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Pre-Assessment: How will you determine Motivation Strategy: How will you catch Real World Connection: How are learning
prior knowledge? attention of students and focus their minds goals relevant to students lives?
on the learning goals?
For the pre-assessment students are just http://michaelgr.com/2007/04/1 You can connect this with real life
going to be reading the passage on their applications because students have to be
5/fixed-mindset-vs-growth-
own with a partner to get familiar with it able to identify texts so this activity will
before we start on the activity of close mindset-which-one-are-you/ help students become familiar on how to do
reading. Read this article and then apply to it and what type of annotations that might
your lesson. help them in the future.
All strategies will be research based and from one of Students: Practice and Application
the texts. Please provide reference for each. Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.
Demonstrate close reading when you read aloud. 1. Students are reading the passage one time each to
Observe and document students individual reading their partner so they can get familiar for the first
levels. time with the passage.
Choose short texts with enough complexity to allow 2. While we are reading the passage and the passage
students to practice comprehension strategies is displayed on the document camera. The teacher
will make annotations and the students will be able
Prepare questions that engage students in
to see it on the board and at the same time the
reexamining texts and that support their ability to
student will be able to make the same annotations
meet the Common Core Standards
as well.
Documents students strengths and needs for re-
3. Students are answering the questions together in
teaching their group and then after the students have
Teach students how to ask important questions worked on the questions for a while as a class as a
about the texts they read whole we will go back and answer the questions
Incorporate re-reading for gradually uncovering together and go over if there was any questions.
deeper meaning
Relate to texts to the students past experiences
Focus on observing and analyzing
Provide experience using close reading in a wide Collaborative (engagement with others)
variety of texts Students are working together when they are
Constantly reflect on your instruction and strive to reading to each other in partners.
improve your delivery, examples, and questioning.
1. Students are reading the passage the first time with Interpretative (comprehension and analysis of
their partners. written and spoken texts)
2. Read the passage together as a class and walk The whole activity of close reading deals with
through the entire passage and make annotations. comprehension because the point of this
3. Answer the questions in your table group by using activity is for the students to be able to
the annotations that were taken while we read the understand what the passage is about .
passage. Productive (creation of oral presentations and
written texts)
Collaborative (engagement with others) For production students are annotating and
We are working together to do the close then students are answering questions as
reading and making annotations. well.
Interpretative (comprehension and analysis of
written and spoken texts)
The comprehension part of doing a close
reading activity is that students will be able
to understand the concept and the main idea
of the passage.
The goal of having students comprehend a
story is for the students to be able to retell
the story if needed because that will really
show that the student grasped the main idea.
Productive (creation of oral presentations and
written texts)
Through the creation of this activity of close
reading is making annotations in the passage.
In order to help students understand different
parts of the text.
Review and Assessment: What specific assessment tools Student Reflection: How will you provide for student
are being used? reflection on learning?
The assessment that students will be looked at is the I will be asking student what they learned about the
answers to the questions that students are answering with passage about Leprechauns and St. Patricks day. I will ask
their groups. students to write two sentences on the back of their paper
about something they have learned about this passage and
this activity.
ELD Objective: I think that the language barrier The next step of my lesson is to do a fun
will be the most difficult part for the ELD activity for St. Patrick s day that will
students in the classroom because if they do include the content that students have
not understand the language it will be difficult learned from the passage and connect what
for the students to understand the reading. they learned with their fun activity for this
holiday that they celebrate on this day.
Content Objective: Students that have trouble
with reading will most likely struggle more with
this activity because students will struggle to
understand the passage.