Reading Skills Lesson Plan

Reading Skills Lesson Plan
Kaitlynn Krieger/Acuff
TCH 502
12/21/2020
Aesthetic reading is when readers are engaged in the experience of reading. The
readers are focused on what they are living through with a particular text versus looking for
specific information (Moore, 2020). For example, when reading “Night” by Elie Wiesel, you are
living through the experiences of a Jewish prisoner in one of the worst concentration camps
during World War II. Another example would be the Harry Potter series by J.K. Rowling, you are
living through the life of a young wizard as he faces tremendous challenges and great
adventures. You would not read Harry Potter to learn about spells and witchcraft. Just like you
wouldn’t read “Night” to examine the factors that caused World War II. Efferent reading is when
a reader is searching for information (Moore, 2020). Just like you wouldn’t read “Night” to
examine the factors that caused WWII, you would read it to learn about the torment and cruelty
that the Jews faced on a daily basis. Another example would be reading “To Kill A Mockingbird”
by Harper Lee, you would read this book to learn about the racism in Alabama in the late 1920s.
I teach special education, so I would teach the students how to use efferent reading
strategies when they are studying for a history test, but I would teach them to use aesthetic
reading when they are reading for pleasure. When students are reading for pleasure, they are
becoming the character in the book and they are living through that character's life. However,
when reading for informational purposes, the student is reading to find a specific piece of
information.
Lesson Plan:
Grade Level: 10th grade
Topic:
● Building vocabulary
● Exploring poetry
● Comprehending poetry
Objective(s): Given the materials and activities, the students will be able to do the following with
at least 75% accuracy.
● Students will comprehend, interpret, analyze, and evaluate poems.
● Identify and explain figures of speech in various literary works.
● Analyze the author’s purpose in a literary work.
● Make predictions and ask questions while reading ("10th Grade English Objectives ").
State/district standards for reading:

● L.9-10.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking; demonstrate proficiency within the
● 9-12 grammar continuum ("North Carolina Standard Course Of Study English Language
Arts ", 2017).
● L.9-10.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing; demonstrate proficiency within the 9-12
conventions continuum ("North Carolina Standard Course Of Study English Language
Arts ", 2017).
Materials/resources:
● Classroom set of “I and I Bob Marley” by Tony Medina
● Laptop with internet access
● Journal
● Headphones
Learning activities:
I will begin the lesson by presenting the book “I and I Bob Marley” to the class. I will have
the students study the front and back of the book and ask them to use their Chromebooks to
answer a question on Padlet.com. Padlet is an online poster board that students can post their
answers and opinions. This eliminates students from talking over each other and trying to steal
each other's thoughts. The first question they will answer will be “What do you think the book is
about and what do you think is going to happen?”
After the students have all posted their answers, I will cast the Padlet onto the TV so we
can read each other’s answers and discuss our predictions. Next, the students will answer
another question on Padlet.com about who Bob Marley is and they will be encouraged to post
as many things they know about him as they can. I will have this Padlet cast to the TV screen
for everyone to see as answers are being entered. We will have a small discussion about who
Bob Marley is.
After our discussions, we will read the first poem in the book, “My Heart The Island.”
While reading I will have the students take notes in their journals about what stuck out to them.
We will read the poem twice. After reading the poem, I will discuss items about the poem with
the students. Students are encouraged to take notes during the discussion. These items
include:
● What event is happening in this poem?
● What kind of tone does the poem have?
● Why is this event important?
● Where is the event taking place?
● How does this poem make you feel?
● What do you think the title of this poem means?
● How can a heart be an island?
The students will be given a topic pertaining to Bob Marley that they will need to
research. Those topics will be:
● Jamaica
● Africa
● Europe
● Reggae
Next, they will create one slide in a slide show software that has information about the
topic and pictures (like a digital poster). I will explain to the students that their slides should be
like an ad for their topic. They are trying to convince others to visit this place. This slide will need
to be esthetically designed to draw attention from others. It will need to be enticing and
persuasive. I will give the students subjects for them to look at when researching, such as
culture, history, artists, musicians, etc.
After they have finished their slide, the students will answer comprehension questions on
their own about the poem with 75% accuracy. They will be allowed to use their notes from the
reading and discussions. The questions will be based on the class discussions from that day.
Differentiation:
For the inclusion classroom, students will be given guided notes for them to fill in
throughout the reading and class discussions. They will be allowed to look back at these notes
during the assessment.
Method of assessment:
The students will be assessed on their comprehension with a formal assessment in
which they will need to score a 75% or better.
Works Cited
Moore, M. R. (2020). Efferent vs. Aesthetic Reading. http://composing.org/digitalmedia/efferent-vs-

aesthetic-reading/
North Carolina Standard Course of Study English Language Arts (2017).

https://files.nc.gov/dpi/documents/files/ela-standard-course-of-study.pdf
10th Grade English Objectives.

https://www.plcschools.org/cms/lib/NE01912173/Centricity/domain/738/secondary
%20curriculum%20objectives/10th%20Grade%20English.pdf

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Reading Skills Lesson Plan

Grade Level: 10th grade

State/district standards for reading:

Moore, M. R. (2020). Efferent vs. Aesthetic Reading. http://composing.org/digitalmedia/efferent-vs-

North Carolina Standard Course of Study English Language Arts (2017).

10th Grade English Objectives.

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