Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Kasey Randall

Grade Level: 5th grade
School: Cleveland Elementary
Date: 5-5-19
Time: 12:45-1:15

Reflection from prior lesson: This is a small group reading lesson with two learners who I have been
working with for several weeks. I work with these two girls in math and writing as well so I have built a
good relationship with both of them. Both girls struggle with reading but want to do well and work hard
to do their best, especially when it is a book that they enjoy or find interesting. Occasionally they do get
frustrated and need a break but typically they are able to jump back into the reading.

Lesson Goal(s) / Standards:

Goals:
Students will be able to infer pay subjects motivation, summarize part of a text, and
synthesize new information from content. Students will be able to use evidence to
support their thinking.

Students will be able to show fluency and accuracy while reading a text which is at their
independent reading level (level L)

Students will be able to recognize and use the -d and -ed ending on words

Standards:
CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
CCSS.ELA-LITERACY.RI.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.5.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 4-5 text complexity band independently and
proficiently.
Lesson Objectives:
1. When asked about a text that students have previously read The student will be able to
answer two out of three critical thinking questions that relate to information from
within the text.
2. When asked about a text that students have previously read The student will be able to
answer two out of three critical thinking questions that go beyond the text.
3. When given a series of words in the past tense students will be able to group them
based on their -ed or -d endings with 95% accuracy.
4. When given an appropriately leveled text (level L) students will be able to read with 95%
accuracy and demonstrate satisfactory comprehension

Materials Needed:
Word cards
Construction Creations
Pheobe and Mr. P

Contextual Factors/ Learner Characteristics:

This lesson takes place right after the student’s recess because of this by the time the girls get to the
classroom and get ready to learn are 30-minute lesson usually turns into a 25-minute lesson. The two
girls in this group can be very self-conscious about there reading but typically want to do well and can be
motivated to work. Both girls struggle with their fluency and accuracy they are stronger in their
comprehension and can often talk about and retell a substantial amount of the story after reading it or
having parts read to them.
A. The Lesson
1. Introduction (5min)
a. Once everyone is at the table and ready to go I will ask the students to hand back any
old books or fold sheets they have completed.
b. “Today we are going to look at the ways that we can change a word to show that we
have previously done in the past”
c. “We are also going to read a funny and interesting story today called Phoebe and Mr. P”

1. Content Delivery (20min)

a. Discussion (5min)
i. I will invite the students to share their thinking about construction creations. A
story that they read yesterday.
ii. some key understandings I would like them to express our:
1. a contest was held in which people built structures out of cans of food
decant structures included a pink dress are trained a dinosaur and a
banana suit.
 2. People had fun making them but the best part was when all the canned
food was donated to help people in need.
3. the contest was the way to motivate people to get involved in
contributing food to the needy.
4. The author wrote this story to inform the reader about a contest for a
good cause.
5. The writer helped to motivate people to get involved in projects to help
those in need.
iii. I will ask students to share their favorite part of the story.

b. Word work (10min)

i. I will show the students the following word cards: walk, smile, want. I will read
each bird and use them in a sentence.
ii. On the Whiteboard I will add -d or -ed to each word to show the action was
done in the past. And I will ask the students to eat read each word.
iii. I will ask students to point out what they notice about the endings of each
word.
1. students should point out that you can add -ed to the end of some
words to show that they were done in the past, but for words that end
with an e you just add -d
2. Students may also point out that sometimes the ending sound like T, D,
or -ed
a. If the students do not put on any of these principles I will point
it out for them
iv. It will then give the students the following word cards: walked, smiled, wanted,
jump, yelled, traded, hiked, raised, needed, cracked, boiled, waited. I will have
students place these words under the keywords walked, smiled, and wanted
based on their ending spelling pattern or sound pattern.
c. Reading 5min
i. “ Today you have a funny and interesting new story to read titled Phoebe and
Mr. P. You can see them on the cover Phoebe is a white parrot, and the man is
Mr. P. Mr. P stands for mister Persnickety. The word Persnickety means very
very particular you'll see if that's a good name for him.
ii. This book is about Phoebe and Mr. P and it is a graphic text. It's like a comic
book. As a reader, you need to look very carefully at the pictures because they'll
tell you a lot of the story. The pictures are in frames you'll read their frames
from left to right and top to bottom
1. I will demonstrate this if needed
iii. We will then go through the book and look at a few pages so the students can
get an idea of what they're reading
1. “Turn to Pages two and three. Do you see how there are lots of
pictures? Under the pictures, you see something to read. And in the
 pictures, you see speech bubbles that tell you what the characters are
saying or the sounds something is making.”
2. “ Look at the pictures in the two frames at the top of page two. You see
Mr. P sitting in his chair, and in the speech bubble he is saying “Ho-
hum”. underneath the picture, it says that Mr. P is a neat and tidy man
who lives a quiet life. What do you think Mr. P might be thinking”
a. students May respond that Mr. p is bored
3. “The fourth frames at the bottom to show the clock saying, “tick tock
tick tock.” the print at the bottom of the page tells that sometimes
being neat and clean and quiet can be too much of a good thing. So
maybe Mr. P wants something different.
4. Mr. P Decides to get a pet. The two frames at the bottom of page 6 that
have speech bubbles with little circles going up to them that means
what Mr. P is thinking but not saying anything out loud.
5. “now look at page six. In the bottom frame, it says that Mr. p spider pet.
Find the word spied. What does that mean?
a. I will clarify the word means to see or to spot if needed
6. “Turn the page eight and you see Phoebe. Why do you think Mr. P likes
her?”
7. “look at page 12. The writers and illustrators tell you that Phoebe was a
very intelligent and curious bird. You see the words intelligent and
curious under the second and third frames. Find the word intelligent.
Now find the word ``curious.”
8. “in the next few pages, you will find out all the things but Phoebe did to
keep herself busy while Mister Pete without. She even makes a
telephone call to Antarctica. You also see some of the sounds she makes
in speech bubbles and what she's thinking in the thought bubbles.
Remember to look carefully at the pictures in the frames and read the
speech and thought bubbles you also read the print below the frames.”
iv. Students will have the rest of the class time to read the story.

1. Closure (5min)
a. as a closure for the girls leave I will ask them to either make a prediction of what they
think is going to happen with Phoebe and Mr. P.
b. I will also hand out their fold sheet and go through the directions with them.

B. Assessments Used
1. Fold sheet: For each lesson, the students are given a full sheet which asks them to sort words
based on their -d or -ed endings. I will use this to see if they are able to do this independently or
if this is a lesson that we need to revisit.
 2. Observations: As a student work, on the word work I will be observing them make sure that
they are correctly identifying the -d and -ed spelling and sound patterns. This will tell me if this
is something we need to continue to work on or if we can move on to a different pattern. I will
also be observing and listening to each student read their fluency and accuracy and will
potentially stop them to ask them comprehension questions along the way.

3. C. Differentiated Instruction
a. High Flyers: I will rely on and prompt the students who seem to understand the content
of this lesson to help guide the conversations and support their peers who may not be
grasping the material as fast. If they are finishing their reading ahead of their other
students they will be given time to work on the fold sheets on this lesson or any other
fold sheets they may have. This is something they are expected to do outside of our
lesson times and do something they enjoy doing.
b. Strugglers: For the students who may be struggling with this lesson I will help them get
through the reading by helping them break down and decode words. If they do not
seem to be understanding the text I will stop them periodically throughout the reading
and ask them clarifying questions. If they are not able to answer my questions in a
reasonable amount of time I will ask them to reread that section to gain a better
understanding of it.

D. Resources
Fountas and Pinnell Leveled Literacy Intervention Lesson Guides; Volume 1