DavonaeSingleton

ReadingLessonPlan#2
Subject:English
Topic:RMAandDuringReadingActivities
TitleofLesson:Isthereanymeathere?
Objectivesandstandards(standardsinparenthesis):
1. SWBATdiscussandanalyzethestorylineofthebooktheyarereading.Theywill
discusscharacteranalysis,plots,themes,andsetting(2.1Analyzeideasandinformation
fromtextandmultimediabyformulatingquestions,proposinginterpretationsand
explanations,andconsideringalternativeviewsandmultipleperspectives)
2. SWBATbecomecriticalreadersandthinkerswhilereadingmultipletextandanswer
questionsaboutthetext.(13.1Engageinwholeandsmallgroupreadingwithpurpose
andunderstanding)
3. SWBATdemonstratetheirabilitytobothsilentlyandorallyreadtheirtextandrecall
information.(4.1Readgradeleveltextwithpurposeandunderstanding)
Purpose:
ThepurposeofthislessonistoexplorewithmystudentshowIperformedamiscueanalysis.
ThisisespeciallyimportantbecauseIwantmystudentstounderstandhowtheythemselvesread
insteadofbeingtold.Duringthislesson,Iwillplayanumberofclipsfromtheirreadingand
scaffoldthemintopickingupontheirownmiscues.Duringthisprocess,studentswillbeableto
analyzetheirownmiscueshabits/patternswithmyguidance.Secondly,thislessonispurposeful
becauseitwillallowmetoanalyzehowmystudentsprocessinformationandcomprehendthe
text.Thiswillbedonethroughaseriousofduringreadingstrategies.Thepurposeofthisisto
betterunderstandeachreaderasawholetodetermineiftheyareinfactstrugglingreaders.
Procedures:(Pleasenotethattheseproceduresaretobedoneonceforeachstudent)
Introduction:
Thislessonwillbeginwithmeaskingstudentsabouttheirweekend.Bothexpressedthatthey
usuallylikeplayingfootballontheweekendsoIwouldliketostarttheconversationaskingmore
aboutthatandthentransitionintohowtheyareenjoyingtheirbooks.Iwillthenexplainthe
purposeoftodaysmeeting(seePurpose).(5min)
Beforebeginningtheactuallesson,Iwouldliketotaketimetodoanothermiscuereadingwith
onestudentwhostruggledwithatextfromlastweek.Iwillhaveanother(lesschallenging
article)forthestudenttoreadthroughsoIcanperformamiscueanalysisafterthesession.(5
min)

Development:*Itisimportanttonotethatasthesestrategiesarebeingperformed,theywillbe
doneinreverseorderforonestudent.WhileIamworkingwithStudentAonSaySomething,
StudentBwilldoSSRandoncecompleted,wewillbranchoffintoRMA*
1. SaySomething(Beers)(15minperstudent)
Oncethemiscueanalysisisover,Iwillworkwithonestudenttoperformaduring
readingstrategycalledSaySomething.Duringthis,Iwillmakeaselectionfromeachof
thestudentsbooksandreaditoutloudtothestudent.
2. PeriodicallyIwillstopfromthetextandthestudentwill(usingaguidancesheet)
answerquestionsaboutthetext.
3. Thestudentwillbeaskedtomakepredictions,analyzewhatishappening,ask
questionstheymayhavethusfar,andcommentonthestoryline.Thisisimportant
becausethewaythestudentanswersthesequestionswillallowmetounderstandhow
theyprocessinformationaboutthetext.
4.SilentSustainedReadingwithJournal(Beers)(15minperstudent)
5.AsIamworkingwithStudentA,StudentBwillengageinSSR.Thepointofthisis
forstudentstobecomecomfortablereadingsilentlyforaspecificperiodoftime.
6.Asstudentsarereading,Iwillhavethemtakeasheetofpaperanddivideitintotwo.
Ononehalf,theywillperiodically(minimumof3)writeanyinterestingorstrikingpoints
thattheycomeacrossinthetext.Studentwillbeaskedtolookforcharacter
development,settingshift,risingaction,etc.Ontheothersideofthesheet,theywillbe
askedtowritedownanythingtheyareconfusedonwords,phrases,andideas.Thiswill
allowmetounderstandwhatmystudentmaybehavingtroublewithastheyreadsilently.
Thestudentwillbeencouragedtocontinueusingthissheetuntilwemeetagainforthe
followingmeeting.
7. RetrospectiveMiscueAnalysis(15minperstudent/30total)
a. TeacherwillexplainagainwhatanRMAisandhowitisused
b. Wewillbeginbylisteningtoasampleofthestudentsreadingfromlastweek
c. Teacherwillscaffoldstudentintounderstandingorpickingupontheirown
miscues
d. Wewillpauseevery10secondsandIwillaskthestudentaboutwhatmiscues
theymayhaveheardfolloweduponiftheynoticeanypatternsandwhythey
thinktheymayhavemadethatmistake.
e. Finally,togetherwewillgooverasamplemiscueanalysisandcodeit
together.
Conclusion:(5min)
AfterwehavemetandperformedRMA,Iwillaskthestudentswhytheythinkwehavedonethis
activity?Whatisthepurposeofthis?Whatdidtheylearnabuttheirownreadinghabits?Iwill
encouragestudentstogobackandastheyread,takesometimetoreadoutloudtooneanotherto

listenforanymiscuesthattheymaystillperformandastheycomeacrossanymiscues,ask
themselves,WhydidImakethatmistake?

Materials:
TyrellbyCoeBooth
OutofMyMindbySharonDraper
Articleforreadaloud
MiscueAnalysisSheet
WorksheetforSSRactivity
WorksheetforThinkAloudactivity
Evaluation:
Aftermeetingwitheachstudent,IwillconductanothermiscueanalysisforstudentBand
providewrittensummaryoftheanalysis.Nogradeswillbegivenforthismeeting,butstudents
willbegivenfeedbackbasedonparticipation.
TotalLessonTime:75Minutes