Name:__________________________________ Cohort: ____________

Lesson Plan
Lesson Title: Guided Reading Lesson 36 Animal Warnings Grade: 8 Date: December 11-15

Subject: Language Strand: Reading Location: Classroom 110 Time: (length in minutes): 50

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
The lesson begins by introducing homophones to the students. They will play a quick pairing game to get the familiar
with words that sound the same but are spelled differently and have different meanings. The instructor will then
introduce the text Animal warnings. Once the students have discussed the text they will begin reading aloud
together. As the students read the instructor will ask comprehension questions along the way. After students finish
the text they will be asked comprehension, fluency and vocabulary questions to gauge understanding.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range
of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how
they help communicate meaning;
3. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how
they help communicate meaning;

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
1.1 Read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
1.2 identify a variety of reading comprehension strategies and use them appropriately before, during, and after
reading to understand increasingly complex
1..4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and
explaining how the details support the main idea
4.1 identify the strategies they found most helpful before, during, and after reading and explain, in conversation with
the teacher and/or peers or in a reader’s notebook/reflective journal, how they can use these and other strategies to
improve as readers

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

• How to predict content from the title of the book
• How to understand and state the significance of learning about animal behavior(main idea of reading)
• How to recognize and describe steps in a process
• How to identify and write about problems and solutions in informational texts
 How to Differentiate between words that sound the same but are spelled differently.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: to Differentiate between words that sound the same but are spelled differently.
I can: pronounce and differentiate words with the sound ur or ure.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 I can: predict content from the title of the book
I can: understand and state the significance of learning about animal behavior(main idea of reading)
I can: recognize and describe steps in a process
I can: identify and write about problems and solutions in informational texts
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Students will say and sort Observation, discussion Students will say and sort
multisyllable words that sound evaluates student’s ability to multisyllable words that sound
the same but are spelled pronounce words and sort the same but are spelled
differently. words. differently.
Assessment As Learning Read the book Animal Warnings Evaluate student reading ability Read the book Animal warnings
with other students and with and ask comprehension with other students and with
instructor questions throughout. instructor
Assessment Of Learning Discuss comprehension, fluency Ask comprehension fluency Discuss comprehension, fluency
and vocabulary questions with and vocabulary questions to and vocabulary questions with
instructor gauge understanding instructor
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students will be familiar with the group reading process
*From Grade 7;
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of
strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they
help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Language program for this course has previously been modified. Based on individual needs some students will require;
Significant one on one time, assistance reading and consistent positive reinforcement to stay on task. Students will not
be able to use their personal laptops for this lesson which has accommodations for reading and writing. Students will
require help with reading the material and with the interpreting the following comprehension questions for this
lesson.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Allowed, Aloud, Cymbal, Symbol, Miner, Minor, Weather, Whether

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Animal Warnings book
 Gold System lesson 37 animal Warnings

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Learning Environment (grouping; transitions; physical set up)

Students will be placed in a group of 3 at a table with the instructor. They will be working together while the rest of
the lass is either in another reading group or is on a reading program on their laptop. These three students will be
isolated to increase their ability to learn.
Cross Curricular Links
Language; reading, writing, oral communication, science(Animal Warnings)
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 5-10 Minutes
The lesson begins by introducing homophones to the Sort words, think about how words may sound the same
students. They will play a quick pairing game to get the but are spelled differently. Ask questions to improve
familiar with words that sound the same but are spelled understanding.
differently and have different meanings.

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 5-10 Minutes
Read the front and back cover and discuss the concept of
Introduce the text Animal warnings. Instruct students to Animal Warning Signs, discuss glossary words. Ask
read the front and back cover and discuss the concept of questions to increase understanding.
Animal Warning Signs, discuss glossary words. Answer
questions to increase understanding.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 20 minutes
Ask comprehension, fluency and vocabulary questions to Discuss with the instructor comprehension, fluency and
gauge understanding. Participate in discussion and help vocabulary questions to gauge understanding. Participate
students understand and answer questions about the in discussion to help understand the text. Ask questions
text. about the text .

Extension Activities/Next Steps (where will this lesson lead to next)

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013