ALEX Lesson Plan

     

Interactive Reading Project

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  This lesson provided by:  
Author:Karla Johnson
System: Troy City
School: Charles Henderson High School
  General Lesson Information  
Lesson Plan ID: 4398

Title:

 Interactive Reading Project

Overview/Annotation:

Students are motivated to read and learn to discuss literature by discussing books they are reading via e-mail.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 7
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.2- Identify the theme or main idea of a story; provide a simple summary for a story.
English Language Arts
ELA2015 (2015)
Grade: 8
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]

NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor::
Synthesize across story to provide theme and support with text. (Integrate and Interpret)

NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize main reason for character's action. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for character's action in a story. (Locate and Recall)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Recognize paraphrase of story details. (Locate and Recall)

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.2- Determine a theme and identify the connection between the theme and characters or setting in a story; create a summary of a story.

Local/National Standards:

  

Primary Learning Objective(s):

Students will be able to compose e-mail messages, discuss the books they are reading during the course of a semester, and analyze the recommendations made by their e-mail partners.

Additional Learning Objective(s):

  
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

A reading survey such as the one in the book, In the Middle by Nancy Atwell.

Technology Resources Needed:

Computer with Internet access (This lesson can be done in a computer lab or in a classroom by rotating turns.) If students do not have access to school email accounts, free filtered email accounts that can be monitored by the teacher can be set up through http://gaggle.net/gen?_template=/templates/gaggle/html/index.jsp

Background/Preparation:

a) The teacher will need to locate a partner class, preferably collaborating with an instructor in a teacher education program at a university. If that is not possible, a peer-level reading project could be arranged through ePals. b) Make sure students have the necessary Internet permission forms. c) Students need to know the basics of using e-mail; however, this can easily be incorporated into the lesson or taught by a buddy system.

  Procedures/Activities: 
1.)Have students complete a reading interest survey. Go over the Acceptable Use Policy (AUP) for your school system with students so they are familiar with expectations regarding Netiquette.

2.)Students in the teacher education class can choose a partner by reading the reading interest surveys, or the partners can be assigned by the collaborating teachers.

3.)Students will e-mail each other weekly discussing the books they are reading. The teacher education students will read and suggest six novels by the end of the semester. These books must be on an appropriate reading level for the student partner. Students in the younger group will respond as they read their own books or one of the recommended books. If using peer groups they can both agree on one book to read and discuss at a time.

4.)If peer groups are partnering, it should be made clear that this is an educational project, and that no "chatting" or private e-mails are allowed. Using filtered, teacher-monitored email accounts will discourage this.

  Assessment  

Assessment Strategies

Students are evaluated by their consistency of participation as a project grade.

Acceleration:

We host a party at the end of the semester so the partners can meet face to face.

Intervention:

Students can be partnered so that they read books or write emails together.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.