University of Utah, Department of Special Education: Alternative Lesson Plan

Content Area:

Reading

Grade level:

6th

Name:

Maleia Boyd

Date: 12/1015

Core Standard(s):
RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
IEP Goal(s)
Actual: N/A
Revised (SMART): By May 30th, 2015, when asked to read a story the student will answer 4 out of 6 questions
correctly on three different stories.
Instructional Objective(s):
Student will be able to use textual evidence to answer questions about the story.
Behavioral Objective(s):
Students will be listening and reading along quietly, then raise hands and wait to be called on to answer questions.
Content (concepts, information, skills, new vocab, etc.):
Understanding levels of questioning: right there, putting it together, author and you
Instructional Materials Needed: book The Wednesday Wars, guided notes with questions.
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students attention:
a. Teacher: Clap once if you can hear me
b. Student: (together students will clap)
c. T: Thank you
d. S: (ready and listening for next direction)
2. Academic review /Gather background knowledge
a. T: Remember what happened last in our story.
b. S: (review last chapter)
3. State instructional objectives
a. T: While we are reading we are going to answer some questions about the information we get in the text.
b. S: (Students will follow along and read the text, then answer questions)
4. Review behavior expectations

a. T: We will first read the text together then I will ask some question. When we are reading everyone needs to follow along and
listen to others when they are reading.
b. S:(students will be taking turns reading and listening)
5. Instruction
a. Model
i.
T: Now that we have read the chapter lets answer some questions. These first ones are going to be questions that are right
in the book. (The text says, On the first Wednesday of December, Mr. Guareschi announced over the P.A. that in January
every junior and senior high school in the state would be taking the New York State Standardized Achievement Tests and
that we should plan on taking practice exams at home during the holiday break.) The first questions is, what is the test
Holling and his class are getting ready to take? Im going to go back look back in the book to see if I can find this answer.
Its right here on the first page. In January every junior and senior high school in the state will be taking the New York
State Standardized Achievement Tests. So the answer to our question, what is the test Holling and his class are getting
ready to take?, is the New York State Standardized Achievement Tests. What is the answer?
ii.
S: The New York State Standardized Achievement Tests
b. Guided Practice
i.
T: Good. Now lets move on to our next question. What character is Holling going to play in the play? Lets go back and
read the text that talks about the play and who Holling will be playing.
ii.
S: Students will be going back and rereading the part in the book that talks about the play and who Holling is going to be.
iii.
T: Has anyone found the answer?
iv.
S: This part talks about how Holling and the Long Island Shakespeare Companys Holiday Extravaganza and it says, In
which I was going to play Ariel. Ariel the Fairy.
v.
T: Very good, so What character is Holling going to be in the play?
vi.
S: Ariel
vii.
T: Excellent.
c. Guided Group Practice
i.
T: Now lets do another one, this time, work with your partners at your table to find the answer. When Holling was telling
hes friends that he was going to be Arial the warrior what did Mia Thi say?
ii.
S: Students reading in books and working with partners.
iii.
T: What answers did you guys come up with?
iv.
S: Mia Thi says not good to be warrior.
v.
T: Good job working with partners.
d. Independent practice
i.
T: Now on your own answer this question, Who did Holling want to sign his baseball?
ii.
S: Students will work independently to find the answer (Mickey Mantle)
e. Model
i.
T: Now we are going to work on some more questions where we have to put the information together. Our first
question is, Why is Holling not in the holiday spirit? We are going to use the information we get from two or more sentences to help
us answer this questions. When I read in the book it says, all because of Mr. Goldman and the Long Island Shakespeare Companys
Holiday Extravaganza. In which I was going to play Ariel. Ariel the Fairy. From this I understand that Holling doesnt want to play Arial
because Arial is a fairy. Holling isnt in the holiday spirit because he doesnt want to be a fairy in the play. Why is Holling not in the
holiday spirit?
ii.
S: He doesnt want to play a fairy.

f.

Guided Group Practice

i.
T: Lets try one together. What does Hollings costume look like? Lets read back to what the chapters says. But let me tell
you, wearing yellow tights wasnt making me feel lucky. Not if I wanted to keep living in this town. So I showed the tights
to my mother, who I thought would have some concern for her only sons reputation. Theyre very yellow, she said. And
they have white feathers all over the-. That section gave us a description of what Hollings costume looks like. Who can
tell me what they got for the description.
ii.
S: Yellow tights with white feathers all over the
iii.
T: Yes, you got it.
g. Group Practice
i.
T: Do the next one with partners. Why does Holling want to wear armor?
ii.
S: Students working with partners to read and discover answer.
iii.
T: Whose group has an answer?
iv.
S: Holling is embarrassed to tell his friends that he is a fairy.
h. Independent Practice
i.
T: Now try one on your own. Why did Danny put the baseball back?
ii.
S: Students will work independently to answer the question.
i.

j.

Model
i.
T: These next ones are going to be really deep thinking questions. Why is Mrs. Baker not in the holiday spirit? This
question is not given to us right in the book. We have to think deeper about it. We have to use the information we already know
about Mrs. Baker and the holidays. We know that Mrs. Bakers husband is fighting in the war. We know that during the holidays
people like to be with their family and loved ones. We can concluded that Mrs. Baker is not in the holiday spirit because her
husband is gone at war so she cant be with him over the holiday. Why is Mrs. Baker not in the holiday spirit? I would sum it up as,
she is without her husband for the holidays. So class why is Mrs. Baker not in the holiday spirit?
ii.
S: She is without her husband for the holidays.
Guided Group Practice
i.
T: Why does Hollings dad want Holling to wear the tights? Lets talk about what we know about Hollings dad.
ii.
S: He is an architect.
iii.
T: Good. What is one of the only things his dad cares about?
iv.
S: His job.
v.
T: When Hollings dad says, he wants Mr. Goldman to remember that the Hoodhoods did him a favor, the favor being,
Holling was in his play, he means that now Mr. Goldman owns Mr. Hoodhood a favor, like being an architect for Mr. Goldmans story.
So why does Hollings dad want Holling to wear tights.
vi.
S: So he, Mr. Hoodhood can get a job with Mr. Goldman.

k. Group
i.
ii.
iii.
iv.
v.
l.

Practice
T: Now work in a group for the next question. Why does Mai Thi not want Holling to be a warrior?
S: Students should be working with students talking about what they know about Mai Thi and warriors.
T: What group can give me an answer?
S: Since Mai Thi is an orphan from Vietnam, she associates warriors with the solders that killed her parents, so she doesnt
want her friend to become a warrior.
T: Yes, you used your background knowledge of what we know about Mai Thi and what happened to her, to help you
answer the questions.

Independent Practice
i.
T: Now work independently on the next question. In the phrase When gods die, they die hard. Who are the gods/god
that Holling is talking about?
ii.
S: Students should be referring back to the big event that just happened with Mickey Mantle to help them figure out who

the gods are to Holling and Danny.

m. Error Correction Procedures
i.
T: If students miss any answers I will re-read section in book, and/or give information, then ask the question again. If this
doesnt work I will re-model give the answer and explain.
ii.
S:
6. Wrap up
a. Review key concepts/ Check for understanding
i. T: I will check for understand by asking questions that students had to do independently
ii. S:
b. Review objectives
i. T: Today we were able to answer questions using information from the text.
ii. S:
c. Clean up

Adaptations/Modifications/Accommodations:
Reading text aloud, and partner work
Reinforcement Procedures: Specific positive praise
Daily Evaluation
a. Before lesson: Assess accuracy on 2 questions of review information form text
b. During lesson: Assess accuracy on each level of questioning.
Post Evaluation (data-based decision making):
Weekly progress monitor on comprehension passages. Will progress monitor or 4 weeks. If not progress I will do 1:1
practice of comprehension.
Follow-up Activities:
Read the next chapter with more leveled questions for practice.