UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate:
Kate Goudzward
Lesson Title:
Introducing Literary Circles
Grade Level: 6th grade
Number of students: 24
Unit/theme:
Literary Circles- Bridge to Terabithia
Where in the unit does this lesson occur?
Lesson 1 of unit. Students have zero prior knowledge of literary
circles.

Date developed:
9/28/2016
Date of lesson:
10/1/2016
Knowledge domain/subject:
ELA
Period/time/estimated duration:
60 minutes
Structure(s) or grouping for the lesson (all that apply):
Small groups, literary circles

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**
INFORMATION ABOUT THE CONTEXT,
My classroom is a group of 24 students, 15 females and 9 males. I have one IEP student in my classroom that is provided with
assistance from an inclusion teacher throughout the day. I do not have any ESL learners currently.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON

-paper (provided by me)
-markers (provided by me)
-The Book Bridge to Terabithia (provided by school funds)

CENTRAL FOCUS
The big idea for this lesson is for the students to learn how to become master of a literary circle while reading Bridge to Terabithia.
Each student will have tasks to do while reading the book and reporting back to their peers.

JUSTIFICATION/RATIONALE
I am teaching this lesson of introduction first to show them what a literary circle is and what it looks like. They do not have any prior
knowledge and have never participated in one before. After this lesson, they will be divided into groups and will be able to
participate.

PRIOR KNOWLEDGE OF CHILDREN

When I ask my students what they think that the literary circle is, 19 of them knew that it was going to be a type of group work
assignment. They also know that literary probably means that we will be reading some type of book. Their backgrounds are normal
for the most part in this class, considering it is my honors class.

LEARNING OBJECTIVE(S)
Students will be able to

identity the qualities of a good discussion.

model strategies that encourage conversation about difficult topics.

practice active listening.

come to consensus regarding a shared list of discussion norms.

engage in meta-conversation about discussion technique

CONTENT STANDARDS
SPI 0601.8.2 Identify the setting and conflict of a passage.

ACADEMIC LANGUAGE DEMANDS

LANGUAGE FUNCTION: Summarizing, classifying

Language Demand Identify

Discourse: Identify- tier 2, setting- tier 2, conflict- tier 2
Vocabulary: Identify
LANGUAGE SUPPORT- Quick Write

PLAN FOR ASSESSMENT OF STUDENT LEARNING

Diagnostic/pre-assessment: Pretest
Formative assessment/feedback to learners: The students will five me formative feedback in todays lesson by holding their thumbs
up, down, or sideways to show me they understand what we will be doing after modeling them an example of a literary circle.
Summative assessment (if any): Post test

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):
Exceeds expectations: The students will exceed expectation if they can already predict the setting of the story they are about to
read and the conflict that might happen
Meets expectations: The student will meet expectation if they can predict what they setting of the story is going to be.
Below expectations: The student will not meet expectation if they do not participate in class discussion.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another teacher could
replicate your plan exactly!):
LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

What does a good discussion sound like/look like?

What is the individual's role in making a discussion run smoothly?

What strategies can be used to deepen our conversations about books?

BEGINNING:
I will begin the lesson with asking them if they want to read a book together in class for the next week. I will show them the book
cover and introduce the story by telling them the main characters name, and telling them there is a movie to go along with it. I will
also tell the students that to read it, we are going to get into groups that I assign them and they will be responsible for certain task
during each reading assignment.

MIDDLE: Instructional strategies to support student learning

The bulk of my lesson is this
Have students look over their copy of the book and write in their journals what they think the storys setting is and possibly the
conflict of they can tell in a short amount of time. This allows the students to become familiar with the texts. In their writing time of 20
minutes, I will encourage them to draw pictures of what images they are having pop in their head. Next, we will be watching a
YouTube video of a demonstration of a literary circle in a different school. I will then divide the class into their groups, and then
assign their first job in the reading circle.
END:
I will end the lesson with telling the students that tomorrow in class we will be reading chapters 1-3.

DIFFERENTIATION/EXTENSION
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): I will assign them to a group without having a specific job to report back to the group with. They will be able
to draw conclusions from reading, but will not be responsible for being a group member.
Challenging experienced learners: I will encourage students if they finish writing early to make a connection to the text from what
they have seen.
Facilitating a classroom environment that supports student learning: Good behavior is expected. There is to be no talking while they
are doing their quick write.
Extension: Students who cannot come up with a prediction of a setting will be asked to look at the board and I will write some
possible answer.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . . Get off task working? I will redirect their focus to the task at hand.
What if students cannot . . . Think of a prediction of the setting? I will give them possible answers to ponder. This might let a light
bulb go off in their head!

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)

Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.