ED315 LESSON PLAN Lesson # __1_____ Format and Cooperating Teacher Feedback Form Name: Char Skenandore Date:

3-11-13 Content Area: Language Arts Grade: 5

GOALS: CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LiteracyL.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range strategies. PREASSESS: Through observation and talking with my CT, I found out that the class is working on using evidence from a text to support the readers response. I also noticed that the students were working on synonyms during their DOL work, so I know they are familiar with the concept. OBJECTIVES: The students will construct the meaning of unfamiliar word using text clues. The students will identify evidence from the text to support their ideas. The students will distinguish the theme of the story. ASSESSMENT: Informal: I will observe and monitor student participation during the reading, looking specifically for suggesting words, making connections, sharing ideas, and asking questions. Another assessment tool will be the I am word conscious sheet I will have them complete at the end of the lesson. MATERIALS NEEDED: Chalkboard/White board and chalk/dry erase markers Book, Naked Mole Rat Gets Dressed, by Mo Willems (multiple copies, if available) I am word conscious sheet and pencil Post-it notes and marker TOTAL TIME NEEDED 30-35 minutes

PROCEDURES: Introduction (5 min): (Students are gathered on the floor near the white board w/pencils) *Working on using evidence from the text to support ideas/responses and using synonyms *Important to be word conscious as you read WORDS MATTER give visuals and meaning to a story. *Important to identify unfamiliar words and construct meaning. *Introduce book and give brief overview Wilbur is unique *write UNIQUE on board; ask students to think about that means; turn & talk w/partner *write synonyms on white board *think about that as we read and what evidence you find in the text to support it Steps for Instruction (25 min): Reintroduce book, instructing students that if they hear a word they dont know as I am reading, to shout out and that I will write it on a post-it note and put it on board for later Begin to read book For the first word shouted out, write it on the board, have students think about it, turn & talk, then share synonyms for that word, writing them on board for all to see. If no words are identified, do this step with sarcastic on page 8. For each additional word, write up a post-it and hang it on the board to address after the story Read through story, stopping at several points to discuss the story, asking for students to support ideas with evidence from text: page 14 Wilburs feelings page 18 What do you think the other mole rats were thinking? page 24 Why/How did Wilbur play it safe? After reading the story, have students take a moment to reflect on the story. Ask, What did themes did you infer from this story? (Ok to be different, courage, open-minded, etc.) What evidence from the text supports that idea? Address the unfamiliar words addressed during the reading. Introduce Word Conscious sheet (see attached). Have each student choose one of the identified words from the board and construct its meaning using the Word Conscious sheet. Let students reference the book to help construct meaning. Give them about 5 minutes to complete. Have them share their word with their dorm group. Choose a few students to share with whole group.

Strategies for students requiring additional assistance: If students arent identifying unfamiliar words, I will choose the first one, modeling how to do it. If students arent able to supply evidence for their answers, I will ask the question differently, ask a question to prompt them, or page back through the book to give them support.

Closure (3 min): *So, show me thumbs up/side/down about how you liked this book and activity. *What were some things that you learned and will use when you are reading and discussing a book? *Well, I think all of you were very word conscious today. The next time you are reading, I want you to pay attention to the words to help you understand the meaning and feelings of the text, as well as use the text to help you construct meaning for any unfamiliar words. *Collect Word Conscious sheets

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