Tutor+Lesson+Plan+5

"The more you read, the more things you will know. The more that you learn, the more places you'll go.”
 * -- Dr. Seuss, "I Can Read With My Eyes Shut!" **

READ 7263 Tutoring Lesson Plan Number ___5___

__**Tutor:**__ **Nancy Hart __Student First Name:__ Francesca __Grade Level:__ rising 9th**

__**Instructional Reading Level Narrative:**__ **Upper Middle** __**Instructional Reading Level Expository:**__ **Upper Middle** __**Instructional Focus for Tutoring:**__ **motivation to read, purpose of reading, comprehension, word recognition. Lesson Plan 5 centers on expository text, skimming, and note-taking strategies.**


 * // Guided Reading //****Text and author:** //Gutsy Girls Young Women Who Dare// by Tina Schwager and Michele Schuerger.
 * Reading Level of the text**: Interest Level: Grade 9 - Grade 12. Grade Level Equivalent: 6.9. Lexile® measure: 1120L. Guided Reading: NR. Genre/Theme: Biography and Autobiography, General Nonfiction. Topics: Courage and Honor, Determination and Perseverance, Pride and Self-Esteem.


 * __Teacher READ ALOUD:__** Tutor will read back cover copy and introduction aloud.

__**//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 purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student: __ a __. Analyzes and applies knowledge of the characteristics of memoir, biography, and/or autobiography. b. Analyzes and explains the purpose, structure, and elements of nonfiction works, including memoir, biography, and autobiography. c. Analyzes and evaluates the effects of language (i.e., diction, imagery, symbolism, figurative language), structure, point of view, and selection of details in memoir, biography, and/or autobiography. __** ELA9RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student **__ a. Demonstrates understanding of significant themes in specific literary works. b. Supports important ideas and viewpoints through accurate and detailed references or allusions to the text. c. Includes a formal works cited or bibliography when applicable.

__**// Learning objective assessment: KWL, concept map, background knowledge check, etc.? //**__ Graphic organizer, journal essay

__**Before Reading:**__ Tutor has put together a “Girl Power” music mix to serve as our background music for this lesson (i.e., “Never Underestimate a Girl” – Vanessa Hudgens, “Independent Woman” – Destiny’s Child, “Girl Power” – Cheetah Girls, etc.) Together, we’ll scan the book’s appendix, which lists timelines for gutsy females that made history in various sectors. Tutor will discuss the why & when to use skimming, and model techniques, pointing out expository text clues such as graphics, headings, key terms, beginning and concluding paragraphs. Tutee will be given a one-page summary about skimming a text, to keep for her reference library. Tutor will discuss and model note-taking using the SQ3R Study Method: Survey, Question, Read, Recite, Review. Tutee will be given a one-page summary of note-taking tips to retain for her reference.



__**// 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:** // new words encountered during reading of the text will be researched and added to tutee’s digital Word Wall


 * // Fluency Strategy: //** expressing herself fluently in her journal essay


 * // Comprehension Strategy: //** Skimming strategy, note-taking strategy (SQ3R)


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

Note-taking graphic organizer, reader response (writing), reference summaries


 * During Reading:**

Francesca will skim the text and select one autobiography of a gutsy girl to read in depth. As she reads her chosen story, she will complete a graphic organizer consisting of written notes, pictures she will draw as a visual representation of her notes, and a summary.


 * After Reading:**

Francesca will type a journal –style essay directed to her sister that states why she chose to read about this girl; summarizes the chapter she read about her; and provides supporting details. The essay should engage her audience, and make the audience want to find out more about this gutsy girl.


 * Assessment of Objective:**

Cessica decided to read and write about Leslee Olson, Snowboarder. She has always wanted to learn to ski and snowboard, and Leslee’s story captured her interest. In the chapter, Leslee writes about her participation in the charity Boarding for Breast Cancer. I was present as Cessica wrote her essay to sister Bella, and the words just flowed without hesitation. She didn’t need to look back to the text, only glancing at her notes. The subject and writing style of the text engaged her and she had no trouble comprehending and recalling it. After Cessica had emailed her essay to her sister, we both read Part 2 of the book (“How to Be Gutsy Yourself”) taking turns reading aloud.

I asked Francesca if there was a girl in her life who she admires. When she replied that she admires her mother who has had struggles (health and personal) in the past and has overcome them, I suggested that she and Bella co-write their mother’s biography using Leslee Olson’s story and the other stories in the book as a guide; collect some digital photographs of their mom; and I will call on my friends in the publishing business to prepare their manuscript for press, create a “Gutsy Girl” cover, and have it printed and bound to present to their mother as a birthday gift. Both girls are excited by the idea and have sworn me to secrecy!
 * Reflection **// : // I adopted a terrific suggestion that I received from my fellow student Bre Sanders: After our final reading, Cessica and I discussed the similarities between building up endurance to excel at a sport and building up endurance as a reader. We talked about how both athletes and readers use visualization as a tool for success.