State/Disciplinary Standards: By the time, the lesson begins all the learners should the required lesson resources and seated in groups of three.

Lesson # Date of Lesson: 31st April 2018.

Grade/Course: Reading skills Lesson duration: 45 minutes
Time: 11.00 -11.45 am
Unit: Topic of Lesson: Learning reading techniques in context
Essential Question(s): How does reading skills boost the overall academic success of the learner?
Reading context: what is the effect of nurture in influencing adolescent behavior?

State/Disciplinary Standards: By the time, the lesson begins all the learners should the required lesson resources and seated in groups of three. The purpose of grouping the learners is to promote collaborative learning where the students can easily improve each other’s reading skills. The primary reading resource for the lesson is Muscari’s book titled, The Everything Guide to Raising Adolescent Boys

The students will also have English dictionary.

Daily Performance Objectives:
The learners learn language rules before applying them in the right contexts.
The students also demonstrate their understanding of birth order, family, and adolescent behavior through word guessing activities.
The students should demonstrate a clear understanding of topic by skimming and scanning through the text to identify items from the text.

Prior Knowledge Resources: The teacher should link the lesson with previous content on reading skills and techniques. Moreover, the key terms such as adolescent, family, birth order, skimming, and scanning ad intensive reading should be introduced before going deeper to the lesson’s content. Most importantly, the teacher should allow the leaners to express their views about birth order and adolescent behavior

Students with IEPs/504 Plans(add rows as necessary):
IEPs/504 Plans: Classifications/Needs Number of Students Supports, Accommodations, Modifications, Pertinent IEP Goals
Reading needs 6 Using audio books and reading aids such as images.
Vocabulary retention 6 Using LED screen to display words and enhance memorability

Students with Specific Reading Needs(add rows as necessary):
Language Needs Number of Students Supports, Accommodations, Modifications, and Elements of Universal Design
Dyslexia 2 The teacher will read together with the learner
Hyperlexia 4 Using reading aids such as charts and pictures
Aphasia 2 Use of pictures to aid in understanding the text

Materials and Preparation:
The primary book for this assignment is The Everything Guide to Raising Adolescent Boys

Assessment/Evaluation—note: all lessons must include checks for understanding

• Checks for understanding will include evaluating the compression level of the students based on the content of the book.
• The students will also be evaluated on their ability to read fluently and articulate their critique of the book.
• The learners shall be assessed on their understanding of different reading techniques (i.e. scanning, skimming, silent, loud reading and intensive reading).

Lesson Progression (add rows as necessary):Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Please note all assessments that were described in the previous section.

Duration:
The teacher will… The student(s) will…
11.00 – 11.05 Present images related to the topic. This stimulates the vocabulary schemata for the students. For instance, toys of father, mother, and children could be presented on the power point to enable the learners comprehend the context of the topic. Actively analyzing the pictures to garner their meaning in real life.
11.05 – 11.10 Write the topic for the lesson and introduce a word guessing activity.

Every learner should spell family names correctly. They should also describe a family and what they understand by the term “adolescence.”

11.10-11.25 Distribute the text and guides the learners as they read the assigned text The Everything Guide to Raising Adolescent Boys

The students will read both silently and loudly.
Every student will draw the family structure after reading the assigned text.
11.25 – 11.28 Involve the students actively by probing them to identify specific family terms from the text. this improves their comprehension skills Scan and skim through the text and identify the family names asked by the teacher.
11.28 – 11.38 Critically analyze the text to the learners and its relevance to the student’s life. The learner’s should demonstrate their understanding of the text and give the advantage and disadvantages of being a first born and a last born un the family.
11.38 –11.43 The teacher will relate the text to real life scenario and back it up with empirical data from research studies. Define “adolescence” and “birth order.” the learners should describe their experiences with the new reading techniques that they have learnt.

11.43-11.45 Conclude the lesson with a memorable anecdote such as a poem or a song. Sing along with the teacher. The song should enhance the memorability of the content covered.

Homework: The students should describe in a 2-page essay the role of the family unit in the society.
Notes / Reflection
1. The family unit is an integral unit in the success of any society.
2. Adolescent behavior remains one of the most complex topics to psychologists since adolescents exhibit unique behavior that depends on nature, nurture among other parameters (“Investigating the Effects of Group Investigation (GI) and Cooperative Integrated Reading and Comprehension (CIRC) as the Cooperative Learning Techniques on Learner’s Reading Comprehension”, 2015).
3. The environment plays an important role in influencing the adolescent behavior.

References

Investigating the Effects of Group Investigation (GI) and Cooperative Integrated Reading and Comprehension (CIRC) as the Cooperative Learning Techniques on Learner’s Reading Comprehension. (2015). International Journal of Applied Linguistics and English Literature, 4(6). http://dx.doi.org/10.7575/aiac.ijalel.v.4n.6p.8
Muscari, M. (2008). The Everything Guide to Raising Adolescent Boys. F+W Media Inc.