Tutorial+Plan+2



**Student First Name** Desmond “Alexander” **Grade Level** 7th Period
 * READ 7263 Tutoring Lesson Plan Number 2 **
 * Tutor ** Brittney Burns
 * Instructional Reading Level Narrative: ** Sixth
 * Instructional Reading Level Expository: ** Sixth
 * Instructional Focus for Tutoring: ** Chapter 6-10 of the novel, //I, Juan De Pareja// Comprehension, and Reading Tones and Voices
 * Guided ReadingText and author: ** //I, Juan De Pareja// by Elizabeth Borton de Treviño
 * Reading Level of the text ** : Seventh Grade

In the 1600s, photographs and film had not yet been invented. The only way to preserve someone’s likeness was to draw or paint it. When Velázquez was working, modern methods such as oil painting had only been in common use for about 100 years. Juan de Pareja’s story revolves around the famous artist Diego Velázquez. Diego Rodriquez de Silva y Velázquez was born in Seville, Spain, in 1599. At the age of twelve, he became an apprentice to a Spanish artist named Francisco Pacheco, whose daughter he later married. He developed a striking style, working heavily with the contrasts between dark and light and portraying his subjects realistically. Velázquez was appointed court painter to King Philip IV in 1623. In 1629, 1649 and 1650, Velázquez visited Italy to study famous Italian painters. Velázquez died in 1660. One of the finest painters of all time, his portraits reveal a deep understanding of human nature. More than 300 years later, in a review of the first Velázquez exhibition to be shown in the United States, Robert Hughes writes about the artist, “His cool gaze settles on everything with equal curiosity. Nothing human is alien to him. Everything is worthy of respect—a respect whose sign is an unswerving attentiveness.”
 * Teacher READ ALOUD: ** Teacher will read background information about the artistic component of the novel that revolves around the famous artist Diego Velázquez and provide student with sample paintings from this time period.
 * // Did You Know? //**
 * // Portrait of the Artist //**

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 - Outlining major events and plot of chapters read - Utilize bookmarks during readings - Answering implicit and explicit questions following the reading using Bloom’s Cube
 * Specific Reading Strategies identified in lesson: **
 * Comprehension Strategy **// : // The student will be able to understand the importance of reading for comprehension by:


 * Before Reading: **
 * Character Study: ** Do you believe in fate, or in the idea that if things are meant to happen they will happen regardless of other circumstances? Think about things that may affect your life as you grow older. Jot down 5 things that will happen to you in your future that will happen regardless even if you don’t have control over it. Now that Pareja has grown up and you know him from reading the novel, what things have affected him most? Write a paragraph explaining the influences that have made Pareja who he is at this point in the book. Use examples from the novel to illustrate and support your opinion.


 * During Reading: ** The previous lesson focused on settings and places throughout the novel. This lesson will focus on the different roles that Pareja plays throughout the novel. As you read these chapters, The student will take notes as we review his bookmarks from chapter 5-10 that were read independently. As time goes by, de Pareja plays several different roles in the novel. Describe a few things that he does as Velázquez’s assistant, as a participant in the king’s court, as a servant of the Velázquez household, and as an artist himself. [[image:4_2.png]]

- ** Receipt Tape Flow Chart: ** The student will recall the events in Chapter 6-10 by surveying his own understanding of the story by making a flow chart on a long piece of receipt tape. Therefore if errors are made the student can cut and tape different parts of the flow chart together without feeling like he made a horrible mistake and have to start all the way over from the beginning. - ** Bloom’s Cube Questions: ** The student will complete a blooms cube question which will address the 6 levels of blooms.
 * After Reading: **

1. **Comprehension**: Why can’t de Pareja pursue Miri, the girl he falls in love with? 2**. Knowledge:** What role does de Pareja play in the marriage of Velázquez’s daughter? 3. **Analysis:** Break down the different emotions Pareja may have felt, Why does de Pareja feel so guilty about his painting? 4. **Evaluation:** Do you feel that de Pareja’s concerns about his painting are justified? Explain your answer. 5. **Application:** What event or events in this section held your interest? How do these events apply to your life? 6. **Synthesis:** Construct a mock personal interview.. **“**If you could talk to Juan de Pareja at this point in the novel, what would you like to ask him? What would you like to tell him?”



- The student will continue to use chapter bookmarks created by tutor. - 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. Reading Log for Self-Selected Reading Student:__
 * Self Selected reading: **
 * || Date  ||  Title of Book  ||  Page to Page  || Total ||  Teacher’s Comments  ||
 * Mon. ||  ||   ||   ||   ||   ||
 * Tue. ||  ||   ||   ||   ||   ||
 * Wed. ||  ||   ||   ||   ||   ||
 * Thur. ||  ||   ||   ||   ||   ||
 * Fri. ||  ||   ||   ||   ||   ||

The student will be able to answer implied and explicitly stated questions related to the historical and narrative components of the text.
 * Assessment of Objective: **

The lesson went well. I made an executive decision that I will no longer be using this text for our tutorials. His mother wanted me to use this text because this is what they were using in his current reading class. However there is a language barrier that the student is attempting to overcome and the text is not on his instructional level. The goal of the tutorials are to benefit the student and it is hard to reach the underlying issues of his reading difficulties by focusing on the problems of this selected text. He likes using a variety of strategies and he really enjoyed the bloom’s cube. He likes to be able to talk and write so this lesson was right up his alley. He was actually very excited that I said we were going to use another text for his tutorials.
 * Reflection **// : //