Tutor+Lesson+Plan+3

//"There is more treasure in books than in all the pirate's loot on Treasure Island." // //"Music is the poetry of the air." //** ~ Richter **
 * -- Walt Disney**

READ 7263 Tutoring Lesson Plan Number **3**


 * Tutor: __Nancy Hart__ Student First Name: __Francesca__ Grade Level: __rising 9th__**


 * Instructional Reading Level Narrative: __7th grade__**
 * Instructional Reading Level Expository: _**
 * Instructional Focus for Tutoring:** **Comprehension, Story Elements (character development), Vocabulary, Writing Response**


 * // Guided Reading //**__**Text and author:** //Sleeping Freshmen Never Lie//, David Lubar__

__**Reading Level of the text**:__ Interest Level: Grade 9 – 12. Grade Level Equivalent: 3.9. Lexile: 560L. Guided Reading: Not Rated. Genre/Theme: Comedy & Humor, General Fiction. Topics: Character & Values, Friends & Friendships.

__**Teacher READ ALOUD:**__ Tutor and student will take turns reading a chapter.

__**Learning Objective:**__


 * ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. **

__ The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student: __ a. Locates and analyzes such elements in fiction as language (i.e., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony. b. Identifies and analyzes patterns of imagery or symbolism. c. Relates identified elements in fiction to theme or underlying meaning.

__ The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student: __ __ a. __ Identifies and analyzes types of dramatic literature (i.e., Shakespearean tragedy and comedy). b. Analyzes the characters, structures, and themes of dramatic literature. c. Identifies and analyzes dramatic elements, (i.e., exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony). d. Identifies and analyzes how dramatic elements support and enhance interpretation of dramatic literature.

__**// Learning objective assessment: KWL, concept map, background knowledge check, etc.? //**__ Character Map

__**Before Reading:**__ // What hook will you use to motivate the student to the text (virtual trip, drama, mystery bag, word theatre, culturally responsive discussion, writing, etc..?) // Our setting for today’s lesson is outdoors; we’ll read (varying oral and silent reading) and discuss our chapters using reciprocal questioning as we relax poolside. I have chosen two pieces of music to play as we read & talk that mirror the theme of the text: //High School Musical// soundtrack and //Fast Times at Ridgemont High// soundtrack. Although it may seem at odds, I have found that, for many young readers who have a hard time focusing and concentrating, background music actually keeps them on task. We’ll move indoors to complete a character map.


 * // Select the NRP dimensions you will be focusing on for the lesson and list the specific reading strategies (For example: the analogy strategy for phonics and reciprocal questioning for comprehension): //**

__**// Word Study //**// /Phonics and Comprehension Strategy //__


 * // Word Study //**// /Vocabulary and Comprehension Strategy: // Play word games by inventing our own “Tom Swifties.” Review a list of character traits and have the student add character traits to it as she is reading.

// Fluency Strategy: // Orally summarizing and retelling the chapter(s) read.

// Comprehension Strategy: // Reciprocal questioning and summarizing. Look-backs to find evidence from the text to support the character traits student has recorded on her character map.


 * // What visuals, etc. will you use to reinforce the strategy before, during, and after reading/ (A chart, art, writing, etc.) //**

Tom Swiftie model and dialogue rules reference sheet, interactive website, character traits list, and character map. Writing assignment: change of perspective.



Tutor will remind student to use her inner voice when reading, and to also use her inner voice as she listens to the music play. Ask Cessica to think about which character she would like to explore, and, as she reads, to jot down words that come to her mind as she reads about that character.
 * During Reading:**

One chapter in the text was about Scott’s English teacher writing some “Tom Swifties” on the board; Scott was the only student in the class who immediately picked up on the puns. Cessica thought they were really funny. I found a website with a good deal of information on the different types of Tom Swifties, punctuation conventions, the history of how they evolved from the old-school Tom Swift series, and a page where one can interactively find either punny verbs or punny adverbs to help one think up a Tom Swiftie. Cessica enjoyed the creative, game-like aspects of playing with words and readily took to the challenge of deep thinking. (Example of one of her Swifties: “I’ll have a peanut butter sandwich,” Tom said smoothly.)
 * After Reading:**

Cessica chose “Lee”, the new girl at Scott’s high school, to base her character map on. Tutor prompted her to recall what events have happened in the story so far and to recall descriptions of Lee from the other characters’ viewpoints. Tutor modeled looking back in the text and skimming to find evidence and detail. Assignment given to student: retell Chapter 16 from Lee’s perspective. How did she feel about Scott asking her about poetry in the lunchroom, and how did she feel when he rejected her offer to lend him a book? What do you think is the true story behind the bandages on Lee’s wrists? Write a ½ to 1 page response and feel free to illustrate it.


 * Assessment of Objective:** The variety of both scene and activities worked to keep Francesca engaged throughout the tutoring session. The music turned out to be not only a relaxer, but also a great discussion starter about commonalities amongst high school students across decades. Cessica needed some scaffolding to complete the character map, but “got it”, and I think the follow-up writing assignment will reinforce her understanding of character development within a novel.


 * Reflection **// : // Cessica is beginning to think of herself as a “reader.” She is eager to talk and write about what she is reading, and is beginning to truly “feel” the book. Challenge is motivational for her, and she is developing the self-confidence and tools to meet her reading challenges. I need to develop future lesson plans that will stretch her abilities yet continue to be successful experiences.