Lesson Plan: First Chapter Friday (20 minute bookmarks, 10 minute think-pair-share)
Content: Advanced ELA
Grade Level: 7th Grade
1. OBJECTIVES: What do you want your students to know, understand, and be able to do? What skills, concepts, and processes are you assesses over the course of the unit as well
as during the lesson? Share your reason(s) for this lesson in measurable terms that students can understand (I can…).
After this lesson, the students should be able to better understand how to convince readers to become interested in a text that they have chosen to read
for themselves. This activity involves students sharing new books with their groups and as a whole class. The goal of these activities is to engage the
students into a reading community that we are wanting to build within this classroom this year. By most of the students within the class, my Mentor
Teacher and I have been told that they are not active readers and have a hard time finding stories that truly interest them.
o I can independently read and share my findings and opinions with others.
o I can discuss with a group of peers and share in front of my class.
o I can make predictions about a text that I have not finished based on what I already know.
2. GEORGIA STATE STANDARDS ADDRESSED AND ASSESSED: Cite the Common Core standards (including the code) that directly relate to this lesson.
ELAGSE7W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
3. ACCOMMODATION: After you review various data (collected through your own observations, discussions with your cooperating teacher, student conferences, etc.), how will you
adjust instructional materials, activities, and sequencing given what you have learned about students’ academic skills, attitudes, and needs?
There are some students who are considered gifted within this class because it is an advanced placement. However, these students will be spread out amongst the groups
to ensure that each group will have those that usually exceed and those that only do the minimum requirements. The students can also be divided by organizing students
who are more talkative to be spread out evenly among the groups instead of having all the shy students within one group.
4. ASSESSMENTS:
Student writing will be assessed by how each student is able to make predictions about a new text and share information and opinions with their
classmates. They will also be assessed by two informal assessments that consist of the First Chapter Friday worksheet (via Canvas) and the bookmark
technique activity. While they won’t turn in their bookmarks, I will walk around with a clipboard to check that each student and their four unique bookmarks
include the correct elements.
5. INSTRUCTIONAL PLAN: How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities? How are you bringing the
lesson to a close? Provide basic “step-by-step” directions and prompts for implementing these three areas of the lesson. A substitute teacher should be able to pick up your lesson
plan and say and do everything you would have if you were there. Make sure to show what each member of the co-teaching team will be doing.
Students will be provided with the bookmark technique activity requirements via Canvas. This will allow them to create four bookmarks on their given
independent read that they have finished. Each of the students should have finished one independent reading novel by the middle of the first nine weeks.
The students will also choose a partner within their groups of four that will help them complete the First Chapter Friday activity. The think-pair-share activity
will allow the students to share the novels that they have read with a partner and see if their partner is interested in swapping books with them for the next
half of the nine weeks. While working with their partner, each student will share details of their text and allow them to write down what they have learned
and predictions about the text. While the students are usually listening to my mentor teacher read the first chapter of a novel she likes, this will allow the
students to learn about different novels across the classroom instead of just one class novel.
6. TECHNOLOGY USE:
The students will use technology by looking up images of book covers or finding additional information on their book that they have finished. Other than
this, the students will be completing the First Chapter Friday worksheet online via Canvas.
