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LESSON PLANNING TEMPLATE
Teacher Candidate Name: Katelyn Sheridan
Grade: 5 inclusion
Topic: Language Arts/Reading Comprehension
Date of Lesson:10/29/14 Period 3
Standard/s):
R.I.5.1 Quote accurately
from a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.
R.I.5.4 Determine the
meaning of general
academic and domainspecific words and
phrases in a text relevant
to a grade 5 topic or
subject area.
R.I.5.10 Read and
comprehend informational
texts, including
history/social studies,
science, and technical
texts at the high end of
the grades 4-5 text
complexity band
independently and
proficiently.
RF.5.4 Read with
sufficient accuracy and
fluency to support
comprehension
-Read grade level text
with purpose and
understanding.
-Use context to confirm or
Learning objective(s):
and
opinions
Students will compete the Ask Questions and Gather Evidence section
on page 13. This assessment will be based on reading comprehension.
Formative Assessment: Exit ticket or Demonstration of Learning. The
students will complete a pre-made worksheet where they have to
match the correct sleuth tip to the example of how that tip would be
used. (Match tip to bullet point that was written on poster we reviewed
at the beginning of the lesson) This assessment will measure if the
students understand what Sleuth tips are and how we use them while
reading informational text and supporting our answers.
Formative: Turn and talk or Pair share
self-correct word
recognition and
understanding rereading
as necessary.
W.5.4 Produce clear and
coherent writing in which
the development and
organization are
appropriate to task,
purpose, and audience.
W.5.8 Gather relevant
information from print and
summarize.
Planning:
Teacher Resources (Internet Sites, Technology / Visuals)- Reading Street Sleuth Book Pgs 7,12, &13. The Whiteboard, Pre made
posters and pre made worksheet for exit ticket.
Academic Vocabulary:
Materials (e.g. Props/Manipulatives/Picture Book or Information Text): Reading Street Sleuth Book pages 7,12 & 13
Groupings: High, Middle and Low Group. Miss Windish will take the middle group, Mrs. Danko will take the high level group and I will
take the lower level group that will receive modifications. Within the groups the students will do pair shares to discuss answers to the
questions before discussing as a full group.
Family Engagement: Parents or guardians can check homework and review what was done in class on Miss Windishs homework
webpage.
Cite Sources (e.g. textbook page # or pinterest website) Reading Street Sleuth Book pages 7,12, and 13
Student prior knowledge needed: Understanding of fact and opinion and why facts are better for supporting an argument.
ENGAGE
Teacher
What questions will you ask?
What will you do, say, and/or
write? What tools will you use?
Motivate: Review the sleuth
tips. Show pictures of
characters like Scooby Doo, a
detective, and Inspector
Students
What will students do? What tools will students use? Where in the classroom
are the students? How will students be grouped?
The students will conclude that all the characters solve mysteries.
Students will relate the tips to how Scooby Doo might solve a case.
Students will open their Sleuth books to page 12 and 13 to see what we will
be reading. They will participate in the discussion about the size of Nauru
after looking at the map projected on the interactive white board.
Students will point out that in our text there are images that could help us
figure out what we are going to be reading about. They may also state that if
the text had captions, charts and graphs that those features can also help us
gather evidence. Students will have reviewed this knowledge when
reviewing the Sleuth Tips in the motivate section.
The students will be grouped into three groups based on their skill level. I will
take the low level readers, Miss Windish will take the middle group and Mrs.
Danko will take the high level.
Lower level group: Students will read assigned parts that are highlighted
on their printed sheet (1 page). They will have time to review their part
before we read.
Middle and higher reading groups: Miss Windish and Mrs. Danko may
assign parts to the students. Students will read from the book (2 pages).
1. Student will use the sleuth tips Gathering evidence and Prove it: They will
orally state the challenges and cite where they found evidence for their
answer on page 12.
2. Students will find on page 12 the effect of phosphate mining and cite
mining cleared the lush tropical rainforest or they might just cite
phosphate mining brought in money for the small country and helped it
prosper. If students only cite the last example we will discuss as a group
why the 1st citation would be better evidence to use.
3. After students locate where in the text desalination is mentioned. We will
read it as a group and find evidence to cite to support our answer.
4. If students are familiar with the great depression they may respond with I
predict the Nauruans will go into a depression I will then prompt them to
support this using evidence from the text. If students are not aware of the
depression they may respond with Nauruans will have a hard time finding a
job.
Students will complete the ask questions and Gather evidence sections on
page 13 after the group completes reading the text. The Make Your Own
Case Section will be used as independent homework practice.
will be assigned as
independent homework
practice.
Differentiated Instruction- The
Ask Questions section will be
modified so the lower level
students only have to come up
with one factual question they
would like to research.
EVALUATE
Formative Assessments: I will
This pre made worksheet will be completed at the end of class. It will be
have a pre made exit ticket. I
their exit ticket and will be graded to see if the students understand the
will have an example of how a
sleuth tips we use while reading.
sleuth tip is used and they
have to match the correct
sleuth tip to the example. For
modifications I will give lower
level students a word bank of
the 4 choices.
Differentiated Instruction: Two students will receive a copy of the sleuth tips page 7 to have at their desk and refer to.
Students will be grouped into high, middle, and low reading groups. The low group will receive assigned highlighted parts when
they read. They will also be given a plain B&W sheet of the text fit on one page so they can read without the distraction of the
colors and images.
*******Analysis of Student Learning and Reflection To be completed AFTER lesson implementation*******
Students were able to
Evidence
How can I improve upon this lesson and what are the implications for future lessons and my own professional development?