Jessica+and+Megan

The teacher will ask students if they know what a play is? Have they ever been to one? Did they like it? (If possible, the teacher will tell a story about a time they were in a grade school play.) These types of questions will engage the students in the activity and tap into their prior knowledge. Tapping into prior knowledge is an effective way to help the students become aware of what they will be learning and can be used as a type of scaffolding in the lesson. The teacher will e xplain to students what a play is and where they originated from. The teacher will give examples of a few famous plays that students may have heard of before, such as Romeo and Juliet. The teacher will discuss with students what actors/actresses have to do to prepare for a play. The teacher will then review with students the literary story elements such as characters, setting, plot, etc. This is an example of assessment driven instruction, in which the teacher will check for understanding in order to determine what the students have learned and what must be reviewed before proceeding to the next part of the lesson. The teacher will then s et the expectations at the beginning of the lesson by informing students they are going to practice reading and performing a play script, using their voices to bring the characters to life.
 * Grade: **** 2/3 **
 * Subject: **** Reading/Fluency **
 * Anticipatory Set **

(Overview of lesson) The teacher will explain to the students that reading fluency means: the ability to read accurately, quickly, and with good expression. Fluent readers can pay good attention to what they are reading and understand the meaning of what they are reading. The teacher will let students know they will be able to practice reading fluency in many different ways through working in groups, with partners, and on their own. The teacher will also discuss some of the ways readers make mistakes (i.e. saying the wrong word, getting stuck on a word for more than 4 seconds, skipping a word, adding an extra word) and give ways that students can help correct one another during paired reading. The teacher will pass out the script to students and read aloud the title and characters. Students will predict what might happen in the story. Prediction is a great reading comprehension tool for students and provides them with a reason/motivation to read.
 * Input/Direct Instruction **

The teacher will read the story to the students using vocal and facial expressions to show the emotions of the characters. Students will follow along with a partner, paying close attention to how the script is read and how the teacher's voice brings the characters to life. Partnering students is a great way to engage students who are interpersonal learners, as suggested by Howard Gardner's Theory of Multiple Intelligences. If there should be an ELL, the teacher will partner them with a gifted student or a student who’s reading skills are average or above. The teacher will then discuss with students whether their predictions were correct or not.
 * Modeling **

The teacher will explain to students that when reading aloud, punctuation marks are very important. Punctuation marks indicate when to pause or when to raise or lower their voice. Students will be told that fluent readers are able to read with appropriate phrasing and it is important for them to practice doing so. Phrasing means grouping words together into meaningful units. The teacher will point out the punctuation marks in a particular passage from the script. The students will then place brackets around that particular passage. Together, the teacher and students will practice reading aloud the phrased passage in a choral reading. With their partners, students will take turns reading that passage to each other paying special attention to the punctuation marks. The teacher will remind students to listen for the punctuation in their partner's voice as they read and to try their best to read the passage without stopping or stumbling over words. The partners will offer constructional feedback to each other, since some students may more easily accept criticism from their peers. As a way to informally assess the students and check for understanding, the teacher will observe the students and give feedback as needed. As part of the assessment drives instruction principle, the teacher will not move onto the next part of the lesson until all students have comfortably read through the passage at least once.
 * Guided Practice **

Before the students start their partner work, the teacher will model and explain the rules for partner behavior so as to maximize good classroom management skills and minimize disruptive behavior (i.e. talk only to your partner, talk only about what you are reading, talk in a low voice, etc.). Once in their partners, students will read aloud the entire script. Students will take turns by reading every other character passage while their partner listens and offers feedback. If there is enough time, the teacher will have the partners switch and read the opposite character parts for more practice. The teacher will w alk around as students read aloud, checking for understanding of reading fluency. (Another possible way to check for understanding is a Reading Fluency Test that can be performed at the end of the unit or week.)
 * Check for Understanding **

The teacher will form students into groups. In order to successfully differentiate instruction for ELL, gifted students, and at-risk students, the teacher will divide them into groups of higher/lower reading level students. The teacher will then help the groups assign each person a character and facilitate practice time in class. Students will be reminded by the teacher to listen carefully to their phrasing, show emotion in their voices and facial expressions, and to transition between readers smoothly.
 * Group Work **

**Independent Practice** For homework students will practice their parts with a family member or friend. The teacher will remind students to concentrate on reading fluently. Students will ask their parents to share their own experiences with plays.

The teacher will have groups perform the script in front their peers and their invited parents. Students will take home their scripts for further repeated reading practice. Performing their scripts gives the students a sense of ownership of the hard work they have done, and a way to show others what they are learning and accomplishing in the area of reading fluency.
 * Closure **


 * These instructional strategies, student activities, and resources:**

1. Are appropriate for this class because- 2. Address the developmental needs of these students by- 3. Help these students progress toward achieving the state-adopted academic content standards for students in this content area by-