a brief example of each role from a past story we just got done reading in class. This way
student will have a full understanding and background knowledge of what I am modeling. After doing this, students will be given a
brief article from readworks.com and will be put into their groups to do a practice round on a brief passage.
END:
I will end the lesson with telling the students that by the end of the week they should be halfway through the book and have
accurate notes from their specific reading.

DIFFERENTIATION/EXTENSION
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): I will assign them to a group without having a specific job to report back to the group with. They will be able
to draw conclusions from reading, but will not be responsible for being a group member.
Challenging experienced learners: I will encourage students if they get finished as a group early to begin brainstorming what they
will do based on their reading thus far in BTT.
Facilitating a classroom environment that supports student learning: Good behavior is expected, I will be circulating the classroom
to make sure all conversations are on topic.
Extension: Students who cannot come up with a prediction of a setting will be asked to look at the board and I will write some
possible answer.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . . Get off task working? I will redirect their focus to the task at hand.
What if students cannot . . . stay on topic while in group work? There will be consequences and possibly a call home depending on
the situation.

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)

Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.