Projector, Smart board, and Ipads are used, Students are set up in tables.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):
Reading: Informational Text Standard 2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Content Walk-Away: I will use questioning, commenting, and predicting to help me understand the text Hugglys
Valentines. SIOP 1
Language Walk-Away: I will write my questions, comments, and predictions from the story. SIOP 2
Christophe- Needs
language support.
Aislee- Needs
extensions.
Megan- Needs help
reading. She will need
lots of support and
scaffolding.
Comment
Huggly is waiting for the boy to leave
so he can play.
The boy gave his mom a valentine and
he got a hug.
There is a secret slime pit under the
bed.
Booter didnt know what Hugglys
valentine was.
Huggly told Booter and Grubble
about how the boy gave his mom the
paper and he got a hug.
Huggly played with his friends.
They are going to dig a tunnel to get
to Bernies.
Prediction
I think the boy left his homework on
the floor.
I think Huggly is going to make a
valentine.
I think he is going to give Booter a
valentine.
I think everyone will reject Hugglys
valentine
I think they are going to take his
valentine, and give him a hug.
The people will see him when he goes
to give the valentine back.
I think Huggly is going to give him his
valentine.
I think Huggly is going to give the
card to Bernie.
I think Bernie is going to be happy
that she got her valentine.
Wallace will be happy because he will
have his valentine from Bernie.
Formative Assessment: Check that students are paying attention. Have students turn to their neighbor and tell them a
question, comment, or prediction they had.
Modification/accommodations: Post at the front of the room a paper that has what questioning, commenting, and
predicting are. Tiago, Megan. SIOP 4
Guided Instruction (We do it)
Alright remember good readers ask questions, make comments, and predictions when they are reading. While we read a
few more pages I want you to think of these in your head. If you have a question, comment, or prediction I want you to
raise your hand, and we will add it to our graphic organizer. Continue reading 4 more pages stopping to add students
questions, comments, and predictions.
Formative Assessment: Observe as students are offering their ideas of questions, comments, and predictions. Try to
foster deeper questions, comments, and predictions from Aislee & Jason.
Modification/accommodations: Make sure that Aislee and Jason have a chance to share one of their questions,
comments, or predictions. When they share question them on what in the text made them think what it did. Have them
refer back to the text. This will help them understand their thinking and connection to text.
Collaborative/Cooperative (You do it together)
Now I want you to read the next 9 pages with your partner. Continue filling out your graphic organizer. Make sure that
youryou are stopping to ask questions, make comments, and predictions. Encourage students to share what made them
think of their questions, comments, and predictions. SIOP 16.
Formative Assessment: Walk around and check students graphic organizers. Make sure that they are filling them out.
Modification/accommodations: Make sure Christophe, Megan, and Tiago are with partnerswith partners who will
help provide them with ideas. Make sure that they are discussing, and talking about them. SIOP 17
Make sure Jason is with a partner who he feels comfortable with. This will ensure that he is socializing and sharing his
ideas.
Independent (You do it alone)
Read the remainder of the story to yourself. Continue filling out the graphic organizer. Make sure that you are stopping
to ask questions, make comments, and predictions. After you have finished I want you to write a summary of Hugglys
Valentine use your graphic organizer to help you write your summary. Remember summarize means to give a brief
statement of the main points.
Summative Assessment:
Modification/accommodations: Have Aislee & Jason go through their predictions and if they were right keep them if
they were wrong to explain what actually happened.
Give Christophe, & Megan a separate graphic organizer that already has predictions filled in. Have them
say if the predictions were correct or what really happened. SIOP 5
Have someone read aloud the pages to Megan. Have Megan choose the stopping spots. Give her a graphic organizer
that only has questions on it. This will help her practice using questions. Have her write a short summary using her
questions.
Continuously check with Tiago to make sure he is on task and working on his work. Provide Tiago with a separate
graphic organizer for his you do alone. Have this graphic organizer numbered 1. 2. 3. In each section. Tell Tiago he
needs to have at least tree in each section. This will help him stay focused, and on track. It will also not overwhelm him.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Remember good readers ask questions when they are reading, they make comments based on what they are reading, and
they predict what they think will happen. All of these strategies help us understand the texts we are reading. We can use
these strategies to help us summarize what the text is about. SIOP 27, 28.
Review Posters of definitions of question, commenting, and predicting for Christophe.
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Question
Comment
What was the piece of paper Huggly is waiting for the
the boy left on the floor?
boy to leave so he can play.
Predict
I think the boy left his
homework on the floor.