Nikki Hester's Math Lesson Plan

Tuesday, February 3, 2015

Time

Essential Question (EQ):

9:30

Standard(s):
CCSS.ELA-LITERACY.RL.5.1

Using informational text, how does a reader

Quote accurately from a text when explaining what the text says explicitly and when

compare and contrast Mars and Saturn?

drawing inferences from the text.

10:3

CCSS.ELA-LITERACY.RI.5.2

Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.

CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.

CCSS.ELA-LITERACY.RI.5.4
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.

CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

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.

Nikki Hester

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9:30
9:55

Teacher Background Knowledge:

Opening (Engage):

1. Chemical Engineer: a type of engineering that

deals with the use of chemistry in industry
2. Mars: Mars is the fourth planet from the Sun

State todays objective and its purpose

Introduce USF Chemical Engineering doctoral student, Anne Caraccio, who is living

and the second smallest planet in the Solar

in isolation on the slopes of the Mauna Loa volcano in Hawaii

System, after Mercury

Tell students we will be rereading Mars- The Red Planet, to find important

3. Saturn: the planet that is sixth in order from

the sun and that is surrounded by large rings
4. Differences between inner and outer planets

information about Mars to find out more knowledge about Anna's trip
Reread together and have students code important information in text as they are
following along
Model think-alouds as reading that connect to objective- Focus on important details
Ask students to share what important information they found to record on the

Transitions:
LDC packet, Video, iPad pass around article

9:55- *Building Understanding (Whole Group

Exploration-Core):

graphic organizer (class discussion)

think-aloud how this will help us complete the performance task?
end with traveling to Mars video
This could be you! 2026 graduate college!

Transition into learning about Saturn to compare inner and outer planets, think-aloud
connection to the USF student and traveling to Mars video.
Could we travel to Saturn as Astronauts?

Text codes:

-What do you think and why?

Star= Important

Lets build our knowledge by reading, Saturn: The Ring World (Independently) while

S= Similarities

coding important information

D-Differences

Think back to objectives which are...

-Be ready to share!
Do you agree or disagree with what your should partner shared? Why?
Complete graphic organizer as a class
Engage with picture of Earth with Saturn rings
Have students complete Venn Diagram by modeling similarities and differences
(independent)

Checkpoint (Informal Formative Assessment):

-Circulating to see completion of work

Pair/Share HOT Questions:

What information from the Mars/Saturn article did you determine as important?
Could we travel to Saturn as Astronauts?
-What do you think and why?
Do you agree or disagree with what your should partner shared? Why?

Nikki Hester

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Independent /Small Group Practice

Lesson Closure:

(Differentiation):
Writing- Opinion writing piece

Pull back to guided group those who need

more time to finish reading/comparing and

"Using text evidence, compare and contrast Mars and Saturn by writing a letter to

contrasting.

Anne Caraccio stating...

1. What planet you would like to travel to in the future. Mars or Saturn? Why? What
are their similarities and differences?

or...

2. Write to Anne Caraccio information she must know about the differences and
similarities between Mars and Saturn before she leaves for her trip to Mars."

Teacher think-aloud about connections with our objectives and performance task.
Independent activity

Materials & Additional Components:

Websites:
Mars Video Clip- http://www.nasa.gov/mov/178697main_045_ksnn_3-5_rt...
USF Article- http://news.usf.edu/article/templates/?a=6247&z=21...

Evidence of Learning (The students will be able to)

...Compare and contrast Mars and Saturn using two texts.

Checkpoint (Formative/Summative Assessment)

-Response to reading writing assignment
Rationale:

Student

Why are you teaching this objective? Where does this lesson fit within a larger plan?

Misconceptions:

This unit has previously taught student inner and outer planets now they are learning about specific planets, starting
today with Mars and Saturn.

Accommodations:
ELL dictionary
captions for video
modifications to original district made lesson to meet needs of my students added to add to their learning, a real
audience

Nikki Hester

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***Meeting students' needs:

Connections to the
community?

-Connecting to USF as we are

a
partnership school and a lot
of families work for USF. Also,
we
are attending an USF
Engineering Expo as a field
trip next Friday.

*What will you do if?

Teacher

Reteach:

Enrichment:

-Differentiated

-Students explore

instruction

in out technology

by putting students into

center/school library

groups based on

for texts about

academic

planets

needs.

and traveling to

Takeaways:

space.

Spend more time doing this ***Reflection

Nikki Hester

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Nikki Hester

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