Differentiated Lesson Plan Reading Topic: Ancient Egypt Iowa Core Grades 9-10: Reading Standard IA.

1: Employ the full range of research-based comprehension strategies; including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. Rationale: I chose the common core standard first, because I feel that it lends itself well to learners at various levels. I also have experience with the comprehension strategies, because I have a reading endorsement, and I felt that I could make some strong connections. I then wanted to do something with history to apply to this standard, so I started to think about what I learned about in my high school history class. One of the most vivid memories I have from high school history involved the study of ancient Egypt, and I felt that this would be a good topic to work with. I also chose to work with a secondary standard because I am an elementary education major, and I wanted to push myself. Plans to Manage the Classroom: During this lesson, I will work to keep students engaged by prompting for student participation. This will include asking questions, asking for student volunteers, group work, partner work, and individual work. I will also break the students into groups according to their need, so that students are working with the passages that are at their current level. This will help ensure that the more advanced students are not bored, and that the students who need more support are getting the instruction they require. I will also have a graphic organizer for students to use and give students a copy of the passage so that they are all engaged in the reading task. Lesson Preparation Students will be able to pick out important details from a reading passage. Students will be able to summarize a passage about ancient Egypt. These will be shared with students at the beginning of the lesson. I will say them, and point to them as I say them. Students will read the passage. Students will read directions on their graphic organizer. Students will talk with their partners. Students will listen to their partners. Students will write supporting details. Students will write a summary. These objectives will be shared with the students at the beginning of the lesson. I will say them, pointing to the objectives as I do so. Also, I will have picture cards with the objectives so that students know they will be speaking, listening, reading, and writing. Grade-level reading passage about ancient Egypt & copies for students Differentiated reading passages about ancient Egypt for the

Content Objectives

Language Objectives

Supplementary Materials

Prior Knowledge New Learning and Past Learning

Key Background Vocabulary

Explanations

different levels & copies for students Pictures and visuals about the passages (or within the passages). Pens or pencils Whiteboard with markers Volunteers for lower level students Differentiated graphic organizers Building Background Ask students, What do good readers do? (should know some ideas from past experience as a reader and/or as a student) Past Learning - Students will already have experience with one or more of the reading comprehension strategies. (make explicit connection to previously learned/worked on strategies) What are some things that good readers do if they want to remember the most important details about what they have read? New Learning - When we summarize, we tell about the most important parts of a story. This is important because we are more likely to remember and use this information later. Comprehension Strategy Details Passage Review these concepts before beginning the lesson (Academic Language & Vocabulary) Comprehensible Input (Note: this is to take place in small groups arranged by reading need. This is to help ensure that students receive the instruction they require and are engaged for the maximum amount of time.) Level 5 & FEP: Step 1: Pass out the reading passages and graphic organizers. Introduce the reading book/passage. Pre-teach any necessary & unknown vocabulary or text features (teaching of vocabulary). Introduce the comprehension strategy: summarizing. Step 2 (I do): Read the first paragraph or section of the passage. As you come across key details in the text, note them with a pen discussing why you marked those details (think aloud). After reading the section, write these details in the appropriate section on the graphic organizer. Then think aloud and model how to combine the details into a summary sentence(s). If you feel the students need more modeling, do the next section as well in this same way. Students should mark these as well on their own graphic organizer. Step 3 (We do): Have students read the next section or two by themselves, encouraging them to pick out key details. After students have finished reading, ask for students to share out some

of the details they chose and why. Mark these details on the board. Then, ask for student help with combining the important details into a summary sentence(s). Students should all be marking these on their own graphic organizers. Step 4 (You do together): Have students read the next section or two by themselves, encouraging them to pick out key details. Have them discuss and work with a partner to talk about their key details, explaining why they are important. Have the partners create a summary sentence(s) about this section. Students should be filling out their graphic organizers. Visit with the partner groups while they are working. Have a couple of pairs share. (*Note: if there is an odd number of students, then there can be a group of three) Step 5 (You do alone): Have the students finish reading the passage and summarizing each section. Then, have them complete their graphic organizers by noting key details and writing their summaries. Then have them write a summary paragraph of the entire passage in the appropriate spot on their graphic organizer. Have the students turn these in and note their progress towards the strategy. Level 4: Step 1: Pass out the reading passages and graphic organizers. Introduce the reading book/passage. Pre-teach new vocabulary and specific text features (teaching of vocabulary). Introduce the comprehension strategy: summarizing. Discuss the graphic organizer and the specific sentence starters. Review appropriate grammar. (teaching of grammar) Step 2 (I do): Read the first paragraph or section of the passage. As you come across key details in the text, note them with a pen discussing why you marked those details (think aloud). After reading the section, write these details in the appropriate section on the graphic organizer. Then think aloud and model how to combine the details into a summary sentence(s) using the provided sentence starters. If you feel the students need more modeling, do the next section as well in this same way. Students should mark these as well on their own graphic organizer. Step 3 (We do): Have students read the next section or two by themselves, encouraging them to pick out key details. After students have finished reading, ask for students to share out some of the details they chose and why. Mark these details on the board. Then, ask for student help with combining the important details into a summary sentence(s) using the provided sentence starters. Students should all be marking these on their own graphic organizers. Step 4 (You do together): Have students read the next section or

two by themselves, encouraging them to pick out key details. Have them discuss and work with a partner to talk about their key details, explaining why they are important. Have the partners create a summary sentence(s) with the aid of the sentence starters about this section. Students should be filling out their graphic organizers. Visit with the partner groups while they are working. Have a couple of pairs share. (*Note: if there is an odd number of students, then there can be a group of three) Step 5 (You do alone): Have the students finish reading the passage and summarizing each section. Then, have them complete their graphic organizers by noting key details and writing their summaries using the aid of sentence starters if they need them. Then have them write a summary paragraph of the entire passage in the appropriate spot on their graphic organizer using provided sentence starters, if needed. Have the students turn these in and note their progress towards the strategy. Level 3: Step 1: Pass out the reading passages and graphic organizers. Introduce the reading book/passage. Pre-teach new vocabulary and specific text features (teaching of vocabulary). Discuss helpful pictures and visuals. Introduce the comprehension strategy: summarizing. Discuss the graphic organizer with provided visuals and the specific sentence starters/frames. Review appropriate grammar. (teaching of grammar) Step 2 (I do): Read the first paragraph or section of the passage. As you come across key details in the text, note them with a pen discussing why you marked those details (think aloud). After reading the section, write these details in the appropriate section on the graphic organizer. Then think aloud and model how to combine the details into a summary sentence(s) using the provided sentence starters. If you feel the students need more modeling, do the next section as well in this same way. Students should mark these as well on their own graphic organizer. Step 3 (We do): Have students read the next section or two by themselves, encouraging them to pick out key details. (Provide extra support if needed during reading) After students have finished reading, ask for students to share out some of the details they chose and why. Mark these details on the board. Then, ask for student help with combining the important details into a summary sentence(s) using the provided sentence starters. Students should all be marking these on their own graphic organizers. Step 4 (You do together): Have students read the next section or two by themselves, encouraging them to pick out key details. Have them discuss and work with a partner to talk about their

key details, explaining why they are important. Have the partners create a summary sentence(s) with the aid of the sentence starters about this section. Students should be filling out their graphic organizers. Visit with the partner groups while they are working, and if a volunteer is available, have them visit with groups also. Have a couple of pairs share. (*Note: if there is an odd number of students, then there can be a group of three) Step 5 (You do alone): Have the students finish reading the passage and summarizing each section. Then, have them complete their graphic organizers by noting key details and writing their summaries using the aid of sentence starters if they need them. Then have them write a summary of at least three sentences of the entire passage in the appropriate spot on their graphic organizer using provided sentence starters, if needed. Have the students turn these in and note their progress towards the strategy. Level 1 & 2: Step 1: Pass out the reading passages and graphic organizers. Introduce the reading book/passage. Pre-teach new vocabulary and specific text features (teaching of vocabulary). Discuss helpful pictures and visuals. Introduce the comprehension strategy: summarizing. Discuss the graphic organizer with provided visuals and the specific sentence starters/frames/word bank. Review appropriate grammar. (teaching of grammar) Step 2 (I do): Read the first paragraph or section of the passage. As you come across key details in the text, note them with a pen discussing why you marked those details (think aloud). Use visuals to help you. After reading the section, write these details in the appropriate section on the graphic organizer. Then think aloud and model how to combine the details into a summary sentence(s) using the provided sentence starters. If you feel the students need more modeling, do the next section as well in this same way. Students should mark these as well on their own graphic organizer. Step 3 (We do): Have students read the next section or two while you read it out loud, encouraging them to pick out key details. Call attention to the visuals and specific key words. (Provide extra support if needed during reading) After students have finished reading, ask for students to share out some of the details they chose and why. Mark these details on the board. Then, ask for student help with combining the important details into a summary sentence(s) using the provided sentence starters or to fill in the blanks on their organizers. Students should all be marking these on their own graphic organizers. Step 4 (You do together): Have students read the next section or

two while you read it out loud, encouraging them to pick out key details. Use the visuals to help get across the big ideas. Have them discuss and work with a partner to talk about their key details, explaining why they are important. Have the partners create a summary sentence(s) with the aid of the sentence starters about this section or to fill in the blanks on their organizers. Students should be filling out their graphic organizers. Visit with the partner groups while they are working, and if a volunteer is available, have them visit with groups also. Have a couple of pairs share. (*Note: if there is an odd number of students, then there can be a group of three) Step 5 (You do alone): Have the students finish reading the passage while you read out loud and summarizing each section. Then, have them complete their graphic organizers by noting key details and writing their summaries using the aid of sentence starters if they need them or filling in the blanks on their graphic organizers. Then have them write a summary of at least three sentences of the entire passage in the appropriate spot on their graphic organizer using provided sentence starters or fill in the blank sentences, if needed. Have the students turn these in and note their progress towards the strategy. At all steps of the lesson, allow students to use gestures and answer in one word answers or simple phrases. **Also note, the text is fairly simple for Level 1 & 2, but increases in complexity up through the levels. For example, sections for the level 1 & 2 text may only be 3 simple sentences, while level 5 students will have paragraphs of grade-level complexity.** Visual Support Pictures relating to ancient Egypt and the specific passages. Also, there will be visuals included with the language objectives. Strategies Students will use cognitive strategies when they pick out details from the text, and higher order thinking strategies when they analyze, or think about why those details are important. They are also using cognitive strategies when they combine the details into a summary. I will model the comprehension strategy according to student need. Students will work with the teacher after the teacher model and think aloud to begin practice with support. Students will work with partners to further their understanding. (Gradual Release of Responsibility) I will also model sentence starters for my students before they share with their partners and talk about why we say it like that in English. (Teaching of Grammar)

Learning Strategies

Scaffolding

Higher-Order Thinking

Opportunities

Varied Grouping

First Language Use

Hands-on Materials/Activities Application of Language and Content Learning

Multiple Language Domains

Student Engagement

The teacher will also demonstrate appropriate English and correct grammatical structure (Teaching of Grammar & Academic Language). Asking students to think about why the chosen details are important. (analysis) Asking students to think about why we summarize. Asking students to think about how summarizing can be useful in other areas. Interaction Interaction with the teacher during all steps of the lesson. Interaction with each other during their partner time, and during the discussions that are facilitated by the teacher. There will be large group discussions and instruction, time for pairs to work together, and time for individuals to work alone. For uneven numbers of students, there will be a group of three. Students will be allowed to use their first language throughout the lesson in order to help them make connections in English. (Level 1,2,3, 4, & 5 students) Practice/Application Students will be able to complete their graphic organizers and interact with the reading passages. Students are learning about the comprehension strategy of summarizing while learning about an important ancient culture. They will use the language and content they have learned when finishing the graphic organizer on their own and applying this to other areas. Listening - students are listening during the teacher model, when the teacher asks questions, when they are talking with their partners, and when they are listening to their group members (Level 1 & 2 students are also listening to the entire passage being read). Speaking - students are speaking when they answer teacher questions and when they work with their partners. Reading - students are reading when they read the passage, the graphic organizer, and the sentence starters. Writing - students are writing when they determine important details, summarize the sections, and summarize the passage. Lesson Delivery Students will be participating throughout the lesson by using gestures, speaking, listening, and reading the passage. Students will take notes. Students will participate in the group discussions. Students will talk with their partners. Students will write the important details and their summaries. Review/Assessment

Review of Relevant Grammar/Vocabulary

Review of Key Concepts

Provision of Feedback Assessment of Learning of Objectives, Ensuring a Match of Assessment and Objectives

Throughout the lesson, the term summarize as well as specific Egyptian vocabulary will be reviewed and used in order to increase exposure and the likelihood that students will incorporate this into their own vocabulary. Students will also be using their notes and passages to write complete their graphic organizers which should reinforce the addition of this vocabulary. Students will continue to develop their knowledge about summarizing, and after this introductory lesson, students will be able to apply the summarizing strategy to other content areas and other areas in their daily lives. This lesson serves as a review or foundation of the summarizing strategy, depending on student need. Students will receive immediate feedback when they participate in the group. Feedback will be designed to encourage more student participation, rather than just a right or wrong answer. By the end of the lesson, the students will have practiced summarizing on their graphic organizer. These papers will be handed in to the teacher to ensure that students are developing an understanding of how to use the summarizing strategy. Students will also be asked to think about how summarizing can be helpful in other content areas and be used in daily life.