Secondary Lesson Plan Name of class: 7th grade science READING Lesson topic: Expedition 5.

4 Can You Believe It? LEARNING GOALS 7.2.b Student will demonstrate use of thinking and reading strategies to achieve understanding of literature, knowledge of themselves and others. 7.4.d Enjoy reading and sharing ideas with others LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy): Objectives are posted on the board daily to remind students of their daily learning goals After teacher modeling, whole group discussion, pair-square discussion, and group reading, students will demonstrate knowledge of fluency (pace) by reading aloud. They will demonstrate comprehension of text through completing exit slip with comprehension questions.
REMEMBER, UNDERSTAND, APPLY, ANALYZE, EVALUATE, CREATE

Length of class: 45min

Apply knowledge of vocabulary by fast-mapping definitions of words. Apply knowledge of skimming and apply to text. Make Predictions about reading Can You Believe It?" Analyze text (using CPR method) to write synonyms for vocabulary words. RESOURCES/MATERIALS NEEDED (What materials and resources will I use?): Powerpoint Expeditions Reading book Group lists (created by teacher) Exit slip ASSESSMENT (How will I know if students achieve the learning goals/objectives?):
WRITTEN RESPONSE? PERFORMANCE ASSESSMENT? PERSONAL COMMUNICATION? TEST/QUIZ? 1. Students will share aloud in whole group sharing whip definition of skimming text. 2. Model fluency (pace) in pair-square groups. 3. Students will hand in exit slip with answers of comprehension questions about text.

LEARNING PLAN (How will you organize student learning? What instructional strategies will you use? How will you scaffold for student learning?): 1. Yesterday (review) we looked at magazine articles in magazines that stretch the truthlike US Weekly, or STAR. In looking at our next story Can You Believe

It?, can you predict if our next story may be contain any fiction. We can skim this article to predict what this story may be about. Remind students when we skim FAST MAPPING (do a sharing whip, allowing all students to share one word about what Skim means): We read quickly, We do not read every single word. When we read to learn and absorb details, we read slowly. When we read for pleasure, we read faster than if we are reading to gain information. FAST MAP- Narrative vs. expository 2. Give students 1 minute to skim: (making predictions) - What did you look at in the text to skim? - What do you predict this text this text will be about? - What kind of text do you think this will benarrative or expository? Why? 3. FAST MAP VOCABULARY in reading. - Discovery - Horrible - Relief - Regret 4. Reading story Can You Believe It? I will model fluency (pace) by reading the first section: Today I will model the fluency attribute of pace. I know that pace is the rate or speed at which you read, not too fast not too slow. I will begin reading the article Can You Believe It?. While I am reading I want you to listen to how I use pace to help me comprehend the text. I will slow down when I get to difficult or new words and their definitions. Remember pace is a bridge to comprehension, we need to vary our pace to help us comprehend the text. Listen while I read paragraph #1 Students will read in groups of 4 (pair-square). With the rest of the reading, each student will read section in the 5 section story (I model first section). 5. Share predictions with pair-square group. What did you predict about this text? Was your prediction accurate? Is this text narrative or expository? Why?

(this is review, should not take long) What are some elements of a narrative text? (characters, setting, and plot (a beginning, middle, end)) 6. Exit slip - write answers to questions on exit slip (Review CPR Strategy for vocabulary) Paragraph 2: What was Lydias assignment? Paragraph 4: Why did it take Lydia a while to get to the story about Justin Case? Paragraph 11: What does Mando reveal to Lydia? Paragraph 16: What does Lydia decide to write about after all? Write synonyms for vocabulary using CPR strategy? When you finish the questions, you need to hand them in

LESSON PLAN CHECKLIST: Did I hook my students by getting them excited about the topic? Did I introduce my learning objectives to the students (even if I just posted them in the room)? Are my learning objectives aligned with my state standards? Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Did I organize my lesson clearly? Did I account for any downtime and/or transitions? Did I model or provide guided practice (if necessary)? Yes I modeled Did I scaffold student learning (if necessary)? Did I assess my students learning (formative or summative)? Did I successfully bring the lesson to a close within the allotted time? Did I provide a bridge to the next lesson in my unit sequence? Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? Did I differentiate for my individual students needs?