Adapted Madeline Hunter Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

Independent Text No 6-12 Correlation:

Read independently for multiple purposes over sustained periods of time by: a. reading text that is
developmentally appropriate b. producing evidence of reading

Text Structure 6-12 Correlation Reading Informational 1A:

Read, infer, and draw conclusions to compare and contrast the most important points present by the text.

Learning Objectives/Goals and Duration

The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; What will the students be able to know/do by the end of the lesson? Include the duration
(number of minutes) you estimate the lesson will take.

Students will learn the difference between useful connections that help them deepen their understanding
of their reading and connections that are great but maybe not as useful. At the end of this lesson, students
will be able to activate prior knowledge that will help them grow as readers and succeed while reading
harder texts. Students will be creating a visual map after they have put their connections into two
categories I learned from this and I did not learn from this. This activity will take about two 40 minutes
class periods.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
-22 Kidspiration application

-22 IPADS
-Abuelo by Arthur Dorros
-Post-its

D
1
 Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
Students will be using the app Kidspiration to construct a visual map using the connections they thought
were useful and deepened their understanding of the book.

Instructional Input
What knowledge is required for you to impart to students in order for them to achieve the
objective or purpose?
At the start of the lesson plan, I will explain to students the difference between useful connections based
on their prior knowledge and connections that may not be helpful in their learning. For example, I will
make connections based on Abuelo. A useful connection would be that One time when I was younger my
grandpa and I went bowling and we made it an activity that we would do every other Sunday, my
grandpa and I hand out every Sunday. This would be unhelpful because I am not gaining information,
interest or understanding from it. By demonstrating how to effectively eliminate unhelpful connections,
students will have a better idea of what to do when it is their turn to do so. I will show the students how I
used the app to create a visual map representing the information that I learned from reading the book.

Checking for Understanding

How will you monitor students learning? If you are using questioning, provide examples of
questions you will use.
In order for me to check for students understanding, I will collect their visual map. This way I can see if the
students are understanding the difference between the two and how they represent their learning on the
map.
Another way that I will check for students understanding, is when the students are done with reading
their books and connecting to their prior knowledge, I will ask every student to come up to my desk. We
will discuss what they think and where they will place each connection that they have made on their
notecards throughout the book. This way I can see if the students have learned from this lesson and what
areas I need to continue working with the students.

2
 Guided and Independent Practice
If relevant, what activities will the students engage in under close teacher monitoring and
direction? What activities will the students engage in without teacher supervision?
The students will be engaged in both practices. At the beginning, I will be teaching the students the
difference and asking them questions so they have a better idea of what they need to be doing. The
students will be working independently while they are reading their book and making connections. They
will also be working independently when deciding whether their connections are important or not and
when they are creating their maps. The students will be showing me their connections before they make
their maps, so together we can decide where their connections go, this will be under close teacher
monitoring.

Closure
How will you bring the lesson to close? Are there key points of learning you need to review,
clarify, or check? Closure may not be synonymous to an ending point of learning.
The students will come together as a class and show everyone their visual maps on the SMARTBOARD.
Students can learn from each other and will be able to ask questions/comments to each student! I will also
be able to check the ideas students are learning and what connections they label important.