lrottweiler.files.wordpress.com€¦  · Web viewStudents will learn to create an annotation strategy to support their reading ... Students practice new skill. Teacher models good

TPA Lesson 2:

Language objectives:

Students will use oral language to collaboratively create an annotation strategy that supports their reading goal.

Students will read their independent reading book. Students will write about their book. Students will use “goal”, “annotation” “strategy” “enjoyment” “emotion” and “summary” to

orally and in writing.

Content Objectives:

Students will learn to create an annotation strategy to support their reading goal. Students will learn to apply their annotation strategy and reflect on its effectiveness.

Time Learning experiences Purpose and Assessment1. 6th period agenda on screen when students enter (see attachment 1, slide 1). Briefly review it.

Purpose: Preview of the day’ learning

3 min 2. Review. What is each group’s reading goal? Purpose: Review from period 3

10 min

3. Do you remember during 3rd period, when we created several reading strategies for learning vocabulary? Right now, I would like you to continue working with your group to create an annotation strategy for your reading goal. Instructions on screen (see attachment 1, slide 2)

(See attachment 2 for scanned copies of student’s reading goal and annotation strategy).

Purpose: Group collaborative activity. Students use creative skills to create their own strategies.

Assessment: Teacher moves between groups to check in and help.

3 min 4. Groups share their goals and their annotation strategies out loud. Sentence frame on screen (see attachment 1, slide 6).

I type each group’s goal into an example page. These are projected on the screen (see attachment 1, slides 3, 4, and 5))

Purpose: Oral language and presentation skills.

Students are aware their classmates interests and activities – learning community.

1 min 5. Review expectations for reading time. Expectations Purpose: Reinforcing classroom culture and expectations.

on screen. (See attachment 1, slide 7)Assessment: Ask one student to restate the expectations. Ask a second student to explain WHY those are the class expectations. Refer back throughout the lesson.

5 min 6. Students read independently for 15 minutes. Practice annotation.

Teacher reads silently and annotates in his book for five minutes, floats and check in with students for five minutes, finishes by reading and annotating for another five minutes.

Purpose: Students practice new skill. Teacher models good reading habits.

Assessment: Teacher checks in individually with students after they have been reading for 5-10 minutes.

Students also turn in their reading notebooks for teacher review and feedback (see next step).

10 min

7. Small groups discuss if it worked. Use your strategy. Instructions on screen (see attachment, slide 8)

Students turn in their reading notebooks (see attachment 2 for scanned copies of students’ IR annotation). Teacher checks for understanding and application. Offers written comments when appropriate.

Purpose: Students apply their application strategy and reflect on its effectiveness. Students practice working together and practice using oral language to facilitate group work on a shared task.

Assessment: Teacher floats, listening in on group conversations. Group share-out offers a second measure of student understanding.

1 min 8. Optional homework: Use your strategy while reading over the weekend. Instructions on screen. (see attachment 1, slide 8)

Purpose: Reading and annotation are life skills that we should eventually want to do…choose to do. At their own pace, students will adopt this attitude as the year progresses. Several will likely take it up right away.

Assessment: Report out on Monday.

Key Instructional Materials and Assessment Tools

Attachment 1: PowerPoint instructions for day 2, period 3 lesson (9 slides):

Attachments 2-4: Scanned copies of (a) students’ reading goal (b) students’ annotation strategy and (c) students’ independent reading annotation.