Generic Lesson Plan Form

Subject: Reading Activity: Reading Strategy Group Setting: Pull out (resource room) # of Students: 6

Statement of Objective: I can answer questions about a text I read and discuss them with my peers and teacher. Accommodations
*Observable/Measurable (A,B,C,D)
*GLCE/IEP
Materials:  Buddy the Bear (my copy)
*Prepared and organized
*Available for all  White paper (roll paper on table)
 Markers, crayons, colored pencils
 Pens/pencils
 Discussion question

Opening: Review: Seating

*Gain attention/motivate
*Activate prior knowledge
 Reread Buddy the Bear (only my copy) students near
~link/relate; assess; prepare for new o Show to students, read aloud to them the teacher
learning (e.g. vocabulary)  Our focus question for this book was How does Buddy the Bear
*State goals/set purpose change during the story? Do you remember filling out the venn Uses
~explain task: why, what, how, and when
diagram together last time? appropriate
for strategies
*Clear directions o Show students my copy of the venn diagram wait time

Presentation:  We just reviewed our story. Now I am going to ask you some Providing
Teacher:
questions about the story. This is an independent activity, so I visual aids
*Variety of learning (T/S, S/S, S/T)
*Organizational framework do not want to hear you talking as I ask the questions! when
~construct, clarify, and link concepts in a  I am going to ask you a question that I have on these flashcards. presenting
meaningful context Instead of answering them aloud, I am going to have you guys information
*Present visually, verbally, kinesthetically,
real world (e.g. LESH) write some things down on the paper in front of you. You do not
*Model and think aloud to make visible need to write out your answers in complete sentences, you can Recognize and
~language practices/processes just write some key words, bullet points, or some things you give credit for
~learning strategies and adaptations (how, want to remember about what I asked. student’s oral
when and why)
~organization, relationships, and clues  Check understanding of directions participation in
*Transfer of control class
~students explain, justify, clarify, etc.
*Clear directions Give
*Check for understanding
appropriate
~appropriate feedback: praise, prompt
probe/question (in ZPD) wait time
~assess/error drill
~monitor and adjust instruction Check for
Students:
understanding
*Participation
~overt and active
~instructional dialogue, think aloud, Repeat
explain, justify, evaluate, etc. directions to
the students in
different ways
Guided Practice: Repeating
*Activity related to presentation/objectives
Discussion Questions: directions to
*Active student participation
~provide rationale for assignment 1. How do the girl’s parents help her throughout the story? the students in
~multi-sensory and real world 2. How doe the girl solve the problem of Buddy the Bear falling different ways
~instructional dialogue apart?
*Transfer of control
3. How does the girl feel about Buddy the Bear? How do you Recognize and
~students explain, justify, clarify, think
aloud know? give credit for
*Check for understanding 4. Why did Buddy the Bear start to fall apart? student’s oral
~ensure high success rate participation in
~appropriate feedback: praise, prompt,
class
probe/question (in ZPD)
Individual Practice:
 ~assess/error drill
~monitor and adjust instruction
*Management/monitoring
~scan, circulate, assess, support, praise
 After each question, I will give students time to write down their
thoughts on the paper. After given ample time, I will ask the Wait time
next question. As they are writing down their answers, I will
check in with individual students quietly and answer questions
as needed.

Closing: After all questions were asked and answered by the students, we will go Give students
*Adequate time
over the questions and answers together as a group. extra wait time
*Students summarize content and
accomplishments
*Assess/identify new goals Recognize and
*Link to future learning give credit for
student’s oral
participation in
class

Next time → Retell the story using our wordless books

Reflection: