Dr.

Ruth Ann Robbins

READ 3013 Lesson Framework # 1
Your Name: Christopher Caada
First Name of Student: Stephen
Length of Lesson: 1 Hour Grade Level of Student: 11th Date of Lesson: 23 October 2014
Rationale
Although I already know a little about Stephen, I am unfamiliar with his educational
background, so I think it would be best to get a good idea of where his reading skills are at. The
first thing we are going to do is read a magazine video game magazine together, which will help
garner his interest. After Stephen reads an article or two without too much interjection from
myself, we will highlight some words in a third article and discuss connotation. Upon
highlighting the words and the connotation intended, we will try to find new words to replace the
old ones inside the text. By doing this exercise, he should be able to understand better why
writers choose particular words in certain situations. He should be able to better understand
dictation by using connotation and will have better understanding of how to use a thesaurus.
Lesson Goals/Objectives
TEKS:
110.33 (b) Knowledge and skills.
(1) Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing. Students are expected to:
(B) Analyze textual context (within a sentence and in larger sections of
text) to draw conclusions about the nuance in word meanings;
(E) Use general and specialized dictionaries, thesauri, glossaries, histories
of language, books of quotations, and other related references (printed or
electronic) as needed.
(2) Reading/Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to:
(A) Summarize a text in a manner that captures the author's viewpoint, its
main ideas, and its elements without taking a position or expressing an
opinion;
Students Prior Knowledge
I expect Stephen to be able to read on a level ranging from 7.1 9.1. I expect some prior
knowledge of dictation and connotation, but intend to further his overall understanding. I also
expect Stephen to have an extensive enough vocabulary to find appropriate replacement words
for common written words.
Resources and Materials
A copy of Game Informer magazine
A notebook
Pens
Thesaurus

Dr. Ruth Ann Robbins

Procedures
1. Pre:
a. I will begin by letting Stephen silently look over the magazine I bring for him while we
have dinner and exchange some small talk. During this time I will be able to get some insight
into how he feels about his schooling, and perhaps some knowledge about how he is currently
performing. After we exchange pleasantries and finish up our meal, I will ask Stephen which
article he had some interest in. After we discuss it for a few minutes I will ask him to read the
story out loud to me.
2. During:
a. Once Stephen begins to read aloud to me, I will take some notes in regards to his
ability. I will make sure I do not interrupt him and make him feel as comfortable as possible to
freely read. After Stephen has completed the reading, I will first ask him to summarize the text
for me. Upon checking for his comprehension, I will take notes to help me remember later how
about he did on his assignment. Following my request for a synopsis, I will ask Stephen what he
believes the implications of the story will have on the industry as a whole. I may not get too
much of an in-depth answer in our first meeting, but I may, and it should help get him thinking in
this manner from this moment on.
b. After I get a little information to the quality of Stephens reading ability, I will model
for him how to highlight some weak words within the text. For example, if a sentence is written,
the hill was small, I would probably highlight the word small and then ask him for the
denotation. After he identifies the definition of the word, I will ask him to explain the words
connotation to me. Upon doing so, I will ask Stephen to finish off the exercise by replacing the
weak word with one that he believes might better serve the writers objective. After doing one
from the word I highlighted, I will ask Stephen to repeat the process 10 times in the remainder of
the article with accuracy of 9 of 10.
3. Post:
a. After Stephen has made his changes to the article, I will read the article back to him out
loud. After I have concluded reading the article, I will ask him to write a paragraph summing up
what I just read. At the end, he will be asked to pick which version better suites the purpose of
the article.
4. Closure:
a. I will give Stephen another copy of the magazine and ask him to bring back an article
with 15 words highlighted that he thinks the writer specifically used instead of another word for
the direct purpose of its connotation with accuracy of 13 of 15.
Evaluation
Since this is our pre-assessment, I will use my notes to best decide how fluent Stephen is. I think
the exercise with connotation will really allow me to recognize just how far he understands
rhetoric and language. I will also use what he brings back to me next week as a good measuring
stick for how he is performing.