Boston Public Schools



Reading Lesson Plans Week of __________________________________ Reading Comprehension Strategy ________________________________

|Whole Class Mini-lesson for Reading Comprehension or Reading Skills |

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Objectives: |What do you want students to know and be able to do at the end of the lesson? The most powerful objectives are written in child-friendly language. Please write them this way in your |

| |plans. |

| | |

| |Avoid confusing objectives with activities. Rather than saying, “Students will practice solving addition problems with a partner,” an objective might say, “Students will be able to add two|

| |two-digit numbers.” |

| |Keep objectives focused. Rather than the broad, “Students will write persuasive essays,” you might say, “Students will write persuasive essays that include transitions between paragraphs.” |

| | |

| |The objective should frame the class period and should be posted for students to see and refer to. Refer to the objective throughout the lesson rather than only at the beginning of the |

| |lesson. |

|MA Standards: |Refer to the Massachusetts Curriculum Frameworks and include the actual standard- not just the number. |

|Title of Text: |Include the title, author and page numbers for the lesson. |

| |Teachers are free to select any text they think will best meet their students’ needs. If the text is from Reading Street, please mark RS. |

|Activating background knowledge: |Explain how you will: |

| |focus student attention on the lesson- often called the “hook” |

| |activate and assess prior knowledge |

| |create an organizing framework for the ideas, principles, or information (often called "advance organizers"). |

| |Please write what you will actually say to the class. |

|Instructional strategies/learning |What will the actual instruction be? How will you teach the new concept or skill? What is the sequence of events? |

|activities: |Will you: |

| |do a think-aloud |

| |model on the overhead or chart paper |

| |engage the class in accountable talk (plan out your question) |

| |provide direct instruction |

| |Pose a question |

| |Ask students to engage in an activity |

| |Ask students to generate questions |

| |Other? |

| |Consider what misconceptions students may have and be prepared to address these. |

| |Please describe what an observer would see you and the students doing and saying. |

|Critical questions to ask: |What are the key questions you want to ask to both promote students’ thinking and to continuously assess what students are thinking and learning? |

| |Plan questions that promote higher order thinking. |

| |Remember to use wait time. |

|Opportunity for |Guided practice is an opportunity for each student to demonstrate his or her grasp of new learning by working through an activity or exercise under the teacher's direct supervision. This |

|practice/assignment: |can be done in small groups or individually. Guided practice also allows teachers to know if students have grasped the concept and allows teachers to provide helpful feedback right in the |

| |moment. |

| | |

| |Independent practice is done without the teacher’s direct supervision. It can be done alone or with a partner or small group. |

| | |

| |How will students practice and extend their learning? What assignment will they do? Will it be done on their own or with a partner or a small group? |

| |Consider the cognitive level of the assignment. Where on Bloom’s taxonomy would it fall? |

| |This is another important time to promote higher order thinking. |

|Assessment and Closure: |Assessment: |

| |How will you check for understanding? How will you know what has been mastered and what needs to be re-taught? Consider ways to assess the whole class rather than only dip-sticking a few |

| |students. Please write the question(s) you will ask and the tool you will use. |

| |Closure: |

| |This part of the lesson is used to help students bring things together in their own minds, to make sense out of what has just been taught. |

| |Closure is used: |

| |to help organize student learning |

| |to reinforce the major points (the objectives) to be learned |

| |review and clarify the key points of a lesson |

| |Share what you will say. |

|Whole Class mini-lesson for phonics/word study and vocabulary |

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Objectives: |For most weeks, there will be one objective for phonics or word study. |

|Instructional strategies/learning |There may not be a lesson for each day. Please describe the instruction for just the days when you are teaching the whole class. |

|activities | |

|Opportunity for practice: |How will students practice the skill? |

|Assessment: |Please explain how you will assess both at the end of the lesson and at the end of the week. |

|Guided Reading |

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Group 1: |Who are the students? | | | |

|Text: | | | | |

|Text Level: |What is the title of the text? | | | |

|Lesson Objective: | | | | |

| |What is the Fountas and Pinnell level of the text? | | | |

|Intro to text: | | | | |

| |What do you want students to know or be able to do at the end of the | | | |

|Discussion prompts and questions: |lesson? | | | |

| | | | | |

|Follow-up activity (as |How will you introduce the book? Are there key words or concepts to point | | | |

|appropriate): |out? | | | |

| | | | | |

| |What questions will you ask students? | | | |

| | | | | |

| |Is there a follow-up activity such as re-reading the text, answering an | | | |

| |open response question, etc.? Describe it here. | | | |

|Guided Reading Cont. |Monday |Tuesday |Wednesday |Thursday |Friday |

|Group 2: | | | | | |

|Text: | | | | | |

|Text Level: | | | | | |

|Lesson Objective: | | | | | |

|Intro to text: | | | | | |

| | | | | | |

|Discussion prompts and questions: | | | | | |

| | | | | | |

|Follow-up activity (as | | | | | |

|appropriate): | | | | | |

|Group 3: | | | | | |

|Text: | | | | | |

|Text Level: | | | | | |

|Lesson Objective: | | | | | |

|Intro to text: | | | | | |

| | | | | | |

|Discussion prompts and questions: | | | | | |

| | | | | | |

|Follow-up activity (as | | | | | |

|appropriate): | | | | | |

|Whole Class mini-lesson for __________________________________________ |

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Objectives: |These sections are for teachers to plan lessons such as Accountable Talk, Social Studies, Science, Interactive | | |

| |Writing or Second Step. | | |

|Text: | | | |

|Instructional strategies/learning | | | | | |

|activities | | | | | |

|Opportunity for practice: | | | | | |

|Assessment: | | | | | |

| | | | | | |

|Whole Class mini-lesson for __________________________________________ |

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Objectives: | | | | | |

|Text: | | | | | |

|Instructional strategies/learning | | | | | |

|activities | | | | | |

|Opportunity for practice: | | | | | |

|Assessment: | | | | | |

| | | | | | |

Math Lesson Plans Week of _________________________________ Unit _________________________________________

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Objectives: |These are based on the year-long plan (which is based on the MA Curriculum Frameworks) that the team wrote. |

|Students will be able to: |What do you want students to know and be able to do at the end of the lesson? The most powerful objectives are written in child-friendly language. Please write them this way in your |

| |plans. |

| | |

| |Avoid confusing objectives with activities. Rather than saying, “Students will practice solving addition problems with a partner,” an objective might say, “Students will be able to add two |

| |two-digit numbers.” |

| |Keep objectives focused. |

| | |

| |The objective should frame the class period and should be posted for students to see and refer to. Refer to the objective throughout the lesson rather than only at the beginning of the |

| |lesson. |

|State Standard: |Refer to the Massachusetts Curriculum Frameworks and include the actual standard- not just the standard number. |

|Materials and Resources: |What is the purpose of the materials? |

|Key Vocabulary: |We want students to use math terms as they think and discuss and solve problems. This means that we need to explicitly introduce terms and vocabulary, post them and ask students to use |

| |them. |

|Activating Background Knowledge: |One key way to activate background knowledge is to ask students to do a short Do Now that was based on the previous day’s work. |

|Do Now | |

|No more than 5 minutes | |

|Learning Strategies and Activities|What will the actual instruction be? How will you teach the new concept or skill? What is the sequence of events? |

|(Describe the instruction): |Will you: |

| |do a think-aloud |

| |model on the overhead or chart paper |

| |engage the class in accountable talk (plan out your question) |

| |provide direct instruction |

| |Pose a question |

| |Ask students to engage in an activity |

| |Ask students to generate questions |

| |Other? |

| |Consider what misconceptions students may have and be prepared to address these. |

| |Please describe what an observer would see you and the students doing and saying. |

|Questions to ask: |What are the key questions you want to ask to both promote students’ thinking and to continuously assess what students are thinking and learning? |

| |Plan questions that promote higher order thinking. |

| |Remember to use wait time. |

|Opportunities for practice: |Guided practice is an opportunity for each student to demonstrate his or her grasp of new learning by working through an activity or exercise under the teacher's direct supervision. This |

| |can be done in small groups or individually. Guided practice also allows teachers to know if students have grasped the concept and allows teachers to provide helpful feedback right in the |

| |moment. |

| | |

| |Independent practice is done without the teacher’s direct supervision. It can be done alone or with a partner or small group. |

| | |

| |How will students practice and extend their learning? What assignment will they do? Will it be done on their own or with a partner or a small group? |

| |Consider the cognitive level of the assignment. Where on Bloom’s taxonomy would it fall? |

| |This is another important time to promote higher order thinking. |

|Assessment (How will you know |How will you check for understanding? How will you know what has been mastered and what needs to be re-taught? Consider ways to assess the whole class rather than only dip-sticking a few |

|students have mastered the |students. Please write the question(s) you will ask and the tool you will use. |

|objective?) |Closure: |

| |This part of the lesson is used to help students bring things together in their own minds, to make sense out of what has just been taught. |

|Closure: |Closure is used: |

| |to help organize student learning |

| |to reinforce the major points (the objectives) to be learned |

| |review and clarify the key points of a lesson |

| |Write your exit ticket question, quiz question, etc. Plan on two-three per week. |

|Math Facts Mastery |Students should have the opportunity to practice for mastery Monday-Thursday. |

|What opportunities for practice |Students can take a quiz on that week’s math facts on Friday only. |

|will students have? | |

Writers Workshop Lesson Plans Week of ________________________________ Unit of Study _________________________________

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Whole Class mini-lesson Mini-lessons should range from 5-12 minutes. |

|Objective: |Most objectives should come from the craft/content portion of your unit of study. Objectives from the convention portion should not be our primary focus. |

| |Objectives should also come from what you observe in students’ writing. |

| |Write objectives in child friendly language. Write what you will actually say to students. |

|MA Standard: |Refer to the Massachusetts Curriculum Frameworks and include the actual standard- not just the standard number. |

|Text (Touchstone or mentor): |Please include the title of any text you will use. If you are using a student’s text, please indicate that. |

| |Feel free to “double-dip” texts. For example, you can use the same text, or a portion of the text, in readers workshop, in Peaceful School Climate lessons and in writers workshop. |

|Activating Background Knowledge: |Name what yesterday’s work was and make the connection to today’s work. |

|Connection |Write what you will actually say. |

|Describe the instruction: |Write out what you will say as you demonstrate the strategy. |

|Teaching Point | |

|Describe how you will actively |This is the time for students to give it a try right there on the rug. They can turn to a partner or silently think and then share to the whole group. |

|involve students: |In this space you can share what you will tell students to do: “Now it’s your turn. You and your partner are going to…..” |

|Active Engagement | |

|How will you make the link to |This is the time for you to complete the sentence, “Today when you write please try …..” |

|independent writing? | |

|Link | |

|Closing and assessment: |Each workshop lesson should end with a time for several students to share their writing. These are students you noticed trying out the craft or strategy you taught. You won’t be able to |

| |plan this section in advance. |

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Consider opportunities that allow students to advance their thinking with peers:

• Think-pair-share

• Turn and talk

• Work with a small group or partner to solve a problem or think about a text.

Each group will have a different number of guided reading lessons per week. You only need to write a plan for the days the group will meet with you.

Consider opportunities that allow students to advance their thinking with peers:

• Think-pair-share

• Turn and talk

• Work with a small group or partner to solve a problem or think about a text.

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