Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

After reading "A Bad Case of Stripes," learners may use the accompanying Central Message
worksheet to reflect on the book's overarching theme and consider how they could incorporate
its lessons into their own lives. Learners must score 12 out of 16 points on the given rubric to
demonstrate proficiency.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in
the content? Open up with a question to my students. “I'm curious about what caused her to
be stripped. Is she ill? This is going to be a funny story, I believe.”

 How will you help students make connections to prior knowledge?

 How will you identify and present your essential questions, Central focus, and
Learning Targets (I CAN statements)? I can state the plot in the text.

 How will you identify / teach / assess language demands?

 How will you introduce language support?
 Is your opening congruent to the objective?

Vocabulary Strategies - 1. Word Wall- The word wall serves as a visual reference during the
unit of learning.

2. Frayer Model- Frayer uses a four-square graphic organizer for students to write out the
definition, examples, or characteristics or an illustration.

Discourse strategies -

-Write: The learners will take notes while they observe, including the meanings of any new
terms they hear. The story will be read aloud to the class.
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-Talk: Whole-class discussion, guided by the instructor, on a moment when learners lied about
disliking something in order to fit in with their classmates (peers). The students are expected to
answer and take part in the conversation with the whole class.

Syntax -

1. After listening to the read-aloud and participating in the important detail conversation using
the whole-class graphic organizer, students will use this knowledge to independently complete
the Main Idea worksheet.

2. Every learner will contribute to the discussion by sharing their work and addressing the
primary theme topic.

Making Content Comprehensible:

I plan on having my English Language Learners (ELLs) utilize a Frayer Model so that they may
sketch the term while simultaneously seeing its description and image. This allows them to make
the necessary connections.
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3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective? (Be sure you have done a task analysis to break the
information/skill into small manageable steps). How will you use strategies, technology,
learning styles? What vocabulary and skills do the students need to master the material?
AreConduct
the strategies
in-depthyou plan to
analysis use
and congruent to
interpretation ofthe
the objective?
story's events in order to grasp its most important
theme. Vocabulary: Distraction, Contagious, Ointment, Fret, Impress, Order, Relieved, Extraordinary,
Vanish, Bizarre, Swamped. The learners will summarize, in their own words, the most important
takeaway from the narrative and support it with specific examples from the tale. the instructor will utilize
the anchor chart and sharpie markers to create a visual organizer. The educator will challenge learners
with questions regarding the story's beginning, middle, and finish. While working on this together,
students will grasp the story's essential moral.
 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic
language support needed.

I will introduce the story and ask learners to make estimates about the content based on
the cover. Whole-class discussion, guided by the instructor, on a moment when learners
lied about disliking something in order to fit in with their classmates (peers). The
instructor will review the meanings of the following story-related vocabulary words:
distracted; infectious; ointment; fret; imprint; order; relieved; remarkable; disappear;
weird; and overwhelmed. The book will be shown on the Smart board via document
camera, and the instructor will read aloud to the entire classroom. To facilitate a class
discussion, the instructor will utilize the anchor chart and sharpie markers to create a
visual organizer. The educator will challenge learners with questions regarding the
story's beginning, middle, and finish. After reading "A Case of Bad Stripes," the
instructor will hand out the Main Message worksheet, instructing the learners to fill it out
by distinguishing and illustrating the main idea, as well as applying the lesson to their
own life with a statement and example. The instructor will circulate the classroom to
check on the learners' progress.

 Guided Practice – Students demonstrate a grasp of new learning under the

teacher’s direct supervision. The teacher moves around the room to provide individual
remediation as needed. “Praise, prompt, and leave” is an excellent strategy to use. Outline
your WE DO activities. Be sure to incorporate strategies and academic language support that are
needed.

The learners will take notes while they observe, including the meanings of any new
terms they hear. The tale will be read aloud to the class. The learners are tasked with
answering questions pertaining to the story's beginning, middle, and conclusion. growing
in comprehension of the story's overarching moral. After listening to the read-aloud and
participating in the important detail conversation using the whole-class graphic
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organizer, students will use this knowledge to independently complete the Main Idea
worksheet.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an

independent application of a new skill. Outline your YOU DO activities. Students
demonstrate an independent application of new skills. Be sure to praise and assess
strategies and academic language supports that are being used.

Each student will be responsible for answering their own questions on the final exam,
which will require them to summarize the story's main point and provide an example of
how that lesson was applied in real life. Both the "core message" and "personal
application" sections of the worksheet ask students to compose paragraphs. For this
competency criterion, students need 12 out of a possible 16 points on the provided
rubric.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the
practice phase of the lesson. You may need to stop and reteach, so students practice
correctly. How do you plan to assess understanding? What HOTQs will you ask? List at
least 3

1. Why do you think Camilla got stripes?

2. What do you think will happen when Camilla goes to school?

3. What do you think could cure Camilla?

 How will you check for understanding or reteach?

Personalized assessments of each student's progress coupled with instantaneous feedback that
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may be used to improve future instruction. Exit tickets at the end of each class to gauge
comprehension and determine whether or not the next day's instruction has to be repeated.

4. Assessment – How will we know that the students have individually mastered
the objective? What evidence will be collected? What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?

The instructor will circulate the room during guided and individual practice, asking questions to
gauge whether or not the learners are grasping the material and can properly identify the text's
main idea.

Students will use accompanying Central Message worksheet to reflect on the book's overarching
theme and consider how they could incorporate its lessons into their own lives. Learners must
score 12 out of 16 points on the given rubric to demonstrate proficiency.

5. Resources - What materials will you need for a successful lesson?

• Desktop computer

• Chart paper

• pencil

• Multiple colored markers

• Central Idea worksheet for each learner

• Paper copy of “A Bad Case of Stripes”

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?

Graphic organizers will be observed at the end of each day.

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NOTES: