Goal: Student engagement in the first 3-5 minutes.

TTYP __ xxx ____ Thin%& 'n%& Pair& Share Thumbs Up Thumbs !o"n __ (dmit Slip_______ Gi#e $ne Get $ne $ne-minute assessment _____

)xpli*it 'nstru*tion 'mplementation +og

Time ,rame of 'mplementation Stud-: .5 minutes /ame: +exie 0uro#s%i Grade +e#el 1ole: !emonstration Text: To 0ill a 2o*%ingbird +esson ,o*us Goal: 3omprehension 4 ,luen*- - )xpression

'nstru*tional Te*hni5ue:
Briefly describe the instructional technique, strategy, or activity you will be using. Today, I will be modeling the fluency attribute of expression. Expression is when you read with emotion to show emotion. By the end of the lesson, you will be able to identify how expression enhances student comprehension of texts.

+esson 'ntrodu*tion:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers.

'nstru*tor 2odels and !emonstrates: 6' do7

Include key statements you will use to model comprehension thinking. Today class, I am going to read the Atticus Finch closing argument in the Tom Robinson trial. I am going to read with the fluency attribute of expression, which means to read with emotion in order to show emotion. I am going to read the first paragraph without any expression. Then, I am going to read the entire argument in its entirety with expression. Ta e notes on how my reading with expression enhances the meaning of the text.

Guided Pra*ti*e: 68e do7

Include opportunities for students to engage in guided practice with the comprehension strategy. !tudents, I am going to read the closing argument again and this time I want you to follow along with me. As we go, please ta e notes on the text features that encourage my tone to go up or down.

3ollaborati#e +earning: 6You do it together7

Include opportunities for students to engage with a partner or triad while teacher observes small group interaction and understanding of lesson focus. Turn to your partner and compare notes on the text features. "xplain why you chose the features and how you thought it affected my reading. If your partner has an example that you did not ha#e, please add it to your list.

'ndependent Pra*ti*e: 6You do7

Include opportunities for students to engage in independent practice with the fluency instructional tasks. $lease choose a different paragraph of the last chapter of To %ill a &oc ingbird and practice reading with expression. $lease read aloud and get a feel for how your expression enhances your comprehension of the text. 'n a separate piece of paper, mar the page number of the paragraph you chose and identify the sentence(s you struggled to read with expression. !hare with your partner and see if you can wor through any difficult sentences together.