Lesson - Repair2

8/12/2019 Lesson - Repair2

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Lesson Plan

Teacher: Mimma Croce Date: 4/28/2014 Timeframe: 30 minutes

Grade Level: 11th grade Unit name/theme: English/Reading: Fix U strategies

Lesson Topic: Self-Monitoring/ Reading Repair Strategies

Grouping staff roles/responsi!ilities:!utoring session o"ser#ed "$ Montgomer$ Count$

%earing &ecialist or 'nterreter

"#th Grade Reading S$L:

"#%& Reporting 'ategor(: !he student (ill read) interret) anal$*e) and e#aluate non+iction

texts,

a- 'denti+$ text organi*ation and structure,"- Recogni*e an author.s intended audience and urose +or (riting,

c- &im manuals or in+ormational sources to locate in+ormation,

d- Comare and contrast in+ormational texts,e- 'nterret and use data and in+ormation in mas) charts) grahs) timelines) ta"les) and

diagrams,

+- ra( conclusions and mae in+erences on exlicit and imlied in+ormation using!extual suort as e#idence,

g- nal$*e and s$nthesi*e in+ormation in order to sol#e ro"lems) ans(er uestions) and

generate ne( no(ledge,

h) Use reading strategies throughout the reading process to monitor comprehension%

$!*ective:&tudents (ill use FixU strategies to monitor and reair comrehension (hile

listening to and reading text,

Materials:

Reading reair (orsheet attached-

5ro"lem / 6+ixu7 strateg$ (orsheet attached-

A highlighter ( any color)

PowerPoint


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Anticipatory Set:

+ttention gra!!er:If you could go anywhere in the world right now, where would

you go?

'+ $ou (ere dri#ing to) ho( (ould $ou no( i+ $ou (ere lost9 the trip ma(seem longer than e,pected there ma( !e unfamiliar signs or sights the ne,t to.n .asnt

there etc%) 0o. might (our find (our .a( again1 2reread the directions as3 someone for

help loo3 at a map or guide!oo3 etc%)

hen $ou are reading) ho( can $ou no( i+ $ou.#e lost $our understanding o+ the text9

!he (ords don.t mae sense; the seuence seems o++; ' "ecome con+used or "ored; etc,-

+ctivate schema/attach to prior 3no.ledge:Jot Down

5erlexed/con+used readers) lie misguided motorists) can get hel i+ the$ don.t understand (hatthe$.re reading,


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1, Read sentence in its entiret$,

2, Circle (ords or hrases that $ou ma$ not understand,

3, etermine the pro!lem, o $ou misunderstand the;

") 4ord

5) 4ord Meaning

6) Sentence/phrase/paragraph

4, >nce ro"lem is determined) +igure out (hich 6+ixu7 strateg$ (ors "est,

!hree Main 5ro"lems readers +ace e#er$ single da$ (hen reading aragrahs,

1, Una!le to read a .ord

a, '+ it.s short) tr$ and sound it out, '+ it.s long) loo +or +amiliar s$lla"les and ut

them together to sound it out, o $ou recogni*e this (ord9 oes it mae sense inthe sentence- i+ $es ? go on reading i+ redo this ste

", Read to the end o+ a sentence and thin o+ a (ord that maes sense, oes this(ord match some o+ the letter sounds- i+ not) ma$"e $ou ma$ not no( the

meaning o+ the (ord and that.s (h$ $ou don.t recogni*e it, Mo#e onto ro"lem

t(o,

5% Do not 3no. .hat the .ord means%

a, Read the sentence to the end and see i+ $ou can mae a guess a"out the meaning "ased oncontext clues the meaning o+ the (ords around it and the rest o+ the sentence-, %int: Use

context clues to decide (hat ind o+ (ord it is

", '+ $ou can=t mae a good guess a"out the meaning +rom context) decide i+s extremel$necessar$ to understand this (ord in order to understand the text, '+ not) si it "ut mae

a note to loo it u in the dictionar$ later, '+ the (ord is imortant) Use re+erences@

3, 78m confused% 7 don8t get it% This doesn8t ma3e sense% This doesn8t fit .ith something 73no.%

a, Mae a connection "et(een the text and $our li+e) $our no(ledge o+ the (orld or

another text, Using "acground no(ledge to mae connections hels e#er$one read"etter,

", Mae a rediction, 5redicating hels ee reader on trac and in#ol#ed

c, &to and thin a"out (hat $ou ha#e alread$ read,


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d, s $oursel+ a uestion and tr$ to ans(er it, &ometimes readers need to as themsel#es

uestions lie ho( and (h$, !he$ ma$ e#en consider character) setting) e#ent) rocess:

(ho (hat (hen and (here,

e, Use rint con#entions ? e$ (ords "old rint) italici*ed (ords) caital letters and

unctuation are all used to enhance understanding,

+ter this lesson) students- (ill "e a"le to use FixU strategies to monitor and reair

comrehension (hile listening to and reading text,

9ehavioral ,pectations: uring this lesson the student is exected to a"ide "$ the rules o+

Montgomer$ Count$ %igh &chool and that o+ the school.s li"rar$, %e is also to:

o (ithout an$ cellular de#ices

5lease a#oid interruting s uestions at an$ oint in time

#oid seaing (ith +amiliar +aces +riends) teachers- throughout the lesson,

Direct 7nstruction:odeling

Present Pro!lems one may encounter, and the fi"#up strategies that may !e used to fi" it$

!hrough a series o+ aragrahs taen +rom uto(ee maga*ine) !utor (ill exlain ersonal

6FixU strategies7 hen ' don.t understand (hat ' read) ' do certain things to mae sure that 'understand "e+ore ' continue reading,-)

i++erent 6ro"lems7 (ill "e addressed (ithin the selected aragrahs, Using di++erent coloredens ' (ill mar the ro"lem as needed, ' (ill then use reading reair (orsheet in +or #isual

recording reasons,

;isual Representation of 'oncept: Problems and FIX-UP Strategies

Aisual >ne are to Reair is a ste "$ ste rocess that can "e used to

hel the students reair "roen/ lost reading,

't is color+ul and #er$ #i"rant,

!he catch$ name (ill "e remem"ered,

Aisual !(o 'nteracti#e #isual, !he three

main ro"lems are #elcro( onto the "oard

the child can match the ro"lems to its


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solution,

Guided Practice: are to Reair orsheet

!he student (ill "e gi#en a series o+ aragrahs and di++erent colored ens,

hile reading aloud) the student (ill use their Reading Reair orsheet in order to hel determine the

exact roem the$ +aced in their comrehension o+ the aragrah) and their solution,

!he student (ill "e a"le to use their #isual (ith the identi+$ing stes and the #isual chart o+

5ro"lem/&olution,

Summar(: s the students (hat the$ ha#e learned toda$9 hat are there di++erent ro"lems good

readers encounter (hile reading9 hat are 6+ixu7 strategies and ho( can (e use them to hel sol#e our

misunderstanding, Reiterate and encourage the use o+ the +i#e stes,

B, Read sentence in its entiret$,

, Circle (ords or hrases that $ou ma$ not understand,

D, etermine the pro!lem, o $ou misunderstand the;

nce ro"lem is determined) +igure out (hich 6+ixu7 strateg$ (ors "est,

7ndividuali>ed +daptations: &tudents (ithincreased learning needs (ill +ocus on a mores simli+ied

#ersion o+ the tas, !his (ill "e comleted (ith a oneonone tutorial (ith little to no distraction (ithin

the en#ironment, !hose (ho can (ill comlete the (orsheets in (hich the$ ractice reading aragrahs

and using reair strategies,

7ndependent Practice / Student +ssessment: !he students (ill comlete the gi#en (orsheet to assess

their a"ilit$ to understand the use o+ reading reair strategies +ixu- strategies (ith the a"ilit$ to choose

the correct de+inition according to the clues the$ ha#e +ound, !he$ (ill comlete the (orsheet (ith 0

accurac$ as an indicator o+ master$ o+ the concet,

Teacher Self +ssessment: !he teacher (ill e#aluate the e++ecti#eness o+ the lesson uon comletion o+the lesson,


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DARE TO REPAIR

Instructions:We will read the following passages together as a class. Individually, circle ANTHING that

may challenge your understanding of what you are reading.

Do not forget our dare to repair steps.

. !ead sentence in its entirety.

". #ircle words or phrases that you may not understand.

$. Determine the pro%lem. Do you misunderstand the&

a' Word

%' Word (eaning

c' )entence*phrase*paragraph

+. nce pro%lem is determined, figure out which -fi/up0 strategy wor1s %est.

Child is the Father of Man.

#hild is the father of man, statement %y the great romantic poet William Wordsworth, has great

dimensions of meaning. #hildhood is that %lissful stage of life where man2s heart is crystal clear

of any superficiality and evil intentions. The innocence and simplicity of a child is without any

impressions of the social influence. They are %lissfully ignorant of the difference %etween goodand %ad, truth and lie& the differences which are fed to them %y the society. In this manner, they

are more mature and 3adult2 than a full/grown man. The adults can learn from children the

natural innocence, simplicity and love for each and every thing, they come in contact with. In the

present society suffocated with violence, wars, artificiality and malignant lies, children can %e a

live source of inspiration and human values. They can teach us to %e %etter human %eings to

create a %etter world to live in.

Why I Consider Myself Lucky

No life is perfectly %lissful. 4essimists see the glass of happiness half empty and the optimists

find it half filled. I am an optimist and I consider myself luc1y, %ecause I have loving parents andan affectionate sister. I lead a comforta%le life. 5y God2s grace, my parents have money enough

to provide me with sufficient education and many physical comforts. Nature has %estowed me

with a heart of a poet and a mind of a scientist. Things are pretty smooth around me. I want to

love and to %e loved %y all the people around me. I have a few %ut nice and helpful friends. 6ife

is full of disparities. I 1now that it will not always remain as smooth as it is now. 7et I2m sure that

I2ll face the ups and downs of life confidently and successfully. All my efforts have %een crowned


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with success until now. I %elieve in myself and my luc1 and am sure to %e welcomed %y greater

success and achievements. #an anyone desire more than this to %e luc1y8

Lesson - Repair2

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