Tutorial+Plan+3




 * READ 7263 Tutoring Lesson Plan Number 3 **
 * Tutor ** Brittney Burns
 * Student First Name ** Desmond “Alexander”
 * Grade Level ** 7th Period
 * Instructional Reading Level Narrative: ** Sixth
 * Instructional Reading Level Expository: ** Sixth
 * Instructional Focus for Tutoring: ** Making inferences, answering implicit questions
 * Guided Reading Text and author: ** //The Contender// by Robert Lipsyte
 * Reading Level of the text ** : 6.1, Lexille Measure 760L


 * Teacher READ ALOUD: ** Teacher will read a poem about how dreams and anything is possible if you set goals, and have a vision. This will lead to the new material used for tutorial, The Contender which is about a young man Albert who has dreams of becoming a boxer despite the odds that he faces.

Anything is possible, if you think it is worthwhile If you’re willing to go the distance, to go the extra mile. With determination and effort, you can often achieve more Because you don’t always get what you wish, but what you work for. Dreams can become challenging, but no matter what the cost Strive to complete the task before you, and you’ll never end up lost. So bring with you your goals, and leave your doubts behind Whether you think you can or can’t, you certainly will find You’ll be right either way–so never quit, and this is why: You’ll never become a failure, until you fail to try.
 * Anything Is Possible **
 * By: Melissa Underwood **

For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: d. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated.
 * Learning Objective: **
 * ELA6R1 ** The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts:

- Retelling the story after reading to the tutor - Utilizing graphic organizers during reading - Answering questions about inferences and the importance of inferences.
 * Specific Reading Strategies identified in lesson: **
 * Comprehension Strategy **// : // The student will be able to understand the importance of reading for comprehension by:


 * Before Reading: **
 * Linking to Today: Sports as a Way Up. **  For decades, many members of disadvantaged groups in the United States have viewed sports as a means for their children to rise up and out of poverty. Ask students to name sports figures who came from impoverished backgrounds. List each name and the sport each plays or played on the chalkboard. Student will design a trading card that features one of the sports figures listed. Then discuss with students the pros and cons of regarding sports as an avenue to a better life.
 * Teacher Read Aloud: ** See Above
 * Battle Ship Inferences: ** Introduce the concept of inferences when reading. The student will play a Battleship QUIA applet that introduces the concept of inferences at []. Explain to the student that during the reading today our goal will be to read and be able to make inferences from the reading without the answer being stated directly in the reading.


 * During Reading: ** While reading The Contender, students will conduct Sub Search Strategies. They will locate and list unfamiliar words, mark key statements (using post-it notes) that describe the main character (Albert) using the graphic organizer below.

- ** Brain Pop Video Clip About Inferences: ** The student will answer questions about making inferences using the online version of Brain Pop. Hard copy of questions are below.
 * After Reading: **

- ** Even More Inferences Worksheet: ** The tutor and the student will complete the Even More Inferences Worksheet. They will take turns answering the statements and both will provide clues within the reading that helped make their decision about the specific inference. -

- The student will continue to use chapter bookmarks created by tutor for classroom novel, I Juan De Pareja - Student will select the next reading assignments for tutorials 4 and 5. Student will be given the task of submitting the material to the tutor within 1 week. - Student will be encouraged to read 2 things on their own by our next tutorial. The selected materials can come from the internet, comic books and etc. Student will utilize the log below.
 * Self Selected reading: **

Reading Log for Self-Selected Reading Student:__
 * || Date  ||  Title of Book  ||  Page to Page  || Total ||  Teacher’s Comments  ||
 * Mon. ||   ||   ||   ||   ||   ||
 * Tue. ||   ||   ||   ||   ||   ||
 * Wed. ||   ||   ||   ||   ||   ||
 * Thur. ||   ||   ||   ||   ||   ||
 * Fri. ||   ||   ||   ||   ||   ||

Student and Tutor will use Audacity for Mac which is a audio recorder that allows to record any audio and make sound effects while doing so. Student will make inferences based on quotations found in the novel by different characters. 1. The, uh, old stone fence off Lenox, Aunt Pearl. I was walking on it, and. . . a. . . a big dog jumped up. Knocked me off." (Alfred, Ch.2)
 * Assessment of Objective: **

2. Stay in bed, man, curl up like a baby, close your eyes, make the world go away." (Alfred, Ch.2)

3. A man must have some fear. (Donatelli, Ch.3)

4. People will try to drag you down. (Donatelli, Ch.3)

5. Everybody is somebody. (Donatelli, Ch.3)

The student enjoyed the new novel choice for tutorial. He was able to relate to the text a lot better. I am happy that we decided to use a new novel! I have a sense of relief. I decided to shift this lesson away from phonics because the problems that he has with phonics are linked to his speech problems. However, I met with his speech pathologist and she assured me that he was making adequate progress. After meeting with his reading teacher, she told me his greatest struggle was with reading comprehension. I know that things are not going to be corrected over night but this was definitely a great start by working with inferences.
 * Reflection **// : //