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. Students will
learn how to write annotations to ask questions, track information, and respond to text to
understand implicit and explicit meanings.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level? Asking students about shows that have direct actor to audience
dialogue where these actors keep journals, such as Nickelodeon shows. Then show a quick clip
of one and ask what they think the actor is talking directly to the audience. Explain to them that
this is a form of annotating and that we do it daily without knowing. Central goal is to ask
students if they know what annotating is and how we can annotate what we read to understand
implicit and explicit meanings.

 What will you do to open the lesson to motivate and engage the students’ interest in the
content?
 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)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?
 Is your opening congruent to the objective?

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? Are
the strategies you plan to use congruent to the objective? Annotating is something we will have
to do throughout our careers, and it helps us to understand implicit and explicit meanings. We do
it every day without reading by asking questions and responding. There are three purposes for
annotating, and they include asking questions, tracking, and response. First, I need to describe
what annotations are and what they are used for. Then include that annotations may include
reader’s inferences and evaluations about the text. Annotating helps distinguish between explicit
and implicit meaning. I will put the text on the projector, allow the students to follow along in
their textbooks or chrome books while annotating, and modeling. Give the students visible
thinking sheets to use.

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic
language supports needed.
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 I will model how I annotate what I am reading and what its purpose is. For example, if there is a
word I’m unfamiliar with I would underline or circle it and write to the side what the words and
sentences around that word mean to help me understand what it might mean.
 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 supports that are needed.
As we are annotating while reading a passage as a class, I will give the students time in between popcorn reading to
independently read and annotate on their own. I will walk around the classroom using the praise, prompt, and leave
method.

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

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used. Students will read a short passage and will show that they are using
annotations to deepen their knowledge. Students will as questions about the main idea and plot,
what sentences and phrases might mean, track the plot, and respond to unfamiliar words using
context clues.

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

 How will you check for understanding or reteach?

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 evidence will be
their annotations and how they asked questions, tracked, and responded.

5. Resources - What materials will you need for a successful lesson? Projector, chrome books,
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textbooks, pencils.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?
Pair and share. Students will pair up and write down what they learned, what they wonder and how annotating will be useful
in distinguishing between implicit and explicit meaning.

NOTES: