St Louis Public Schools Daily Lesson Plan Template (Page 3 of 4) in pdf

St. Louis Public School’s Daily Lesson Plan Template

 Independent Practice:



Conduct table conferences to encourage students to envision and make good observations about the

characters in their stories while students are at the independent reading center.



Assist students as needed in the Comprehension Center.



After students have been reading for a total of 20 minutes, remind them to record their reading on their

daily reading logs. (This should be posted as part of the directions for the independent reading center, too.)



Have students turn to one of the places they marked with a sticky note and write in their reader’s notebooks

what their observation tells them about what their characters are like on the inside. (Include this in the

directions that are posted as well.) Then rotate to the next station.



After completing both station activities have students to transition back to the meeting area using the same

procedures that were used earlier to rotate.

Share out: Teacher will refer students to the anchor chart, Bringing Characters to Life. Students will share their

observations and what that tells them about their characters on the inside during independent reading or students can share

their graphic organizers that they completed in the Comprehension Center.

Possible Mid Workshop Teaching Point (Use if needed or modify if needed for a different reason)… If one isn’t

specifically provided, remember that as you conference with students in groups/one-on-one that you can stop them and give

a one minute thought about something they are doing well and something you noticed many struggle with that is a quick

fix).

During the last half of independent practice, conduct 2-3 quick conferences when you see a student place a post-it

somewhere and ask them what was interesting, why (make them reference the text) or explain what confused them and

discuss it with them. Take a couple of quick notes and think about whether the student is reading the right level, has set the

right goals, and is handling the independent reading time. You can address them with them today if there is time and/or it is

immediate concern or in a couple days when you conference with them next to see if there is a pattern.

Summarizing Strategies: (Concluding step to consolidate the learning and determine if the EQ is met)

Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching

Exit Slip:

point.

Teacher will post a passage (or copied sheet) on the board about a character. Students will complete a character

consideration graphic organizer (the same organizer that was introduced today). Then answer the following

Constructed Response Practice Question: How can getting to know the characters in the story help with comprehension?

( Higher Order Thinking Question #3)

Example passage: The Boy Who Cried Wolf

an Aesop Fable

There once was a boy who kept sheep not far from the village. He would often become bored and to amuse

himself he would call out, “Wolf! Wolf," although there was no wolf about. The villagers would stop what they

were doing and run to save the sheep from the wolf's jaw. Once they arrived at the pasture, the boy just laughed.

The naughty boy played this joke over and over until the villagers tired of him. One day while the boy was

watching the sheep, a wolf did come into the fold. The boy cried and cried

"Wolf! Wolf!"

Homework:

Tonight for homework, continue to read independently, practicing ways to build your reading independency. Student

complete 30 minutes of reading and log time in reading log.

Students will answer the two questions below.

Lesson Plan Template adapted from: Cochrane’s Collegiate Academy 2011

St Louis Public Schools Daily Lesson Plan Template Page 3

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