Name: Kofi Amoah

GRADE/DIVISION: Grade 6 OVERALL CURRIRULUM EXPECTATION (Number eg. 1.2 and write in full sentences ) SPECIFIC CURRICULUM EXPECTATION(S) (Number and write it in full sentences): TEXT (Fiction/Non-Fiction) may be cross curricular. Title: Banner in the Sky Exerpt: A boy and a Mountain Author: James Ramsey Ullman Illustrator: Carlos Martin Suaz ISBN and Year of Publication: Publisher: TEACHER FOCUS - PURPOSE: What comprehension strategy will I be modeling/teaching?
Imagery in the writing and pictures that are used to create suspense/fear

VOCABULARY: What words will help my students construct meaning? (From the text OR words that help
express student thinking)

Crevasse Use the shaded areas (which include checklists) to ensure you have included all aspects in your Read Aloud Lesson Plan. Planning the Read Aloud Lesson BEFORE you read - How will I introduce the text to help focus the students on the purpose?
Engagement/Introduction Build interest Activate prior knowledge, experience and learning Focus: State the focus of the lesson at the beginning (Strategy to be modeled) Establish relevant context for the new learning Introduce new vocabulary *if applicable

BEFORE you read - How will I introduce the text to help focus the students on the purpose? Explicitly describe what you will do with and what you will say to the students. *Use italics to indicate when the teacher is talking Engagement/Introduction: Following up from Lesson 1, I will ask students what the scariest thing they have ever done is, and take a few responses. I will share mine, as it involves rock climbing. Then, I will introduce the book. I will ask them to look at the cover and make predictions about that will happen in the story. (What will the boy do? Will he succeed? Is he scared or brave?)

DURING as you read- Where will the stopping places be for think alouds/questions to model the strategy?
3+ stopping places

DURING as you read - Where will the stopping places be for think alouds/questions to model the strategy? Explicitly describe what you will do with and what you will say to the students. *Use italics to indicate when the teacher is talking After Intro: How did what happened to her husband make Rudys mom feel? Have you ever seen an accident and been scared to try the activity that caused it? First Sticky: Have you ever been so scared that your imagination started to play tricks on you? Second Sticky: What disasters have you heard about recently in the news? What kinds of problems do the victims face? (Katrina, Sandy, Earthquakes in Haiti/ Japan) (Loss of home, where to find food/water, maybe buried alive in earthquake, where to sleep safely) Third Sticky/Fourth Sticky: Who are some brave characters in stories/movies you have seen? What makes them brave? (Do the right thing, be who they are, face their fear). Do you know any stories of real people who have been brave and tried to save others? (Tee story of Jess Garcia) AFTER you read the text - How will I close the book to help my students to help them understand the
strategy? Restate and explain the strategy to consolidate learning

READING RESPONSE: What reading response (oral? written?) would provide an opportunity for my
students to practise the strategy? (Choose one and explain) Oral Written Other

NEXT STEPS: What will I have my students do next with the new learning? (Choose one and explain)
Revisit the same text with different purposes Revisit same focus with different text Plan guided reading lessons based on the same focus Connect focus to the Shared Reading lesson

AFTER you read the text - How will I close the book to help my students understand the strategy? Explicitly describe what you will do with and what you will say to the students. *Use italics to indicate when the teacher is talking Story will be completed tomorrow...