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Jessi Towne

EDUG 547
Tutoring Lesson Plan #5
October 19, 2015

Appendix G

Tutoring Lesson Plan: Session 2 and Beyond


Basic Information:
Date: 10/19/15
Tutor: Ms. Towne
Tutees/Grade/s: Julian (4th), Kendy (3rd)

Session #: 5

Support for ELs: Before I start reading aloud to my tutees, I will make sure
to clarify the meaning of words I believe my ELs might not understand. I
make sure to speak slowly and clearly. When I ask a question, I will make
sure to give them more time to think and comprehend the question. When
they are writing, I will decrease the amount they need to write.
RICA connection: p. xvii Introduction; Common Strategies for Meeting the
Needs of All Learners; (B) Struggling Readers and Students with Learning
Disabilities; (3) Teach Things in Manageable Units;
Support for Learning Challenged Student: (Hard of Hearing): I will make
sure to speak loudly and clearly. I know there are other tutors and their
tutees in that same room, so I know it will be noisy and difficult to hear, so I
could take my tutees outside to sit on the grass in the shade for a change of
scenery and also for it to be a quieter atmosphere. I will also make sure that
we are all sitting in close proximity so the student can hear me properly.
RICA connection: p. 7 Competency 1, (5) Engaging and Motivating
Students; (A) Stimulating Learning Environment That Promotes Success
Introduction: Hi, Julian. Hi, Kendy. Its good to see you today. How are you
doing? Last week, we played a word game before reading aloud. Today, we
are going read together, do a word study about sight words, start a writing
activity, and start going over our readers theatre script.
Lesson
Description of Activities
Titles of Books, Time
RICA
Connection
Focus
Fill in rationale, standards, objective,
Materials
s or other
and procedure for each activity. List
Needed,
class
possible questions, words to be used, Notes/Reminde
readings
etc.
rs, Sources,
etc.
Word
Study

Rationale: For students to know the


correct way to outline a paragraph.
Standard: RI.3.2 Determine the
main idea of a text; recount the key
details and explain how they support
the main idea.

15 min
1. Recorder
2. Hamburger
outlines (3)
3. Colored
pencils

p. xvii (A)
Struggling
Readers
and
Students
With
Learning

Objective: Students will be able to


accurately compose a paragraph
using the hamburger outline.
Procedure: Do you guys like
hamburgers? I will wait until Kendy
and Julian answer me before I move
on to the next part of my activity. I
will pull out the hamburger outlines
and give one to Kendy and one to
Julian. Today, we are going to be
learning how to write a paragraph.
The hamburger outline makes it easy
to see how to write a paragraph. We
will be using our colored pencils to
help us visualize the process. Please
get out your brown, red, green, and
yellow colored pencils and your
bubble maps from last week. I will
wait until they have gotten out their
colored pencils before I explain
further. The bun on the top is our
topic sentence. A topic sentence
explains what the rest of our
sentence is going to be about. A
topic sentence for our shark book
would be Sharks come in many
shapes and sizes. Lets write that
into our topic sentence bun
together. After we have written that
in the bun, I will say, Now we are
going to color the top bun yellow,
since we have finished it. I will wait
until they have finished coloring
before I continue. There are three
details in a paragraph. The three
details are what is on the inside of a
hamburger: the lettuce, the meat,
and the tomato. Without these
ingredients, there is no hamburger.
Now I want you to write one detail in
each of the ingredients that supports
the topic sentence. I will wait for a
few minutes while they reference
their bubble maps for inspiration as

Disabilities
; (6) Use
Visual,
Kinesthetic
, and
Tactile
Activities

what to put in the middle of their


hamburgers. Once you are done
writing your three details, you may
color the meat, tomato, and lettuce.
I will give them about a minute to
finish coloring before moving on to
the final step. The last step in
writing a paragraph is the conclusion.
A conclusion is a summary of what
you talked about in your paragraph.
Try writing the conclusion sentence
based on your topic sentence and
details. When you are finished writing
your conclusion sentence, you may
color in your bottom bun. I will wait
until Kendy and Julian have finished
writing and coloring before we move
on to choral reading. Now, you have
an outline of how to write a
paragraph. This is one of the easiest
ways to understand how to write a
paragraph because you can see how
everything fits together.

Read To
or Read
With

Rationale: I will be choral reading


Sharks with Julian and Kendy,
because it is an informational text,
and because I want to hear their
proficiency with reading aloud.
CCSS:
RF.3.4a Read with sufficient accuracy
and fluency to support
comprehension. Read on-level text
with purpose and understanding.
Objective: The students will read
the text and be able to comprehend
the details and main idea of the story
in order to write a few paragraphs in
their journals.
Procedure: Today, we are going to

1. Sharks ebook
2. Recorder

10 min

p. 8 Comp
1; (5)
Engaging
and
Motivating
Students;
(C)
Reading
Aloud to
Students

be choral reading the e-book we read


last week, Sharks. Choral reading
means that we all read at the same
time. So, you are going to read the
book aloud with me. I will take out
the e-book and navigate to the shark
book. Lets read together. We will
read through the book until the end. I
will make sure to read slowly and
with pronunciation, because Kendy
and Julian will be reading the text,
but since they are reading along with
me, they will be watching me as well.
Writing

Rationale: To teach my students


about the writing process and take
them through each one of the steps.
Standard:
W.3.2b Develop the topic with facts,
definitions, and details.
Objective: After choral reading the
story, students will be able to use
their hamburger outlines to compose
a paragraph in their journals.
Procedure: Now that we have
choral read Sharks, I want you to
take out your hamburger outlines.
We are going to use those as a
reference for when we are writing our
paragraphs. I will make sure that
Kendy and Julian have their journals
and pencils, their bubble maps, and
their hamburger outlines out before I
start explaining their next activity.
We are going to use our hamburger
outlines to write a few paragraphs in
our journals. You should be able to
write at least one paragraph using
the format from the hamburger
outline. If you need extra help
thinking about details, you can take
out your bubble maps. I will keep

20 min
1. Journals
2. Pens or
pencils
3. iPad with
shark book
open
4. Hamburger
outlines

p. xvii (A)
Struggling
Readers
and
Students
With
Learning
Disabilities
; (3) Teach
Things In
Manageabl
e Units

watch as Julian and Kendy start their


writing. Remember, this is only a
draft, so do not worry about your
punctuation or spelling right now.
That will come later when we do our
revising and editing. If they finish
their drafts in a quick enough time,
we will move on to revision and
editing. When we are done writing
our first drafts, the next step is called
revising. Revising means to making
sure that you have said everything
you want to say in the way you want
to say it. The editing process is when
I am going to look at your written
work and tell you what you need to
fix. I will give them a few minutes to
work on their writing before we move
on to practicing the readers theatre.
Okay friends, lets stop wherever we
are at, and we will pick up where we
left off next week. Now we are going
to practice some more of our
readers theatre.

Reader
s
Theatre

Rationale: Get my tutees to become


confident in reading aloud by
themselves.

Read
by

Standard:
L.3.3 Use knowledge of language and
its conventions when writing,
speaking, reading, or listening.
Objective: Students will feel
confident enough to read aloud in
front of an audience.
Procedure: Okay friends, we are
going to read the readers theatre
script Which Shoes Do You Choose?
Kendy, we will start with you. Please
read the first characters line. Read
to the best of your ability. I will wait

1. 3 copies of 5-8 min


the readers
theatre
script,
Which
Shoes Do
You
Choose?

p. xvii (A)
Struggling
Readers
and
Students
With
Learning
Disabilities
; (5)
Provide
Additional
Practice

until she has finished reading that


characters line, and then I will turn
to Julian. Now Julian, it is your turn
to read the next characters lines.
Dont worry about pronunciation right
now. Just read to the best of your
ability. I will wait until Julian has
read that character part. I just want
you guys to switch off reading for
each character. This is not the script
we are going to be using for readers
theatre. This is just for practice.

Closing: Today, we learned how to compose a correct written format with


topic sentences in each paragraph, supporting details, and closing remarks,
choral read the e-book about sharks, composed a few paragraphs in your
journals using the bubble maps we created last week, and we read some
more of our readers theatre practice script. Next week, we will do some
more in depth study of the shark e-book and complete our first writing drafts.
I loved working with you both today, you guys did awesome! I cant wait to
see you next week!
-----------------------------------------------------------------------------------------------------------------------------Reflection/Notes: (Please type and attach comments to lesson plan)
At the end of each tutoring session, write comments about the session
regarding the following areas:
1) your reaction to the session
2) your tutee(s) reaction to the session
3) what you plan to focus on for the next tutoring session