LESSON PLAN 3

Tutor: Kaelie Franks

Tutee: Robert Gandis Grade Level: 3rd

Reading Level: 4th

Lesson #: 3

EVALUATION/REFLECTION FROM LAST LESSON [What did you learn from last weeks session? Provide
details and examples. How is what you learned informing your planning for this week? What did you learn
about yourself as a teacher?]
Last week, Robert and I talked about setting some goals and I learned more about what was important to him. He
really likes to challenge himself in reading and I could see his passion for reading shining through the more that we
talked about it. I was originally trying to be conservative with the goals that we were setting and we talked about
comprehending 75% at a third grade level. Robert immediately said that he wanted to try fourth grade level texts and
that he thought he could try 90%, so those are the goals that we set. I know that I will be happy if he can get to 75%,
but I think it is good to challenge him. I have already been planning with comprehension in mind, so I will continue
on the track I was on. As we talked about writing, he was less passionate. We talked about the three types of writing
and when asked what he wanted to focus on, he said opinion writing and that he wanted to be more entertained by
his writing. This whole time, I have been working towards writing narratives, so I am going to switch gears a bit. I
will try to use fluency passages that express opinions as models for his writing. We are going to go through a
different stage of the writing process each week while practicing opinions. I will use word work time to focus on
building his vocabulary and sentence structure repertoire to make more entertaining writing. His word work goals
were less specific, so we are going to focus on the third grade standard of common prefixes and derivational
suffixes.
Last week felt really rushed for me and Im sure it did for Robert as well. Because we were trying to get through two
longer chapters, I modeled a lot of the guided reading since I knew that would be quicker. I could tell Robert didnt
like this as much, so I will keep that in mind for how much I am planning to read in the future. I also want the
activities that we do prior to reading and during reading to be simpler so that we can take more time to discuss what
was read for the week. After the session, I felt like Robert was kind of bored the whole time so I am going to be
trying to make things more exciting. I also failed to plan for the fact that he still doesnt have very much use of his
right arm, so drawing pictures wasnt the best activity for him. I havent had a chance to use as many manipulatives
as I anticipated, so I will be introducing some this week. Im also trying to think of ways to successfully implement
technology.
GOALS for the session or for the child:
Rationale:
Reading: Robert will be able to define character traits
for established and new characters in our guided reading
text.
Writing: Robert will be able to effectively plan for
opinion writing using the OREO graphic
organizer.
Word Study: Robert will be able to explain the rules
behind adding inflectional endings to words.

Lessons on character traits are truly lessons on the

comprehension skill of inferencing. Rarely does an
author come out and say a character is jovial or bossy;
instead, the reader must discover it by analyzing a
characters actions and dialogue. (Teaching Character
Traits in Readers Workshop Scholastic.com)
Graphic organizers are important and effective
pedagogical tools for organizing content and ideas and
facilitating learners comprehension of newly acquired
information. Gardners Theory of Multiple Intelligences
posits that students are better able to learn and
internalize information when more than one learning
modality is employed in an instructional strategy. Since
graphic organizers present material through the visual
and spatial modalities (and reinforce what is taught in
the classroom), the use of graphic organizers helps
students internalize what they are learning. (Use
Graphic Organizers for Effective Learning. Dr,
Katherine McKnight)
As Henderson explained, The core principal of syllable
juncture is that of doubling consonants to mark the short

English vowel. Students learn that when they are

uncertain about whether to double the consonants at the
juncture of syllables, they should say the word and listen
to the vowel soundsKnowledge about whether to
double develops first through examining base words plus
inflectional suffixes and is later applied within base
words. (Words their Way, page 252)
Common Core Standard(s):
RL.3.10: By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the
high end of the grades 23 text complexity band
independently and proficiently.
RL.3.3: Describe characters in a story (e.g. their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.
W.3.1: Write opinion pieces or texts, supporting a point
of view with reasons.(including all sub-standards)
W.3.4: With guidance and support from adults, produce
writing in which the development and organization are
appropriate to task and purpose.
FLUENCY/FAMILIAR READING (5 min) [include
selection]:

Rationale/Purpose(s) (Why is it important to do this based on

I will read the fluency passage entitled Water Slides,

then Robert will read it and write for three minutes
about his opinion on water slides.

Research over the past two decades has identified

repeated reading as the key strategy for improving
students' fluency skills (NICHD, 2000). Repeated
reading has two essential elements: 1) Giving students
the opportunity to read and then re-read the same text,
and 2) having students practice their reading orally with
an opportunity to receive corrections and guidance (if
necessary). (Developing Fluent Readers by Jan
Hasbrouck)

what you have learned about your tutee and according to research?
Include citation, references to professional sources):

GUIDED READING (25-30 MIN):

Selection: This semester during guided reading, we will be reading Escape from Mr. Lemoncellos Library (RL
4.4). The strong male character is one that he can hopefully identify with to help along character development.
Before Reading Activity:
Rationale/Purpose:
This week, a lot of new characters are introduced so I
want to make sure we are defining them and can
recognize them. I dont feel like the original graphic
organizer I used was very helpful for reusing it, so I will
introduce the new graphic organizers that we will create
for each character and glue into his notebook. These are
simple and just require a picture of the character and
they have bubbles to write different traits in. We will
make them for Akimi, Kyle, and the librarian, who were
introduced in chapters 2 &3.
During Reading Activity:
There are many new characters introduced in chapters 4
& 5, so we will add them to our chart as they are
introduced and if anything is shared about them, we will

Lessons on character traits are truly lessons on the

comprehension skill of inferencing. Rarely does an
author come out and say a character is jovial or bossy;
instead, the reader must discover it by analyzing a
characters actions and dialogue. (Teaching Character
Traits in Readers Workshop Scholastic.com)

Rationale/Purpose:
Lessons on character traits are truly lessons on the
comprehension skill of inferencing. Rarely does an
author come out and say a character is jovial or bossy;
instead, the reader must discover it by analyzing a

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 2

add that too. I will be modeling my thinking about

inferring character traits as we read.
Post-Reading Activity:

characters actions and dialogue. (Teaching Character

Traits in Readers Workshop Scholastic.com)
Rationale/Purpose:

We will synergize this weeks strategy with the strategy

we learned the first week and make some predictions
about the roles we think these new characters will play
in the story after we read.

Lessons on character traits are truly lessons on the

comprehension skill of inferencing. Rarely does an
author come out and say a character is jovial or bossy;
instead, the reader must discover it by analyzing a
characters actions and dialogue. (Teaching Character
Traits in Readers Workshop Scholastic.com)

WRITING (10 min.):

Rationale/Purpose:

Robert will complete the OREO graphic organizer that

tells his opinion about which superpower is the best
superpower.

Graphic organizers are important and effective

pedagogical tools for organizing content and ideas and
facilitating learners comprehension of newly acquired
information. Gardners Theory of Multiple Intelligences
posits that students are better able to learn and
internalize information when more than one learning
modality is employed in an instructional strategy. Since
graphic organizers present material through the visual
and spatial modalities (and reinforce what is taught in
the classroom), the use of graphic organizers helps
students internalize what they are learning. (Use
Graphic Organizers for Effective Learning. Dr,
Katherine McKnight)

WORD STUDY (10 min.):

Rationale/Purpose:

Using Legos, Robert will take words, like make and

clap, and add inflectional endings to them. This is an
intro activity to a word sort with the same words next
week. The end goal is to describe the reasoning behind
dropping the e, doubling the consonant, etc.

As Henderson explained, The core principal of syllable

juncture is that of doubling consonants to mark the short
English vowel. Students learn that when they are
uncertain about whether to double the consonants at the
juncture of syllables, they should say the word and listen
to the vowel soundsKnowledge about whether to
double develops first through examining base words plus
inflectional suffixes and is later applied within base
words. (Words their Way, page 252)

BOOK SHARING/AUTHORS CHAIR (5 min.):

Selection:

A perfect example of funny opinion writing, this is a

good mentor text for Robert.

A Pig Parade Is A Terrible Idea by Michael Ian Black

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 3