0. Reading Response Lesson Plan VA SOL 6.5 k. 6.

1 a, c
Anticipatory Set:
1. Tell students to draw a flower. Ask students to include as many details as they can. Give students about 2
minutes to draw.
2. Assess flowers using the rubric
● Beginning flower: stem, petals
● Developing flowers: stem, petals, leaves, details on petals
● Proficient: stem, petals, leaves, details on petals, environment
● Strong: stem, petals, leaves, details on petals, environment, labeled parts, color
Reading Response Presentation
This anticipatory set demonstrates to students that there is no single way to show their understanding through the work
they complete. Yes, there are some universal ideas about what constitutes a flower, just as there are standards that
must be met in all of their work, but they have more freedom than they think in terms of deciding how to show what
they know.

Direct Instruction/Guided Practice:

1. Discuss the importance of knowing criterion/indicators to demonstrate understanding on work.
2. Project the MYP rubric for Criterion A: Analyzing iii: justify opinions and ideas, using examples, explanations, and
terminology. Use the slide to help students understand the difference between criteria and indicators.
Affording students transparency into the assessment process gives them greater agency over their education. Knowing
what standards they will be held to and what those standards mean helps them better understand the purpose of each
assignment they complete - all pieces (formative assessments) work together to move students toward a complete
puzzle (the summative assessment).

Independent/Group Practice:
Day One
1. Have students choose four people to put in the shapes for ​Shape Partners​. Glue this page into the back cover of
the notebook. Give some guidelines, such as every shape can’t be the same gender.
2. Give students ​one of the two ​short stor​ies​ to read with a shape partner. ​Differentiate based on reading level.
3. As they read, students should use the context to define the vocabulary words.
Day Two
4. Have students work with their partner to develop a list of Between the Line questions.
Day Three
5. Come back together as a class and have the class brainstorm the rules and expectations for a productive
discussion using the ​Discussion Expectation Powerpoint​. Record answers on the whiteboard.
Discussion Guidelines:
Actively listen to others
Contribute to the discussion
Compromise, accept others opinions
Take turns speaking
Be prepared
One person speaks at a time
Support your opinions
Ask questions and make connections
Respect others
Stay focused on the topic
 6. Talk about discussion procedures. The goal is to discuss the text to better understand what you are reading.
7. Group students into small groups (4-6). As a group, students will discuss their vocabulary and create a ​word
map​ and their between the line questions.
8. As they work, a teacher will walk around to meet with each group and choose a reading response question to
use as the formative assessment.
Discussion for Notebook
Discussion Expectations

Formative Assessments

On-Grade Honors

Eleven Thank you Ma’am

○ LL_Y1: “Eleven” Vocabulary ○ HLL_Y1: “Thank You Ma’am” Vocabulary
○ LL_Y1: "Eleven" Reading Response ○ HLL_Y1: “Thank You Ma’am” Reading Response
Raymond’s Run The Wish

Activity/Project:
Questions will be developed and answered on the ​LL_Y1_Unit 1: A Good Question Assessment and Rubric