Bria Burnette

Monday, October 26, 2015

Lesson Foundation
Lesson Title: Day 1
Unit Title: A Plan of Action
Lesson Number w/i Unit: Week 4, Day 1

Time Allotted: 75 Minutes

Grade Level: 5th Grade
Subject Areas: Reading

Standard(s):
L.5.6: Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast, addition, and
other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in
addition).
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.
RL.5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
L.5.5a: Interpret figurative language, including similes and metaphors, in context
Essential Question: When has a plan helped you accomplish a task?
Instructional Objective(s):
The students will complete 6 of the 8 vocabulary sentences with 100% accuracy.
The students will utilize the graphic organizer to accurately determine the theme
of the story,
The students will make a prediction about a situation within the text and revise
their prediction if necessary.
The students will locate 3 of the 4 examples of personification in the story with
100% accuracy.
Formative Assessment: Use scaffolded questioning throughout the lesson to formatively assess
students understanding of finding theme and personification as well as determining the meaning
of the vocabulary words. Do a quick check of their work on the vocabulary workbook page to
ensure that their sentences are sensible. Use thumbs up/sideways/down to determine what
students already know about theme.
Summative Assessment: Students will complete the Weekly Assessment to summatively assess
the skills and strategies presented in Week 4.
Lesson Body
Introduction: Students will write their week of homework in their planners as soon as they
arrive in class. They will be asked to read The Magical Lost Brocade on pages 136-139 in their
small textbook. Ask number threes at each table to pass out journals and number fives to pass out
workbooks. Ask students to jot down any words that do not know in their journals as they read.
Give them approximately seven to ten minutes to read independently.

Teaching Procedures:
Description of Method(s) Used to Present Subject Matter: The students will independently
read The Magical Brocade in their small textbook. As they read, they will jot down any terms
they have trouble figuring out. After reading, there will be whole group instruction on the
following skills and strategies: vocabulary, making predictions, theme, personification, and
discussing the essential question. Close the lesson by introducing the stations for this week so
that students can easily begin them in tomorrow;s class without having to be given instructions.
Guided Practice (GP)/Independent Practice (IP):
Vocabulary:
GP: After students have read the story and written down words
that are unfamiliar with, go over the words as a group and determine meaning for
each of them. Encourage students to add words that they did not have on their
lists, such as the vocabulary words. Take time to go over these words in context of
the story and by giving synonyms that students may already be familiar with.
After writing the meaning for each of the words (including vocab words for the
week), ask students to complete page 81 in their workbook. They have five
minutes.
IP: Complete workbook page 81 in workbook to practice and
strengthen understanding of the vocabulary words.
Theme:
GP: Do a formative assessment check of what students already
know about theme by asking them to give a thumbs up if they know what theme
is, a thumb sideways if they have heard of it but arent sure what it means exactly,
and a thumbs down if they have no clue what it is. Call on several students with a
thumbs up to explain what they think theme is. Use the birthday party theme
example to make it relevant to students lives. Scaffold students to understanding
that the theme is the message about life that the author wants to share with the
readers. It is rarely stated explicitly and often has to be inferred. Guide students
throughout page 137 of the story. explain how you can use what characters do and
say along with the results of those words and actions to help identify the theme .
Model how to fill in the graphic organizer on page 82 as the attempt to find the
theme.
IP: Complete workbook page 82 with a partner to use text
evidence to determine the theme of the story. You have five minutes. After
completing this, ask students to summarize what evidence they used to determine
the theme. If students are having trouble identifying the theme, scaffold them to
understanding that people like Ping who make promises and develop plans to
keep them will likely succeed is one way to state the theme.
Making Predictions

 GP: Briefly remind students how they can make predictions in

order to determine what might happen next in a story. Also, predictions made
early in the story will likely change as characters and plot develops. Encourage
students to confirm and revise their predictions as they read. Model how to do this
on page 138. Predict that Ping will succeed, because the text says that he promises
that he will do his very best.
IP: Work with a partner to share one prediction you had after Ping
left the Mountain of the Sun. What evidence did you use? Was your prediction
correct or did you have to revise it? Take two to three minutes to share with your
partner. Discuss a few predictions aloud with the class.
Personification:
GP: Explain that our vocabulary strategy this week is
personification. Ask students to write the term personification in their journal, and
explain that it means to give human qualities to animals or objects (which is
typical of folktales). Show the following video to demonstrate personification:
https://www.youtube.com/watch?v=P7k2MkVYLDE. Ask students to describe
Chillie, the refrigerators actions and feelings. Note that these are typically used
or humans and not refrigerators or other objects.
IP: Return back to the story. Work with the person across from you
and find at least three examples of personification in the story. Write them in your
journal. You have three minutes. After the time is up, call on pairs you know to
have correctly identified the examples within in the story. Discuss each and why
they are examples. Find a nonexample and discuss why it is not personification.
Essential Question:
GP: Refer to the essential question. Encourage students to go back
into the text for evidence of how Ping developed a plan that helped accomplish
his task. Discuss these whole group.
IP: Make a text-to-self connection: When have you ever followed
a plan in order to accomplish a task? Turn to your partner and share. You have one
minute.
Closure: Explain the stations that students will complete during the remainder of the week.
Emphasize that students should attend to instructions now so that they are not interrupting small
group to ask questions.

Lesson Essentials
504 Accommodations: One student with a 504 plan requires the following accommodations:
proximity seating to teacher and and away from distractions, an additional 30 minutes on

assessments if necessary. and a teacher initial in his planner to ensure that he writes down his
homework.
Differentiated Learning Activities:
This lesson will address the needs of several of the learning styles represented in the class:
Picture- Visual learners will benefit from using a graphic organizer to visually plot the
information that led them to identifying the theme.
Self- Students are given an opportunity to read the story and write any words they may
not know independently. They also complete the vocabulary workbook page
independently.
People- Students do a great deal of turn and talk to practice the skills and strategies
throughout the story.
Instructional Resources, Materials, and Technology:
Resources: Youtube
Technology: SMART Board, projector, Youtube video: https://www.youtube.com/watch?
v=P7k2MkVYLDE
Materials: journals, pages 81-82 in workbook, pencils, Reading and Writing Workshop
textbook, station materials