Bridgewater College Teacher Education Program Lesson Plan

Name:

Chelsea Nelson

Subject/Grade
Level:

Reading/5

Lesson Title:
th

Unit:

Intro to Carey the

Connector

Unit 6

Date or Lesson
#:

09/12/16

Virginia SOL/National Standard:

SOL 5.5L/5.6L

5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
b) Use prior knowledge and build additional background knowledge as context for new
learning.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
Measurable Lesson Objective(s): (Weekly)
SWBAT make connections to text, self, and the world with various fiction and nonfiction texts.
Materials/Technologies/Resources Needed:

- Notebook file for Smartboard

Assessment (Formative and/or Summative):

Students will be asked questions after mini lesson to evaluate their understanding of the
material today.
Anticipatory Set (Hook & Agenda):

Teacher will:

Students will:

Walk into class and introduce

yourself as Carey the
Connector. Explain to students
that they probably meet you last
year.

Listen and pay attention

maybe announce if they
remember who you are.

Access /Review Prior Knowledge:

Accommodatio
ns/Differentiati
on:
Bryson (deaf
impairment):
speak loudly Sean
(ADHD): remind not
to read

Anticipated
Time:
1 min

Teacher will:

Students will:

Ask students if anyone

remembers who you are. Explain
to students that they probably
meet you last year.

Announce if they remember who

you are.

Accommodatio
ns/Differentiati
on:
Bryson (deaf
impairment):
speak loudly

Anticipate
d Time:

1 min

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
Teacher will:

Display notebook file

and discuss:
>Slide 1 - Read, talk
about the 3 types on the
chain links and briefly
discuss the sentence
stems

Students will:

Accommodatio
ns/Differentiati
on:

Students will pay attention,

answer questions and make
discusses based on the
presentation

Bryson (deaf
impairment):
speak loudly

>Slide 2 - Read, ask

students why the
carpenter is the
character for
connections
>Slide 3 - Read and
discuss the correctness
of their previous
responses
> On slides 4 & 5 sing
the songs and discuss
the lyrics, as time allows
>On slide 6 discuss
that there can also be
an addition connection
type, text to media (t.v.,
video games, etc.) Have
students give a few

Help make a hand motion and

practice it.
Share connections

Sean (ADHD):
make sure he is
paying
attention,
remind him not
to read if he
starts to

Anticipate
d Time:
20 mins

examples to complete
the sentence starter.

Ask students to show

you the hand motion for
making connections,
practice together and
teach new students.
Remind them that if they
have a connection they
would like to share, they
should make this. Also,
remind them, that
sometimes they may
have to save a
connection to share at a
later time, or just use
the gesture as way to
recognize the
connection for their own
self. (SHARING EVERY
CONNECTION, EVERY
STUDENT HAS IS NOT
POSSIBLE!)

Closure:
Teacher will:

Ask students, How can

making connections
help us when we read?
and What are some
types of connections we
can make when
reading?

Declarative Summary Statement:

Students will:
Come up with reasons why
they think connections are
helpful for reading and share
them. Also, what are some
types of connections we can
make while reading and share.

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:
3 mins

Activity If Extra Time Remains or Technology Fails:

Teacher will:

With extra time, allow

students to give
examples.

Students will:
Give examples they have
thought of

Accommodatio
ns/Differentiati
on:

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.

Anticipate
d Time: