donnelly_Language_Arts_Lesson

**Children’s Grade**: 2nd **Theme**: Problem Solving **Definition/Description of theme**: Problem solving is a skill used when you reach a point where you have to decide how to proceed next in order to reach an ultimate goal. Problems can come in many levels of difficulties and can be attacked with many different strategies and techniques. There can be many different “correct” solutions to the problems. Problem solving requires conscientious high level thinking. **Three texts (with authors) to be used during the lesson plan**: The Three Little Pigs by James Marshall The Three Little Wolves and the Big Bad Pig by Eugene Trivizas The Three Little Pigs by Steven Kellogg **What connections do I see among these three texts**? The three stories are all the same basic story of three brothers who set out to build houses for themselves. In each story, the pigs or wolves use different materials that prove disastrous or useful when the big bad wolf or pig comes to blow the house down and eat the other animals for supper. The brothers use various problem solving techniques, including trying different materials (trial and error), working together and getting help from others, and using creativity and ingenuity. **__ Getting the children ready  __** ** What the children need to know to be ready for the lesson plan ** || ** What will I specifically do to make sure the children are ready for the lesson plan ** || ** What specific materials/ equipment do I need to get the children ready for the lesson plan ** || What problem solving is || List student definitions of problem solving on the board || ·  White board ·  Dry erase markers || A time when students had to solve a problem || Have students think of a time they solved a problem. Then ask students to discuss with a partner. Ask students to share. || None || One problem solving strategy they have used in the past || Have students draw a picture and write a few sentences describing a problem solving strategy || ·  Half picture, half lined paper ·  Markers/crayons/ colored pencils ·  Pencils || R-2-4.3: Generate questions before, during, and after reading to enhance recall, expand understanding and/or gain new information W–2–1.1: Students demonstrate command of the structures of sentences, paragraphs, and text by writing short sentences. RIBTS 1.1 Teachers reflect a variety of academic, social, and cultural experiences in their teaching. RIBTS 3.1: Teachers understand how students learn, how students construct knowledge, acquire skills, develop habits of mind, and acquire positive dispositions toward learning. RIBTS 4.2: Teachers use their understanding of students (e.g., individual interests, prior learning, cultural experiences) to create connections between the subject matter and student experiences. ** What specific vocabulary do the children need to get them ready for the lesson plan ** || ** What will I do to help them understand the necessary vocabulary to get them ready for the lesson plan ** || ** What specific materials/ equipment will I need to help the children understand the vocabulary ** || Problem solving || See SCHEMA || See SCHEMA || Team work/in a group || Have students work together to build a small house and have a discussion about what it meant to work in a group || ·  Popsicle sticks ·  Cotton balls ·  Toothpicks ·  Spaghetti ·  Legos ·  Glue ·  Tape ·  Paper || Independent/by yourself || Work by themselves to paint a pig and a wolf and have a discussion after about what it meant to work by themselves || ·  Paint ·  Paper ·  Paintbrushes ·  Pipe cleaner ·  Foam ·  Googley eyes ·  Glue || R-2-2.1: Using strategies to unlock meaning. RIBTS 5.5: Teachers use tasks that engage students in exploration, discovery, and hands-on activities RIBTS 6.6: Teachers create learning groups in which students learn to work collaboratively and independently. || ** How will this be incorporated ** || ·  List on board ·  Picture of problem solving strategy ·  Written description of problem solving strategy ·  Build house ·  Pig and wolf painting || ·  List on board ·  Partner discussion ·  Build house & discussion ·  Pig and wolf painting discussion || ·  Picture of problem solving strategy ·  Build house ·  Pig and wolf painting || RIBTS 3.3: Teachers create lessons and activities that meet the variety of developmental levels of students within a class. RIBTS 4.1: Teachers design instruction that accommodates individual differences (e.g., stage of development, learning style, English language acquisition, learning disability) in approaches to learning. RIBTS 5.5: Teachers use tasks that engage students in exploration, discovery, and hands-on activities. RIBTS 8.2: Teachers use a variety of modes of communication (e.g., verbal, visual, kinesthetic) to promote learning. **__ During the lesson  __** 1. Understand the similarities and differences among the three books. 2. Understand that different people can have different perspectives on the same story or event. 3. Understand there are different ways of solving problems. 4. Apply knowledge of problem solving strategies from the stories to solve an imaginary problem. R–2–16.1: Generates a personal response to what is read through a variety of means by comparing stories or other texts to related personal experience, prior knowledge, or to other texts R–2–5.5: Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying the author’s basic message R–2–4.1: Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text RIBTS 2.7: Teachers generate multiple paths to knowledge and encourage students to see, question, and interpret concepts from a variety of perspectives. RIBTS 5.1: Teachers design lessons that extend beyond factual recall and challenge students to develop higher level cognitive skills. RIBTS 5.2: Teachers pose questions that encourage students to view, analyze, and interpret ideas from multiple perspectives. ** What the children need to know to be successful during the lesson ** || ** What will I specifically do to make sure the children are “equipped” cognitively for the instruction ** || ** What specific materials/ equipment do I need to help the children with these activities ** || There are lots of different building materials that houses can be built from || Have students brainstorm different materials they have seen houses made from in real life and in fiction and list their responses on the white board || ·  White board ·  Dry erase marker || Different building materials hold up to wind differently || Have students glue different “building materials” upright on a piece of paper. Once the glue has dried, have students blow the material and see how it withstands “wind” || ·  Popsicle sticks ·  Cotton balls ·  Toothpicks ·  Spaghetti ·  Legos ·  Glue ·  Paper || What a chimney is || Students will search for pictures of chimneys in the three books and discuss with a partner other times chimneys are used (ex. Christmas, cold winter). Teacher will walk around listening for understanding. ||  ·   3 books || R-2-4.3: Generate questions before, during, and after reading to enhance recall, expand understanding and/or gain new information. OC–2–1.4: In oral communication, students demonstrate interactive listening by participating in large group discussions to show understanding. RIBTS 1.1 Teachers reflect a variety of academic, social, and cultural experiences in their teaching. RIBTS 2.3: Teachers select instructional materials and resources based on their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. RIBTS 3.1: Teachers understand how students learn, how students construct knowledge, acquire skills, develop habits of mind, and acquire positive dispositions toward learning. RIBTS 4.2: Teachers use their understanding of students (e.g., individual interests, prior learning, cultural experiences) to create connections between the subject matter and student experiences. RIBTS 4.3: Teachers use their understanding of students (e.g., individual interests, prior learning, cultural experiences) to create connections between the subject matter and student experiences. RIBTS 5.5: Teachers use tasks that engage students in exploration, discovery, and hands-on activities. ** What specific vocabulary do the children need to help them during the lesson ** || ** What will I do specifically to help the children understand this vocabulary ** || ** What specific materials/ equipment will I need to help the children with each vocabulary activity ** || Swine || Talk to the student about what is going on in the story and who the wolf is talking to when he calls one of the pigs a swine || ·  Kellogg book || Bungalow || Use their knowledge of Marshall’s book to predict what the bungalow is in Kellogg’s book. Label different types of houses (mansion, brick house, bungalow, etc.) on a worksheet. Have students decide which type of house they would want to live in and write a sentence saying why. ||  ·   Marshall’s book ·  Kellogg’s book ·  Worksheet with house pictures || Prowling || Remind the student to look at the picture and make a guess at the meaning of the word || ·  Trivizas Book || R–2–2.1: Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning (e.g., knowledge of word structure, including common base words and suffixes, such as “thick-est,” “hope-ful;” or context clues, including illustrations and diagrams; or prior knowledge). RIBTS 1.1 Teachers reflect a variety of academic, social, and cultural experiences in their teaching. RIBTS 5.3: Teachers make instructional decisions about when to provide information, when to clarify, when to pose a question, and when to let a student struggle to try to solve a problem. ** Comprehension Level ** || ** What are the comprehension questions (from each level) I will incorporate during the lesson ** || ** How will I specifically incorporate the various levels of comprehension questions ** || ** What specific materials/ equipment do I need to incorporate these comprehension questions ** || What is the pigs’ problem in Marshall’s book? || Students will have a whole class discussion to isolate the problem || None || What problem solving method did the pigs use in Kellogg’s book? || Students will discuss with a partner the method the pigs used to solve their problem || None || What is another way the wolves in Trivizas’ book could have solved the problem? || Students will describe in writing the problem the wolves faced, the problem solving method they came up with, and another way the problem could have been solved. Students will then trade journals for another student to give feedback and read different perspectives. ||  ·   Paper ·  Pencils || Is the wolf in Kellogg’s book really a bad guy? || Students will use a graphic organizer to list good and bad qualities about the wolf. They will then make a supported judgment about the wolf and discuss with a classmate || ·  Graphic organizer || How might the story be different if it was told from another animal’s perspective? || Create a skit with 3 other students from the Big Bad Wolf’s or Big Bad Pig’s perspective || ·  Pig masks ·  Wolf masks ·  Various Props ·  Paper ·  Pencils || R–2–4.1: Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text R–2–4.3: Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information R–2–16.1: Generates a personal response to what is read through a variety of means by comparing stories or other texts to related personal experience, prior knowledge, or to other texts R–2–5.5: Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying the author’s basic message R–2–13: Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text. OC–2–2.4: In oral communication, students make oral presentations by providing appropriate feedback to audience. RIBTS 2.7: Teachers generate multiple paths to knowledge and encourage students to see, question, and interpret concepts from a variety of perspectives. RIBTS 5.1: Teachers design lessons that extend beyond factual recall and challenge students to develop higher level cognitive skills. RIBTS 5.2: Teachers pose questions that encourage students to view, analyze, and interpret ideas from multiple perspectives. RIBTS 6.6: Teachers create learning groups in which students learn to work collaboratively and independently. The students will use a three-column response journal graphic organizer. The columns will be labeled “GOOD WOLF”, “BAD WOLF”, “MY THOUGHTS”. Please see attached example. I want students to be able to make a supported judgment on whether the wolf in Kellogg’s book is really a bad guy. By taking notes on the character, the students are also able to get early practice on using text to substantiate their thinking. The first two columns of the notes will allow students to organize their ideas before making a judgment about the wolf. Students will read the book first, then be able to look back and make a judgment about the wolf. They will be able to use the book to write their notes. Please see attached example. Students will be asked to complete a partner journal entry on a particular prompt (see below). They will then trade journals with another student. The partner journal will allow students to see that other students can have different perspectives. This will aid students in understanding one of the objectives I have for this unit. The partner journals will also allow students to practice peer-editing and respectfully communicating their ideas about another students’ work. Students will have time to write their own responses to the prompt. Then the teacher will collect the writings and redistribute them so that each student has a response other than his/her own. The students will read the response and then meet with the writer to give feedback on what they liked, didn’t like, and were confused about. What is another way the wolves in Trivizas’ book could have solved the problem? || ** How will this be incorporated ** || RIBTS 3.2: Teachers design instruction that meets the current cognitive, social, and personal needs of their students. RIBTS 3.3: Teachers create lessons and activities that meet the variety of developmental levels of students within a class. RIBTS 4.1: Teachers design instruction that accommodates individual differences (e.g., stage of development, learning style, English language acquisition, learning disability) in approaches to learning. RIBTS 8.2: Teachers use a variety of modes of communication (e.g., verbal, visual, kinesthetic) to promote learning. **__ Students reflect on the learning task  __** 1. Understand the similarities and differences among the three books. 2. Understand that different people can have different perspectives on the same story or event. 3. Understand there are different ways of solving problems. 4. Apply knowledge of problem solving strategies from the stories to solve an imaginary problem. R–2–16.1: Generates a personal response to what is read through a variety of means by comparing stories or other texts to related personal experience, prior knowledge, or to other texts R–2–5.5: Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying the author’s basic message R–2–4.1: Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text RIBTS 2.7: Teachers generate multiple paths to knowledge and encourage students to see, question, and interpret concepts from a variety of perspectives. RIBTS 5.1: Teachers design lessons that extend beyond factual recall and challenge students to develop higher level cognitive skills. RIBTS 5.2: Teachers pose questions that encourage students to view, analyze, and interpret ideas from multiple perspectives. ** Comprehension levels ** || ** What levels of questioning will I incorporate in the final assessment? ** || ** How will I specifically incorporate the various levels of comprehension questions? ** || ** What specific materials/equipment do I need to incorporate these comprehension questions? ** || Who is the “bad guy” in each book? || Students will discuss in pairs who they think the author portrayed as the bad guy. The teacher will walk around monitoring the discussion. || None || What are the similarities and differences between the problem solving methods the characters used? || Draw a 3 panel picture of the problem solving methods. The students will then conference with the teacher to describe how the pictures show the similarities and differences. ||  ·   Large construction paper ·  Crayons, markers, colored pencils || Develop a problem similar to one the characters in the books faced and write how you would solve the problem. || Students will complete a dialogue journal to answer the prompt. The teacher will respond to the journals in order to help the students improve and develop their response. ||  ·   Paper ·  Pencil || Which book is the best book and why? || Students will decide which book they think is the best. Then they will complete one of the activities in creative reading to display their perspective. ||  ·   3 books ·  Paper ·  Pencil || Which book is the best book and why? || Students will have three choices of how they display their opinion of the best book. (1) They can make a poster or story box advertising their favorite book and why others should read it. Students will present their posters to other classmates. (2) They can write a paper describing their opinion and read it to classmates. (3) They can work with a partner to create a skit or puppet show advertising the best book. ||  ·   3 books ·  Poster paper ·  Crayons, markers, colored pencils ·  Stencils ·  Paper ·  Pencils ·  Pig masks ·  Pig puppets ·  Wolf masks ·  Wolf puppets ·  Student brought supplies || W–2–3.3: In response to literary or informational text, students make and support analytical judgments about text by using details or references to text to support a given focus (Note: support may include prior knowledge). W–2–4.1: In written narratives, students organize and relate a story line/plot/series of events by creating a clear understandable story line, with a beginning, middle, and end, when given a structure. OC–2–1.2: In oral communication, students demonstrate interactive listening by conversing, and asking questions about content (e.g., stories, songs or poems). OC–2–1.5b: In oral communication, students demonstrate interactive listening by attending to speaker and waiting for appropriate turn to speak. OC–2–2.5 In oral communication, students make oral presentations by using strategies to engage audience (e.g., using eye-contact and adjustment of rate and volume). RIBTS 2.3: Teachers select instructional materials and resources based on their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. RIBTS 2.7: Teachers generate multiple paths to knowledge and encourage students to see, question, and interpret concepts from a variety of perspectives. RIBTS 3.3: Teachers create lessons and activities that meet the variety of developmental levels of students within a class. RIBTS 4.1: Teachers design instruction that accommodates individual differences (e.g., stage of development, learning style, English language acquisition, learning disability) in approaches to learning. RIBTS 5.1: Teachers design lessons that extend beyond factual recall and challenge students to develop higher level cognitive skills. RIBTS 5.2: Teachers pose questions that encourage students to view, analyze, and interpret ideas from multiple perspectives. RIBTS 8.4: Teachers emphasize oral and written communication through the instructional use of discussion, listening and responding to the ideas of others, and group interaction. **What QAR exercise will I do in the final assessment?** (This could be incorporated within any of the above comprehension questions) || ** How will I specifically incorporate the QAR? ** || ** What specific materials/equipment do I need to incorporate the QAR? ** || Part of the critical and creative comprehension questions. || Students will complete the activity on their own (without the texts). || See critical and creative comprehension question. || W–2–3.3: In response to literary or informational text, students make and support analytical judgments about text by using details or references to text to support a given focus (Note: support may include prior knowledge). OC–2–2.5 In oral communication, students make oral presentations by using strategies to engage audience (e.g., using eye-contact and adjustment of rate and volume). RIBTS 2.3: Teachers select instructional materials and resources based on their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. RIBTS 2.7: Teachers generate multiple paths to knowledge and encourage students to see, question, and interpret concepts from a variety of perspectives. RIBTS 3.3: Teachers create lessons and activities that meet the variety of developmental levels of students within a class. RIBTS 4.1: Teachers design instruction that accommodates individual differences (e.g., stage of development, learning style, English language acquisition, learning disability) in approaches to learning. ** What metacognition knowledge will I incorporate? ** || ** How will I specifically incorporate metacognition? ** || ** What specific materials/equipment do I need to incorporate metacognition? ** || Students will have to show knowledge about their own cognitive system by understanding how they process and deal with information (auditory, visual, kinesthetic) || Students will be given three choices of how they present their opinion of the best book during the critical and creative comprehension question. See above for more details. || See critical comprehension question. || W–2–3.3: In response to literary or informational text, students make and support analytical judgments about text by using details or references to text to support a given focus (Note: support may include prior knowledge). OC–2–2.5 In oral communication, students make oral presentations by using strategies to engage audience (e.g., using eye-contact and adjustment of rate and volume). RIBTS 2.3: Teachers select instructional materials and resources based on their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. RIBTS 2.7: Teachers generate multiple paths to knowledge and encourage students to see, question, and interpret concepts from a variety of perspectives. RIBTS 3.3: Teachers create lessons and activities that meet the variety of developmental levels of students within a class. RIBTS 4.1: Teachers design instruction that accommodates individual differences (e.g., stage of development, learning style, English language acquisition, learning disability) in approaches to learning. ** What are the specific writing concepts I will incorporate? ** || ** How will I specifically incorporate the writing? ** || ** What specific materials/equipment will I need to incorporate the writing activities? ** || Ideas Organization Conventions || During the analytic comprehension question students will be asked to complete a dialogue journal answering the following prompt: Develop a problem similar to one the characters in the books faced and write how you would solve the problem. The teacher will respond to each journal in order to differentiate for the students and help them develop their responses. ||  ·   Paper ·  Pencil || W–2–9.2: In independent writing, students demonstrate command of appropriate English conventions by using capital letters for the beginning of sentences and names W–2–9.4: In independent writing, students demonstrate command of appropriate English conventions by using correct //end// punctuation in simple sentences W–2–9.5a: In independent writing, students demonstrate command of appropriate English conventions by correctly spelling grade-appropriate, high frequency words W–2–9.5b: In independent writing, students demonstrate command of appropriate English conventions by correctly spelling most words with regularly spelled patterns (e.g., consonant-vowel-consonant, CVC with silent e, one syllable words with blends). W–2–9.5c: In independent writing, students demonstrate command of appropriate English conventions by giving a readable and accurate phonetic spelling for words that have not been taught. W–2–4.1: In written narratives, students organize and relate a story line/plot/series of events by creating a clear understandable story line, with a beginning, middle, and end, when given a structure. RIBTS 3.3: Teachers create lessons and activities that meet the variety of developmental levels of students within a class. RIBTS 4.1: Teachers design instruction that accommodates individual differences (e.g., stage of development, learning style, English language acquisition, learning disability) in approaches to learning. In my original goals, I wanted students to understand the similarities and differences among the three books, understand that different people can have different perspectives on the same story or event, understand there are different ways of solving problems, and apply knowledge of problem solving strategies from the stories to solve an imaginary problem. In many ways, I think the students were able to meet the goals. Students completed a variety of activities to compare and contrast the books. I asked the students to determine the problem in one of the books as a literal comprehension question while reading. This assured that the students were able to pick out the problem the pigs had to solve. Students were then asked the problem solving method used in Kellogg’s book. They had to understand the method in each book before being asked to compare and contrast all three books. Students were also asked for determine another way the characters in Trivizas’ book could have solved the problem. This required the students understood the method the characters used in the story and be able to develop another method. After reading, they drew a picture and explained how the problem solving methods in each story was similar and how it was different. This assured they understood the problem solving methods and the similarities and differences. By asking the students to write a partner journal about another way the wolves in Trivizas’ book could have solved their problem, students were able to read other students thoughts and perspectives on the story. Students also read three authors who varied the same basic story. I also asked students to make a supported judgment about whether the wolf in Kellogg’s book was really a bad guy. They were asked to write notes on a graphic organizer and then share with a classmate. This allowed students to hear others supported opinions about the wolf. Through this activity, students are able to see that some students may think the wolf is bad and others may not. The creative comprehension question asked during the reading had students create a skit from another character’s perspective. This also helped students to see that one character might see the story differently than another. During the after reading, students were asked to determine which book they thought was the best book. They had to choose a method to display their opinion and then present it to the class. Students may choose different books and have different reasons. Students are expected to respect the perspectives of their classmates throughout the unit. I asked students to come up with a different way to solve the problem in Trivizas’ book. This showed the students that there is more than one way the problem could be solved. Students were asked to find the similarities and differences between the problem solving methods in the three books. This shows that there are different ways to solve the same problem. After looking at the unit, I realize there were more activities associated with the first two goals. The students are asked to recognize the problem solving methods, but there is not really any explicit instruction or assessment to show the students understand that there are different ways to solve a problem. I also found there was very little assessment on whether students would be able to apply their knowledge of problem solving methods from the stories. After the reading, I asked students to write their own problem with a solution that is similar to one the characters in the three books used. This allows the students to be creative, but I am not sure if it truly assesses whether they would be able to apply the strategies in real life situations. << Back to Laura
 * Name**: Laura Donnelly
 * What are the three/four most significant things I would like the children to gain for this thematic lesson plan? (goals) **
 * 1) Understand the similarities and differences among the three books.
 * 2) Understand that different people can have different perspectives on the same story or event.
 * 3) Understand there are different ways of solving problems.
 * 4) Apply knowledge of problem solving strategies from the stories to solve an imaginary problem.
 * SCHEMA **
 * RIBTS and GLEs incorporated within schema readiness: **
 * VOCABULARY **
 * RIBTS and GLEs incorporated within vocabulary readiness: **
 * MODALITY CHECK **
 * Visual ** ||
 * Visual ** ||
 * Auditory ** ||
 * Auditory ** ||
 * Kinesthetic ** ||
 * Kinesthetic ** ||
 * RIBTS and GLEs incorporated in modality readiness for the children: **
 * Specific Goals for the actual “lesson”: **
 * RIBTS and GLEs incorporated within the goal section: **
 * SCHEMA **
 * RIBTS and GLEs incorporated within schema readiness: **
 * VOCABULARY **
 * RIBTS and GLEs incorporated within this vocabulary instruction: **
 * COMPREHENSION **
 * Literal (Translation & Recognition) ** ||
 * Literal (Translation & Recognition) ** ||
 * Interpretive Reading ** ||
 * Interpretive Reading ** ||
 * Analytic Reading ** ||
 * Analytic Reading ** ||
 * Critical Reading ** ||
 * Critical Reading ** ||
 * Creative Reading ** ||
 * Creative Reading ** ||
 * RIBTS and GLEs incorporated within the section: **
 * GRAPHIC ORGANIZER **
 * What graphic organizer will be used? **
 * Why will it be used? **
 * How will it be used? **
 * Give a sample of the one you will use. **
 * WRITING EXERCISE **
 * What writing will be incorporated into this part of the lesson plan? **
 * Why will it be used? **
 * How will it be used? **
 * Give a sample (prompt). **
 * MODALITY CHECK **
 * Visual ** || * Building materials list
 * Building material in wind
 * Chimney
 * Swine
 * Bungalow
 * Prowling
 * Analytic writing
 * Critical reading graphic organizer
 * Creative reading skit ||
 * Auditory ** || * Building materials discussion
 * Building material in wind
 * Chimney
 * Swine
 * Prowling
 * Literal discussion
 * Interpretive discussion
 * Critical reading discussion
 * Creative reading skit ||
 * Kinesthetic ** || * Building material in wind
 * Creative reading skit ||
 * Kinesthetic ** || * Building material in wind
 * Creative reading skit ||
 * Creative reading skit ||
 * RIBTS and GLEs incorporated in modality readiness for the children: **
 * Specific goals for the last part of the lesson plan: **
 * RIBTS and GLEs incorporated within the goal section: **
 * COMPREHENSION **
 * Literal (Translation & Recognition) ** ||
 * Literal (Translation & Recognition) ** ||
 * Interpretive Reading ** ||
 * Interpretive Reading ** ||
 * Analytic Reading ** ||
 * Analytic Reading ** ||
 * Critical Reading ** ||
 * Critical Reading ** ||
 * Creative Reading ** ||
 * Creative Reading ** ||
 * RIBTS and GLEs incorporated in this section: **
 * RIBTS and GLEs incorporated in this section: **
 * METACOGNITION **
 * RIBTS and GLEs incorporated within this section: **
 * WRITING **
 * RIBTS and GLEs incorporated in this section: **
 * Looking back on the first section and reflecting on the rest of the lesson plan, discuss the ways in which you feel you have met the original goals and any areas where you feel you have not met the original goals. **