AUSL/NLU Lesson Plan Template

Name: Sarah Brunner Time: 10:30-11 Subject/Topic: Read Aloud

Date:
10/22

Objective
CCS:
Objective (SWBAT): recognize tough questions
Assessment / Exit Ticket:
Vocabulary/Key Concepts/Word Wall:
Materials / Technology:
Modifications / Accommodations:

Do Now (3-5 minutes)
Silent, short, pen to paper, complete w/out teacher direction, preview or review

Opening (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.

Middle (IWY)
I Do Direct Instruction (5 minute limit)


We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit):
Introduce Tough Questions
Over the past few weeks, we have been working on cloze
reading. We have been reading stories over and over again so
that we can gain a deeper understanding of what is happening.
We have been working with the Aha Moment as well as
compare and contrast. We have been focusing on the questions
why does the character act this way, and how might this change
things? This week we are focusing on tough questions, so we are
trying to answer the question why wont the character be
complete without answering his or her question. It is important
that the character answer this question so that they can be truly
happy, so that they can solve their problem, or so that he or she
is able to learn the moral or lesson of the story. Im going to
read Chrysanthemum, and while reading I want us to focus on
the tough question Chrysanthemum faces- Why does it matter
what others think if I like my name.
(read the story).
Alright, now that we have read the story, lets revisit our initial
question- why does it matter what others think if I like my
name? I think it doesnt have to matter. Chrysanthemum
needed to find the confidence in herself and from her family.
She should not care what others think of her name as long as
she likes it.

I do: S. will sit in listening position as T.
explains tough questions and reads story.

What can you do with Ss as you look at
Tough Questions or as they watch you read
(i.e. have a student or row read the
teaching points on the anchor chart, tell
them that their eyes should be tracking the
print as their scholar reads or as you read)

Think about which tough question you saw
in the story and after I read, we will discuss
the tough question you all came up with
with a partner after we read.

CFU on behavior before S leave rug

Build in a CFU around content in
your I do-since you read the story
and introduced the concept, have
them do a TPS around what a tough
question was before you tell them
two of the Qs you found.
We do (guided practice):
Find tough question in those shoes:
Lets look back at a story weve already read and find the tough
question in that. If we remember those shoes, what was the
tough question that Jeremy faced so that he could be happy?
We do (guided practice):
S. will on a level 1 discuss the tough
questions from those shoes.
Titus had Ss talk to their table mates about
the AHa moment in Chrysanthemum for 30
Asked 4 Ss to share their
sentence Starters for the two
Questions (Check for
Understanding around Format
Matters.
When thinking of this question it needs to start with who, what,
where, when, why or how. Im going to give you 2 minutes on a
level 1 to talk with a partner and then we will share out. Were
back in 3...2...1Alright, who has the tough question from Those
Shoes? (call on a student).

seconds so they could process before
starting the lesson.
Titus reviewed Aha Moments and cold
called Ss to determine how they should
start their sentences for AHA Moments
Ss gave a silent applause to the Scholar
who shared their sentence starters.
You do (@ Bats):
independent work
When I say go, on a level 0 stand and face the door. When i say
go, walk back to your seats and begin the worksheet that is on
your desk. You are answering the 2 questions about our story
independently. We just reviewed tough questions, but I want to
see how well you are remember our other strategies for
reading. Go.
Make sure you review the skill that students learned to close
out the lesson by restating the objective.
You do (@ Bats):

s. will on a level 0, work independently to
complete the compare and contrast and
the aha moment for Chrysanthemum.

Exit Ticket
You can have a student share
their answer and restate the
objective in their own words.
End
Summarize & review content. Preview next days lesson. Homework










AUSL/NLU Lesson Plan Template

Name: Sarah
Brunner
Time: 9:45-
10:30
Subject/Topic: Shared
Reading
Date: 3/31

Objective
CCS: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RS: Identify facts and opinions to improve comprehension; recognize how facts and opinions are used within the text
structure
Objective (SWBAT): read the text and then answer comprehension questions about it.
Assessment / Exit Ticket: scavenger hunt
Vocabulary/Key Concepts/Word Wall: fact and opinion
Materials / Technology: RS book; elmo; scavenger hunt
Modifications / Accommodations:

Do Now (3-5 minutes)
Silent, short, pen to paper, complete w/out teacher direction, preview or review
n/a

Opening (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.
We have a new story this week. Last week we read about Suki and her kimono, this week we have another cultural story.

Middle (IWY)
I Do Direct Instruction (5 minute limit)


We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit):
Introduce Story:
Our story this week is called How my family lives in America. So when I say
go everyone needs to get out their reading street book and turn to page
174. Go. While we are reading today I have some stopping points, where
we are going to stop to think about the text and answer some questions to
help us better understand the story. We are going to popcorn read, so lets
review our expectations for reading. If I am reading what should I be
doing? If I am not reading, what should I be doing?

I do:
sit in listening position as teacher explains
instructions.
If I am reading what
should I be doing? If I
am not reading, what
should I be doing?

We do (guided practice):
Read story:
Alright, so were ready to start reading. Im on page 174, How my family
lives in America. Start us off Tamia. So, from what we just read, did Tamia
read us facts or opinions? Remember our anchor chart that we discussed
and how a fact is something that can be proven true, and opinions are
what someone believes. Silent hand, page 176 had sentences mostly of. ?
Page 177, Lets read about Sanu Iesha. Sincere, start us off on page 178.
Pick up with during the week, Khanija. Ok, so listen to me, why do you
We do (guided practice):
track print as peer reads aloud
read aloud in front of their peers
answer comprehension questions teacher
poses to the class.
Questions from book.
think the author lets each child tell his or her own story? YOu have 30
seconds to tell your neighbor, go. 30, 29, 28...2, 1, 0. Lets see if your
thinking matches mine. I think the author lets the children tell their point
of view because it makes the stories more realistic and interesting. Let me
see head pats if you agree. Wow, Im seeing a bunch of smarties agreeing
with me. Awesome. Moving over to page 179, Raniya pick up with
sometimes Daddy. Stop there Raniya, pick up for us Malachi, with for a
special meal. Garrison pick up with youre in america now. What are some
ways mealtime in America is different from mealtime in Senegal? How are
they alike? Your turn to read Shamyer, were on page 181. Ziara, read us
Daddy grew up where, on page 182. So Eric says hes a hispanic, what
general statement can we make about the language spoken by Hispanics in
America. Next page 183, Lovie. Stop there, Arkaja pick up with Muchas
gracias. The story says that Nana Carmen visits me every single day, is that
a fact or an opinion? Show me F or O in sign language. How did you know
silent hand? Marcus top of 185, with when mommy. Randy, 186, start us
off reading about April. Clinton pick up with during the week. Last few
pages, Demetrius my favorite part of chinese. Im seeing a reoccuring
theme here emerge, what did we just learn about Aprils family that we
also learned about Sanu and Erics? Makia, page 189, finish off strong for
us.

You do (@ Bats):
Scavenger Hunt:
Very nice job with the reading today, everybody give yourself two claps.
Now we are going to move into our writing assignment for today. It is the
scavenger hunt. You have 10 questions to answer. This is done on a zero
and independently. You may begin once you get your paper.

You do (@ Bats):
independently complete scavenger hunt
on how my family lives in America.
Exit Ticket
scavenger hunt
questions.

End: Summarize & review content. Preview next days lesson. Homework: n/a