Lesson Plan PBS Book Study: First Draft Reading

UTL 640E
Brandy Clark & Chrissy Hinkle
Date:
November 18, 2015
Class Period / Time:
In Our Group of Three: We are the second group to go

Lesson Objective(s):

Individually, interns will complete a sample turn titles into questions and
Sentence Starters activity in order to better understand Kelly Gallaghers
principle of First Draft Reading

Resources/Materials:
A. TO DO before the day of the lesson:
Need copies of Hills Like White Elephants by Ernest Hemingway
B. For the lesson itself:
PowerPoint (Attached to the email)
Reading (handouts printed and with Chrissy)

Steps in Lesson:
STATED OBJECTIVE (1-2 MINUTES)
Now that you have learned about focusing the reader, we turn to 1 st draft readings. In which we
will go over the four questions Gallagher thinks we should ask ourselves as the students are
reading for the first time. We will sample two of the activities he describes in the books.
INTRODUCE: (1-2 Minutes)
Main idea behind Gallaghers first draft reading: Is that youre going to have a second-draft
reading. Its similar to a rough or first draft writing, youre just getting the groundwork of the
reading.
ENGAGEMENT (3-5 minutes)
Turn titles into Questions activity.
o Before reading the story interns will read the title and independently create a question.
Then they will share their questions out loud. This encourages interns to create their own
purpose for reading the selected piece.
ACTIVE LEARNING (25 MINUTES)
EXPLAIN: (5 MINUTES)
Go over the four questions
Question 1: Have I provided my students with a reading focus?
o List activities: Text frames with gaps; turn headings or titles into questions prior
to reading*; twenty questions; focus groups; character charts; shift charts.
1. Link Q1 back to the engagement activity
Question 2: Are my students willing and able to embrace confusion?

Connect back to engagement; Literature Workshop quote Learning begins when

we encounter confusion. Dont give up just because you get confused or you
dont get the answers to the questions you seek.
Question 3: Can my Students Monitor their own comprehension?
o Scoring Comprehension; Color coding; Trouble slips; Sentence starters (see
apply/evaluate)**
o

APPLY/EVALUATE: (15 MINUTES)

Explain sentence starters, have them choose three of those provided on PowerPoint
HAVE THEM READ STORY
Complete three of the chosen sentence starters either while reading or after completing
the reading
Share statements, any lack of understandings that still exist, Was anyones question from
the engagement answered?
EXPLAIN: (1-2 MINUTES)
Question 4: Do my students know any fix-it strategies to assist them when their
comprehension begins to falter?
o Has a lot to do with vocabulary
1. Word Attack Strategy 1, meanings; Word Attack Strategy 2, sound-alikes;
Rereading at the sentence level;
CLOSURE (1-2 MINUTES) Thumbs Up Thumbs Down Activity
1. I understand the concept of 1st draft reading.
2. I find some of these activities useful.
3. I will employ some of the activities in my own classroom.
4. I am more inclined to make time for 1st draft and 2nd draft readings in my classroom.
5. I think Brandy and Chrissy did a fantastic job in explaining Gallaghers concept of 1 st
draft reading.
TOTAL TIME: 30ish MINUTES

Evaluation Strategies:
Sentence Starters
Thumbs up Thumbs down

Recommendations for Next Time: