Final Guided Reading Lesson Plan-Celina Gonzalez
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University of Texas, Arlington *
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4373
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English
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Feb 20, 2024
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Final Guided Reading Lesson Plan
Lesson Component
Direct Instruction Explanations
Candidate’s Name:
Date
:
Celina Gonzalez
11/16/2023
Title of Text & Author: Reading Level:
The Outsiders by S.E. Hinton
5.0
Materials Needed:
A copy of the book, The Outsiders by S.E. Hinton, for each student
Reading Journal
Pens or pencils
Venn Diagram worksheet
KWL Chart worksheet
Preassessments Used:
1.
Quick Phonics Screener: A diagnostic phonics assessment used by teachers and specialists to diagnose a student’s strengths and weaknesses
quickly and accurately in their phonics and decoding skills.
2.
Fry’s High Frequency Word List: A list of hundreds of the most frequently occurring words in the English language. They are known as
“sight words” that is important for children to identify and know immediately after coming upon the word when reading.
3.
Flynt/Cooter Comprehensive Reading Inventory: An assessment of K-2 reading skills in English and Spanish that was designed to help teachers ass the “Big Five” components of reading instruction; which is identified by the National Reading Panel-phonemic awareness, phonics, vocabulary,
fluency, and comprehension.
ELAR Grade Level & TEKS Number:
TEKS: ELAR 5. (6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(D) create mental images to deepen understanding.
Learning Objective (C- ABC):
After reading the book, The Outsiders by S.E. Hinton, sixth grade students will create mental images to deepen understanding by creating a Venn Diagram with 90% accuracy.
Introduction:
What are stereotypes, you may ask? Well, there are all kinds of stereotypes that are specifically based on a person’s personality or their traits. In this lesson, we will identify and discuss the stereotypes found in the book we will be reading this
week, The Outsiders by S.E. Hinton. The author of this book wanted readers to know that, despite being stereotype, many of us are all very similar. Whether you are rich and popular or poor and unknown, we all have something in common.
Hinton discussed the two groups of people that were stereotype based on their personalities and groups they were in. These groups were the Socs and the Greasers. If you were poor and lived on the east side, you were considered a Greaser. If you were rich and lived on the other side of town, you were considered a Soc (short for socials). To get a deeper understanding of the
differences and similarities between the Greasers and the Socs, you will read this book throughout the week. Now let’s look at some vocabulary words that we will
find throughout this book. The first one is unfathomable, which means that something is impossible to understand. The common word for unfathomable could
be unbelievable. There are a lot of big words like this in the book The Outsiders
that we will see. These words are known as Tier 2 words. Another Tier 2 word is wince, which is how someone reacts/makes a facial expression to sudden pain. The common word for wince could be flinch. The next word is reluctantly, which is when someone does not want to do something at all. The common word for reluctantly could be unwilling. Menace, also found in the book, is another Tier 2 word that is a word used for something or someone that poses a threat to another thing or person. The common word for menace could be dangerous. The author used these types of words to give readers the opportunity to expand their vocabulary and make connections between different words and concepts. As you read, be sure to highlight or mark the areas you notice how the Socs and Greasers are similar or different to one another. I would also like you to highlight in green Tier 2 or 3 words, like the ones we just discussed. Next to your highlighted word, write what you think it means and what common word could it be.
First Reading:
As each student begins reading, the teacher will provide scaffolding by listening
to each student read a few paragraphs or pages out loud. If the students comes across a word or passage they do not understand or find challenging, the teacher will use strategy prompts such as “re-read that again and try thinking about what
it could mean” or “does this make sense to you” in order to promote self- monitoring while the student is reading on their own.
Discussion After First Reading:
Literal: What did you learn about stereotypes that is most interesting to you? Inferential: Should we think about stereotypes every day when going out into the real world?
Evaluative: If you were to talk to someone about stereotypes, what would you say? Why?
Self-Monitoring: Explain to us how you found the meaning of stereotypes and their importance.
Mini Lesson
To model to the students what I would like them to do, I will create an illustration
(Venn Diagram) as the students observe. I will say “What are the names of the two groups discussed in this book? The Greasers and the Socs, that’s correct!
This book discusses the two different groups and the situations that each go through. The author of the book wants you to know that the Greasers and Socs are a lot more alike than different.”
Now friends, I would like you to partner up and spend 5 minutes discussing the two different stereotypes introduced in this book. Once you have finished discussing with your partner, write on a piece of paper what the two of you talked about. Be ready to share with the rest of the class what you put and why. This will allow you to compare the two stereotypes as well as explain how they are different from and similar to each other. I will be walking around to answer any questions you may have and make sure you are all on the right track.
Now that you all have developed a greater understanding of the two stereotypes introduced in the book, you will create a Venn Diagram and include the information you discussed with your partner. Be sure to include at least 6 descriptions, short sentences, in each section of your Venn Diagram. Your completed Venn Diagram should include 6 descriptions of the Greasers, 6 descriptions of the Socs, and 6 descriptions of their similarities.
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