Interactive Read Aloud Weslandia by Paul Fleishman

Grade: 5th
Standard(s):
CCSS.ELA-LITERACY.RL.5.4 - Determine the meaning of words and phrases as they are
used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-LITERACY.SL.5.1 - Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.
Objective: Students will be able to listen as the teacher reads aloud stopping to make predictions
and connections as well as decode vocabulary.
Materials: Weslandia by Paul Fleishman
Lesson Sequence:
Before Reading:
o Today we will be reading a book to you by Paul Fleischman called Weslandia.
o When you look at the cover and title of this book, what do you think this book will be
about? Think about this for a moment and then we will share some of our predictions.
o These are some great predictions. I think that the suffix landia may give us a very big
clue in to what this story will be about.
o As we read, I want you to think about how your predictions have either been confirmed
or changed. Please raise your hand and share with us when your predictions have been
confirmed or changed. I also want you to be taking note in your head as we read of any
vocabulary that comes up that you are unsure of.
During Reading:
o Stop and discuss predictions, connections, and vocabulary throughout the text.
o Questions:
Page 2: Have you ever felt like an outcast before? Or thought about doing something
just because everyone else was doing it? Did you do it or did you decide to just be
yourself?
Page 3: Have you ever been bored with the world around you and wanted to make a
change?
o Modeling My Thinking:
Page 2: Ive definitely thought about doing things before just because everyone else
was doing it but I realized how important it was to stay true to myself and only do
things because I want to do them, not just because they were popular like Wesley
when his dad wanted him to cut his hair.
o Work on discovering the meaning of the following vocabulary words from the text with
the students using text and picture clues.
Civilization - the society, culture, and way of life of a particular area
Bedlam - a scene of uproar and confusion
Aromatic - having a pleasant and distinctive smell

Myriad - a countless or extremely great number

Scornful - a feeling of disgust or anger
Blunders - make a stupid or careless mistake; act or speak clumsily
Morale - the confidence, enthusiasm, and discipline of a person or group at a
particular time
After Reading:
o Thank you for listening and sharing your thoughts while we were reading.
o Now, I would like you to turn and talk with a partner about some things you would have
in your own civilization if you could create one like Wesley. What would you eat? Wear?
What would the environment be like? Who would you want to live there with you?
o I love some of your ideas for your own civilizations. I would love to live in some of
these. If I could create my own civilization I would want it to be somewhere warm and
sunny. I would want to eat lots of pasta and vegetables because those are my favorites so
I would have to grow the right plants for that. I would want to wear really loose,
comfortable clothes. Im not sure who I would want to live there with me but I couldnt
live there without my dog!
Assessment:
o Students will be successful in achieving the objective if they are able to make reasonable
predictions, connections, decode meanings of words, and share meaningful thoughts and
ideas.

Readers Workshop - Making Inferences About Secondary Characters

Grade: 5th
Standard(s): 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.
Objective: Students will be able to make inferences about secondary characters in their social
conflict stories through filling out their charts.
Materials:
Weslandia by Paul Fleischman
SmartBoard
Inference Charts
Pencils
Social conflict novels
Procedure
Lesson Introduction:

o I know you all have been reading your social conflict novels and I hope you have been
enjoying them. Today I am going to teach you a skill for making inferences about
secondary characters in our text. Sometimes it is harder to make inferences about these
characters because we know less about them but hopefully the way that I am going to
show you how to make inferences can help.
Teach and Model:
o Does anybody remember when I read Weslandia to you guys a few weeks ago? Can
somebody please remind the rest of the class what Weslandia was about?
o Although there was little mentioned about Wesleys mom and dad in Weslandia, I think
we can make some inferences about them.
o Today we are going to use this chart (attached, show on SmartBoard) to make inferences
about our secondary characters.
o Do example with Wesleys mother rereading parts about her in the text.
Guided Practice:
o Now I want us to try doing the same thing but with Wesleys father.
o Reread parts about Wesleys father in the text.
o After rereading that, who has an inference they can make about Wesleys father? Turn
and Talk with a partner about your inference and then and then we fill out the inferences
you guys have come up with.
o Guide students through filling out the chart.
Independent Practice:
o Students will read their own novels and fill out the same chart using two secondary
characters from their novels.
Assessment:
o Students will be assessed on their ability to complete the chart and make reasonable
inferences.