Lesson Plans for Fifth Grade Reading Week 6 September 26­30 Teacher Says/Does: TEKS: ● (9) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order ELPS: ● 5(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. Learning Intention: ● We are learning to reflect on our learning. Success Criteria: ● To be honest with myself with my strengths and weaknesses in the area of reading Guiding Questions and Stems: ● What is my next goal in reading? ● What is an area of strength I have in reading? ● What is an area that I am weak in reading? ● Do I feel like I have taken ownership over my learning? Vocabulary: ● Analysis ● Reflection Read Aloud: ● N/A Differentiation: ● N/A Assessment: ● N/A Student Says/Does: Lesson/Activity: ● Students will fill out their 2nd reading analysis sheet completely and place in their yellow reading progress folder ● Students have library today: ○ Rucker HR­ 8:30­9:00 ○ Foley HR­ 10:00­10:30 ○ Grant HR­ 1:00­1:30 ○ Ingram HR­ 2:30­3:00 Exit Ticket: ● N/A Goal Setting: ● Fill out 2nd reading analysis and reflect Lesson Plans for Fifth Grade Reading Week 6 September 26­30 Resources: ● Visible Learning by John Hattie Teacher Says/Does: TEKS: ● 11​(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order ELPS: ● 1​(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade­level learning expectations. Learning Intention: ● We are learning to write a main idea for a story. Success Criteria: ● To write a main idea of a story including the main character, the problem, and the solution Guiding Questions and Stems: ● What is the main idea of this story? ● What is the main idea of this chapter? ● What is the main idea of this paragraph? Vocabulary: ● Topic ● Main Idea ● Supporting Details Read Aloud: ● A Chair For My Mother by Vera Williams Differentiation: ● Students will choose and read a book that is on their reading level. ● GT­ needs to have text evidence from the story to Student Says/Does: Lesson/Activity: ● Teacher will read, A Chair for My Mother. ○ Students will write a main idea of the story in their reader’s response notebook after the story is complete. ○ They will practice (if need be) using the graphic organizer, “Somebody, Wanted, But, So, Then” ○ Teacher and students will discuss how to find a main idea with supporting details ● Students will have an opportunity to practice main idea by choosing a realistic fiction book on their reading level at their desk. Teacher will have various short stories at each table. ○ They will then write a main idea from the story they just read. ● Reader’s Workshop/Guided Reading Exit Ticket: ● N/A Goal Setting: ● Go over MAP data (student's RIT score should be 207) ● Fill out 2nd reading analysis and reflect Lesson Plans for Fifth Grade Reading Week 6 September 26­30 support answer, add 2 inferences about the read aloud ● SpEd­ will have hard copy notes Assessment: ● N/A Resources: ● Guide on the Side, pg 120­121 ● Leveled Literacy Intervention­ purple kit Teacher Says/Does: TEKS: ● 11​(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order ELPS: ● 1​(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade­level learning expectations. Learning Intention: ● We are learning to write a main idea for a story. Success Criteria: ● To write a main idea of a story including the main character, the problem, and the solution Guiding Questions: ● What is the main idea of this story? ● What is the main idea of this chapter? ● What is the main idea of this paragraph? Vocabulary: ● Greek Roots (part 1) Read Aloud: ● Brave Irene by William Steig Differentiation: ● Students will choose a book on their reading level. Student Says/Does: Lesson/Activity: ● Students will listen to the story, Brave Irene. ○ Students will write a main idea of the story in their reader’s response notebook after the story is complete. ○ They will practice (if need be) using the graphic organizer, “Somebody, Wanted, But, So, Then” ○ Teacher and students will discuss how to find a main idea with supporting details ● Students will have an opportunity to practice main idea by using their independent reading book. ○ They will then write a main idea from the story they just read. ● Reader’s Workshop/Guided Reading Exit Ticket: ● N/A Goal Setting: ● Go over MAP data (student's RIT score should be 207) ● Fill out 2nd reading analysis and reflect Lesson Plans for Fifth Grade Reading Week 6 September 26­30 Assessment: ● Student Observation, Formative­ notebook check Resources: ● www.storylineonline.net ● Leveled Literacy Intervention­ purple kit ● Genre Study pgs 62­65 Teacher Says/Does: Student Says/Does: TEKS: Lesson/Activity: ● 6 (A) describe incidents that advance the story or novel, ● Foreshadowing Nursery Rhymes – explaining how each incident gives rise to or ○ Explain to students that foreshadowing can warn about foreshadows future events; a future event. ELPS: ● Pass out the “Foreshadowing Shapes” and “Altered Nursery ● 1​(H) develop and expand repertoire of learning Rhymes” worksheets. strategies such as reasoning inductively or deductively, ○ Explain to students that they will be matching looking for patterns in language, and analyzing sayings foreshadowing sentences with nursery rhymes. In other and expressions commensurate with grade­level words, they’ll be altering nursery rhymes to include a learning expectations. statement that foreshadows an event in the rhyme. Learning Intention: ● We are learning to discover foreshadowing in a story. ○ Have students cut out the shapes on the Success Criteria: “Foreshadowing Shapes” page. ● To be able to locate foreshadowing in a story ○ Have students glue the shutter shapes over the nursery ● To read carefully in order to look for clues that the rhymes on the “Altered Nursery Rhymes” page (see author gives to the reader pics on the next page). Guiding Questions/Stems: ○ Have students determine which foreshadowing ● Since ______ happened, I bet ______ will happen. sentence goes with each nursery rhyme. Vocabulary: ○ Have them glue the sentence on the flap that covers ● Foreshadowing the corresponding nursery rhyme. ● Flashbacks ●
Have students write their own foreshadowing sentence for the Read Aloud: ● Good News, Camping Trip, Driving Test “Jack and Jill” nursery rhyme. Differentiation: ● Lesson Foreshadowing Guided Notes ● Students will read a book on their own reading level. ○ Have students share out the sentences they selected to Assessment: foreshadow the events in each nursery rhyme. Lesson Plans for Fifth Grade Reading Week 6 September 26­30 ● Formative, Driving Test Questions Resources: ● file:///C:/Users/mrucker1/Downloads/LiteraryDevicesMi
niUnitFlashbacksandForeshadowingLessons3Days.pdf ○
Note how foreshadowing can be a warning or indication of a future event. ○ Distribute student packets. ○ Give guided notes on literary devices and foreshadowing. ● Foreshadowing – Reading Comprehension ○ Have students open to the first (of 3) reading passages – “Good News.” ■ As a class, read the passage and answer the questions together. ○ Have partners work together to read the second reading passage, “Camping Trip,” and complete the chart that follows. Share out responses. ○ Have students work independently to read and complete the questions for the final reading passage, “Driving Test.” Share out answers. ● Foreshadowing – What happens next? ○ Have students open to the “Foreshadowing – What happens next?” page in their packets. ○ Remind students that foreshadowing helps readers make predictions about future events in the text. ○ Have students read each example of foreshadowing and then make an educated guess about what could happen in the future. ○ As students finish, have them share their responses with a partner. Have students discuss how they developed each prediction with their partners. ○ If time permits have students share out their foreshadowing predictions. Exit Ticket: ● N/A Goal Setting: Lesson Plans for Fifth Grade Reading Week 6 September 26­30 ●
Teacher Says/Does: Go over MAP data (student's RIT score should be 207) Student Says/Does: TEKS: Lesson/Activity: ● 6 (A) describe incidents that advance the story or novel, ● Flashback – Guided Notes explaining how each incident gives rise to or ○ Review notes about foreshadowing from the previous foreshadows future events; class. ELPS: ○ Explain to students that they will be learning about ● 1​(H) develop and expand repertoire of learning another literary device, flashbacks, today. strategies such as reasoning inductively or deductively, ○ Give guided notes on flashbacks to students. looking for patterns in language, and analyzing sayings ● Flashback – Reading Comprehension and expressions commensurate with grade­level ○ Have students open to the first (of 3) reading passages learning expectations. – “Birthday.” Learning Intention: ● We are learning to discover foreshadowing in a story. ○ As a class, read the passage and answer the questions Success Criteria: to the right of the passage together. ● To be able to locate foreshadowing in a story ○ Then, have partners work together to complete the ● To read carefully in order to look for clues that the second reading passage, “Election Day,” and complete author gives to the reader the chart that follows. Guiding Questions/Stems: ○ Share out responses. ● Since ______ happened, I bet ______ will happen. ○ Finally, have students work independently to read and Vocabulary: complete the questions for the final reading passage, ● Foreshadowing “Snowfall.” ● Flashbacks ○ Share out answers. Read Aloud: ● Birthday, Election Day, Snowfall ● Find the Flashback Differentiation: ○ Have students open to the “Find the Flashback” page in ● Students will read a book on their reading level. their packets. Assessment: ○ Divide students into groups of 3. ● Formative, Foreshadowing and Flashback stations ○ Distribute highlighters or colored pencils. Resources: ○ Have the small groups of students read each ● file:///C:/Users/mrucker1/Downloads/LiteraryDevicesMi
mini­passage and highlight (or shade over) the niUnitFlashbacksandForeshadowingLessons3Days.pdf flashback in each passage. Lesson Plans for Fifth Grade Reading Week 6 September 26­30 ○
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Students can also circle the words that signal a flashback. Encourage groups to discuss what the flashbacks teach the reader about the characters. Have small groups share their answers with another small group. Exit Ticket: ● N/A Goal Setting: ● Go over MAP data (student's RIT score should be 207)