UNLV/Department of Teaching & Learning

UNLV Student: Stephanie Killian PSMT Name: Klaus FriedrichLesson Plan Title: ELA Review Centers Lesson Plan Topic: Language ArtsDate: February 25, 2016 Estimated Time: 60 MinutesGrade Level: 5th Grade School Site: Walter Bracken ES

1. State Standard(s): CCSS.ELA-LITERACY.RL.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.5.3 Compare and contrast two or more characters,

settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

CCSS.ELA-LITERACY.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

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.

CCSS.ELA-LITERACY.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

2. Teaching Model(s): Direct and Indirect

3. Objective(s): Demonstrate skills of character analysis Review fifth grade vocabulary Perform inference skills Demonstrate knowledge of literary elements Practice reading strategies to illustrate comprehension

4. Materials and Technology Resources: Expository texts, comprehension game board, game pieces, dice, sticky notes, inference triangles, inference cards, game markers, narrative texts with multiple characters, flashcards, writing utensils, character analysis worksheets, two narrative texts to be compared, side-by-side story analysis

5. Instructional Procedures: a. Motivation/Engagement: “As you all know, we have our end-of-the-year, standardized tests coming up. Even though I am confident that you all are going to do amazingly, today we are going to focus on reviewing some reading skills and strategies.”b. Developmental Activities or Learning Experiences:

T will go over the rules for behavior during centers and then go over each center’s instructions

T will pass out independent work

T will explain groups and center rotations (half of the class will do independent work while the rest of the class will work in groups of 3 or 4 and will complete their center work)

T will explain how much time will be allotted for the centers T will send students off to get started Center #1: Incredible Inferences Game

- S will get into pairs and will take turns playing the game- S will grab an inference card on their turn. S will try to find an answer to their

drawn card on their inference triangle.- If the answer is on their inference triangle, they will place a marker on that

answer and place the card in a discard pile.- If the answer is not on their inference triangle, the card goes to the bottom of

the deck.- S play as a pair, taking turns until they get through the whole deck of cards.

Center #2: Vocabulary Flashcards- S will be given a list of fifth grade vocabulary words that will be expected on

their end-of-the-year test.- S will look up the definitions for the words and create their own set of flash

cards.- These flashcards will later be used for an around-the-world vocabulary review

game. Center #3: Side-by-Side Stories Analysis

- T will guide S through this activity- T explains analysis worksheets and story elements that S need to search for in

the narrative texts.- T and S will read both narrative texts.- S will use the worksheets to guide their reading while recording their findings

in the worksheets.- T will assess S understanding while they work. T will give one-on-one

support to those students who need differentiated instruction. Center #4: Comprehension Game Board

- S will have copies of a short expository text- S will roll the dice to move their game pieces along the game board\- S will answer the comprehension questions on their space- S will check each other’s answers. If they disagree on a question, they will

write it down on a piece of paper for later review. Independent Work/ Character Consideration Activity:

- S will each be given a copy of a narrative.- S will be assigned different characters from the narrative. - S will read the text and then begin analyzing their characters. - S will record their findings in their Character Consideration worksheets.

c. Closure: S will collect all of their materials together and hold onto them for the next day. That is when the class halves will switch. One half of the class will be performing the centers and the other half working on their independent work. The T will inform the S that there will be a brief review in a few days.

d. Extension: T can create any type of review game focusing on the same standards. It can be a jeopardy game that puts the group in teams and keeps track of points. This will be a fun way to further understanding.

6. Accommodations, Modifications and Differentiations for Diverse Learners: The teacher can put any students who need accommodations with another student or group that can properly help them. In addition, the teacher can assist students at any point in the center rotations. Materials can be provided in Spanish for ELLs and those students can work with bilingual buddies as well. Groups will be divvied up with one low, medium-low, medium-high, and high students per group. This will help to meet the students’ needs because the students will help each other.

7. Assessment and Evaluation of Learning:a. Formative: This activity, as a whole, is a formative assessment. This will help the teacher to understand their students’ strengths and weaknesses before going into their standardized tests.b. Summative: The summative test would ultimately be the SBAC test; however, the teacher should have summative assessments for each one of these standards separately before this review lesson.

8. Homework Assignment: N/A