Sleds On Boston Common

Rationale: Students will summarize a text and describe events that advance the story. Submitted by: Brittany Frazier Grade Level: 5th Subject/Topic: Reading/Social Studies

Objectives:
Materials/Equipment: Texas Treasures Text book: Sleds on Boston Common by Louise Borden, RRJ notebooks, graphic organizer, pencil. TSW summarize a text. TSW describe incidents that advance the story. TSW use illustrations to enhance comprehension of written text.

Lesson Plan:
Introduction (Anticipatory Set/Motivation): Students will come to the teacher table and open their book to page 101. Teacher will ask students to look at the title to figure out what kind of story this is going to be. Process:

TEKS Achieved: 5E- Summarize a text. 5.6 A- Describe incidents that advance the story. ELPS Achieved: 4D- Use pre-reading supports such as illustrations to enhance comprehension of written text. Blooms Taxonomy: Knowledge/Remember Comprehension/Understand Create Application Differentiated Learning: Auditory Verbal/Linguistic Visual/Spatial Intrapersonal Interpersonal Classroom Strategies: Cooperative Groups Hands-On Independent Activities Lecture Curriculum Integration: Reading Social Studies

Information Giving: Teacher will inform students that this is a

historical fiction story if they did not answer correctly. Teacher will ask students for a definition. Teacher will explain that historical fiction tells a story in which fictional characters take part in historical events with real people from the past. Students will write a definition of historical fiction in their reader response notebooks. Remind students that good readers summarize what they read in their own words in order to check their understanding of a text. By summarizing, they are retelling the most important facts, ideas, or events in a text. Remind students that when they draw conclusions, they use logical reasoning to consider various pieces of information and then arrive at a new understanding about a story. Have students preview the illustrations, think about the genre, and note questions and predictions about the story in their RRJ. Modeling/Guided Practice/Check for Understanding: Begin reading the story together out loud. After reading page one ask students what places, events, and people the author uses to set this fictional story in the historical past. Students should include the year is 1774 and the British have closed Boston Harbor. Real people such as King George III of England and American patriots like Sam Adams and John Hancock are all mentioned. Ask students why would the closing of Boston Harbor lead to hard times for the people of Boston? What effect might this have on the plot development in the story? Have students cite evidence from the story to support their conclusions. Continue reading together. After reading page 107 ask students to summarize clues the author gives about the hard times in Boston. After page 108 ask students what important events have taken place in the story so far and let them add this to their graphic organizer. On page 11 ask students what is the problem as Henry sees it? What steps does he take to try to find a solution? Do you think Henrys character can resolve this conflict? Let

students explain their answers and add the details to their graphic organizers. Have students look at the illustrations on pages 111 and 113. How do they, and the historical background of the story, help explain the theme the author wants to get across to readers? Let students verbally explain this. Continue reading and filling out the graphic organizer. Independent Practice: Have students summarize the story in their RRJ notebooks. Let them use their graphic organizer to help them remember details and events. Closure / Culminating Activity: Allow students to read their summaries out loud. Give verbal feedback to the students on their summaries.

Accommodations: 1. Students with visual impairments will be given a larger version of the text. 2. ELL students will have a list of vocabulary words with corresponding visuals given to them prior to the lesson and will be able to use that sheet during the lesson. They will also listen to the selection on the interactive e-book before reading with the class. Enrichment/Extension: Students who need an extension can compare
this story to the novel that they are reading in class.

Re-Teach: Students who did not grasp the skills from this lesson will
be re-taught summarizing using a simpler text or leveled reader found on page 125.

Assessment/Evaluation: The teacher will be informally evaluating

students throughout the lesson through the use of think alouds and questioning. Students will be assessed on their answers to specific questions. Teacher will also take up their graphic organizer and RRJ notebooks to make sure they can properly summarize a story.