Lesson Plan Template

Developed by: Lucy Wain

Grade level: 7

October 14, 2015

Lesson Topic: Short Story Reading Strategies (Lesson 2 of 2)

Universal
OutcomesDesign for Learning
Representation
GCO: Students will be expected to select,
read, and view with understanding a range
understanding a range of literature,
Perception
information, media, and visual texts.
SCOOffer
4.4: Iways
will beofable
to identify the
helpful
1.1
customizing
display of information
reading strategies
and be able
to use these
Students
will be presented
information
orally, books, and through a handout.
Required Materials, Tools and Technology
strategies
1.3 Offer alternatives for auditory information
Information
Objective(s)for
forthe
this
worksheet
lesson: I will
activity
be able
will to
be provided through written instructions.
- Write
on board:
use three
of theagenda
seven reading
strategies
short
APKstories.
1.2
when
Offer
reading
alternatives
for visual information
Stations
Information for the
activities will be given orally; a C4U will be used to make sure that students heard the
instructions and
information.
Closure
- Handouts:
Introduction Pre-made question work sheet.
Language
Story map worksheet.
APK
2.5
Illustrate
through
multiple
media
- Recipe
cards for
exit ticket
- - Give
the
class the instructions
Students
will
be illustrating
their knowledge
reading, writing, and verbally communication.
Seven
reading strategies
website: through
http://www.readingrockets.org/article/seven-strategies-teachthat we are going to begin by a
students-text-comprehension
activity:
have http://www.roalddahl.com/roald-dahl/stories
Comprehension
- think-pair-share
Link to Roald Dahls
website:
students think about the four
readingor
strategies
and how to use
3.1. Activate
supply background
knowledge
them
they
learned
last
class

Special
Concerns
Class will begin with an APK.
then have them tell the four
strategies
to
the person
- reading
Before
students critical
arrive,
have the stations with instructions and short stories (enough for each
3.2 Highlight
patterns,
sitting
next
to
them

then
have
student)
in
middle
of
the
table all set up
features, big ideas, and relationships
four
pairs
each
tell
the
rest
of
the
When
students
arrive,
give
them
a number
from one to three and tell them to sit at the
Patterns will be highlighted through the
closure
activity.
class
one
reading
strategy
and
corresponding table
how
toan
use
that
strategy. to ensure students can clearly hear the lesson and instructions
Use
FM
microphone
Action -and
Expression
Students
will
have
two minutes to
Physical Action
do this activity. (intrapersonal/
interpersonal)
4.2 Optimize
access to tools and assistive technologies
Differentiation
StudentsC4U
will have full access to the teacher throughout class.
Multiple MIs are incorporated into this lesson:
Expression and Communication
During/Learning
Activities
- Interpersonal
- students are working and discussing in groups
Verbal/linguistic
students are sharing ideas and expressing their opinions, as well as reading
Stations:
5.1
Use multiple media for communication
and writing
Students
- Students
will be presented
will be separated
with information
into 3
verbally, and visually.
- Spatial students are filling in worksheets with special spaces for each answer
groups and placed at a station
- Intrapersonal students are individually working on ideas and questions
- Students
spend
5.3 Use
multiplewill
tools
forapproximately
construction and composition
minutes
at each
station.to communicate their thoughts through interaction with others,
Students15will
have the
opportunity
There
will be three groups, each with
writing,
or
pictures.
In-Class Support
short story
Roald
- a different
Some students
may(by
need
to have the text read to them, to do this, have another student in their
Dahl)
and
a
different
learning
Executivegroup
Functions
read the text out loud to them.
learn and
- strategy
Whilst to
students
arepractice.
at their stations, you will walk around the class making sure that you provide
- Youpositive
will begin
by
explaining
6.1 Guide
appropriate
goal
setting
feedback and
thatthat
youthis
are available to answer questions and assisting students if
will
work
the
same
as
last
class:
The lessonneeded.
objective will be displayed onthey
the whiteboard throughout the lesson
will have approximately 15 minutes
at eachmanaging
station; youinformation
will give them
a resources
6.3 Facilitate
and
signal
when
they
have
one
minute
Throughout the activities the teacher will be visiting each group to make sure that they are using their
leftcorrectly
at that station;
that they will
resources
and
appropriately.
Cross-curricular
Connections
move in a clockwise direction to the
next station.
You will the explain what students
Engagement
Octoberare
14,going
2015to do at each station
C4U
Recruiting interest
- Station 1: answering pre-made
questions
using discussion
7.2 Optimize
relevance
value and authenticity

Note: The boxes will expand as you add text, so everything will be visible when you print. You can delete
the extra blank lines that have been added to the cells.

Pre-made Question Work Sheet

The Umbrella Man

1) How did irony and deception play a role in this short story?
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2) What difference do you think it would have made to the story if the umbrella man was not an old
man, but say for example, a teenager instead?
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3) Do you think the way the umbrella man looked played a role in the story? Why?
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4) What would you do if you were in the mothers situation?
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5) How would you describe each of the characters in the story
- The Mother:
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- The Umbrella Man:
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October 14, 2015

6)

7)

8)

9)

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The Girl:
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What do you feel the moral to the story is?
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How did Roald Dahl use setting in this story?
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What is the tone of this story?
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What did you like about this short story?
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October 14, 2015

Story Map Worksheet

Name: _____________________________

Setting

Beginning

Middle
End

October 14, 2015

Characters