Compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.

MATERIALS and SETTING

What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab?

The setting is in the classroom

Materials neeed include: Paper handout containing questions, pencil and paper.

The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.

KEY VOCABULARY and ACADEMIC LANGUAGE

What vocabulary terms must students know to understand the concept being taught?

Vocabulaly –notetaking, audience

Academic language: Guided conversation starters:

· What book did you choose?

· Which text made you decide to use it?

· What does the bulk of the book cover?

· Just who is the kind of reader who would like the book?

FOCUS ACTIVITY

What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity

After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).

CONNECTION TO PRIOR LEARNING

This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.

Teachers and administrators should treat their students with the courtesy they deserve. Learn the signs of polite conversation to make sure that happen. What you have to say is important, and it should be taken seriously. You can only accomplish it successfully by participating in and shaping respectful dialogue with any audience. This is a lifelong ability, not just one you'll need for the remainder of the school year.

OBJECTIVE STATEMENT (be sure to include the performance measure)

This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)

Students, our goal for today is to practice using our language abilities in constructive and courteous ways. To do this, we will use the discussion questions to have a meaningful conversation about a section of our chosen literature with a partner. You'll spend some time chatting with your companion, then switch seats and write about what you learned. This written answer will demonstrate that you understand and can engage in civil conversation regardless of your audience.

PURPOSE OF LEARNING

Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives.

Your ability to retain the material we cover in class for the state tests depends on your developing habit of constantly engaging in meaningful dialogue. Outside of the classroom, you'll often make use of these linguistic abilities. With their proper use, you will find more social acceptance, achieve more professional success, and build a more admirable reputation

INSTRUCTIONAL STEPS

Include:

Step by Step Instructions

Key Points

Directions to give

After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to kindly paraphrase the cartoon character's message.

Second, I'll go right into the day's mission: students, today we'll work on using our language abilities in order to have conversations that are both meaningful and courteous. To achieve this, we will use the discussion questions on the paper in front of you to have a meaningful conversation about a section of our chosen text with a partner. You'll spend some time in conversation with your companion, then switch seats and write down what you discussed. This written answer will demonstrate that you understand and can engage in civil conversation regardless of your audience.

The third step is the gradual release procedure, which I want to undergo shortly. I will go through the terminology and demonstrate how to take notes efficiently during a conversation. While I'm role-playing, I'm going to have the students guess who I'm talking to and how I change my tone depending on who it is.

The other step is where will practice asking questions with the handout. Everyone will have an opportunity to make their point. Soon I will inform them who their partners are, so that they won't need to write on their papers.

The fifth step is for students to have the opportunity to read the book of their choice. They have been given 10 minutes of silence to read in. This is where I perform a last check to make sure every kid has selected a choice. Each student will get individualized assistance in selecting a book that piques their curiosity.

Six, when the timer goes off, the pupils will break out into the groupings I've projected on the board. In pairs, they will take turns going over the five questions. I will be carrying a clipboard and strolling around to make sure everyone is being kind to one another.

The next phase of the lesson will be the formative evaluation.

This is going to be a written reaction to and analysis of the conversation they had with their friend. The class will go back to their seats.

LITERACY STRATEGIES USED

Be sure you include activities that support literacy; vocabulary, reading, listening, speaking and writing

Activities like as reading aloud discussing questions, reviewing vocabulary, collaborating with a partner, reading alone, and writing are all encouraged.

STUDENT USE OF TECHNOLOGY

Even if you do not have enough technology devices for your students, you must include student use of technology as if you did have all the technology you need.

If they still haven't decided on a text by this point, students will utilize technology to access the warmup journal rubric or do research.

MODIFICATIONS/ACCOMMODATIONS

Create at least one modification/accommodation for a student with special needs, and one modification/accommodation for English language learners

Extra time on exams or the option to use a computer are two examples of accommodations. It's preferable if the modifications used for homework and tests are consistent.

RETEACH/EXTENSION

Include different activities for struggling students and for students who already understand the material

We will have our kids who are having trouble coming up with ideas fill out a brainstorming page in their notebooks. If a student is having trouble recalling dramatic norms we have covered in class, they will be directed to look at the textbook for examples we have used. If students have trouble recalling a story's literary elements—essential when crafting a play—they can use a mountain illustration depicting the story's beginning, rising action, climax, and falling action on the white board (Montiel, 2021).

If students have finished their group brainstorming and idea gathering, they can proceed directly to the next stage of the writing process. They must prepare for the role if the play is written.

CLOSURE:

Review: How will you cement the learning that has taken place in this lesson?

Connect to future learning: How will what students learned today help them in upcoming lessons?

The lesson will wrap up with a round of questions and answers, at which point I can listen in and assess everyone's progress. Students can ask me critical thinking questions and I will provide comments and guidance if needed. The deadline for finishing this task should be pushed back. Please remember that today is not the due date for the assignment, and that any forward motion at this level of planning and visualizing is to be commended. I'll repeat that as our lesson's main focus. We'll go through what's expected of them tomorrow so that when they get at school, they can get to work without much in the way of explanation, since they'll be back at the same station with the same task.

Connect to future learning: As we continue to review for the State tests in the following weeks, students can use the ideas presented in this lesson.