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LessonBackground:

YourName:NicoleWalstrom

GradeLevel:5

Subject:LanguageArtsDay1

LessonTitle:IntroducingVocabulary
ContentStandards:IowaCommonCoreStandardLanguageArts.5.4.
Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedon
grade5readingandcontent,choosingflexiblyfromarangeofstrategies.
1. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or
2. Clarify the precise meaning of key words and phrases.
MaterialsNeeded:Journeytextbook,notebook,vocabularycards,dictionary,IPad
PrerequisiteSkills:5thgradestudentsarefamiliarwiththeintroductionofvocabularywords.
Theyhaveatextbookandjournaltofurtherexploreandengageintheactivity.Thestudentsare
familiarwithmeetinginsmallgroupstoexplorethedifferentwords.
SmallGroups:Smallgroupswillbedecidedbytheteacherpriortothebeginningofthelesson.
5childrenleavetheclassroomfordifferentiatedinstructionthroughoutthelesson.
ABCDLessonObjective:Given5vocabularywords,5thgradestudentswillbeableto
pronouncethewords,identifythepartsofspeech,definethewords,andusethewordsin
appropriatecontextbyformingtheirownsentences.

InteractionwithStudents:

1.Provideobjectives:
Todaywearegoingtolearn5newvocabularywords.Thesearewordsthatwewillencounter
inourJourneystoryforthisweek.Ourgoalistobeabletounderstandandusethesewords
appropriately.
Wearegoingtobreakupinto5smallgroups.Inyourgroupyouwilleachhaveacardwitha
newvocabularywordlistedonit.Youaretowritethewordonthevocabularywebsheet
providedtoyou.Thesheetgivesyouaspacetowriteyourowndefinitionoftheword,an
antonym,synonymandpartofspeech.Onceyoufeelyouhaveagoodunderstandingofthe
word,youwillwrite2ofyourownsentencesthatincludethevocabularywordintheproper
context.Youcanshareyoursentenceswithyourgroup.Onceallthemembersofthegroups
haveshared,youwillallpassyourcardtotheleftandstartthesameactivitywiththenext
vocabularyword.

Pleaserememberthatyoudonotthrowthecardtothenextgroup.

2.Demonstrateknowledgeorskill:
Theteacherwilllistall5vocabularywordsonthewhiteboard.Theteacherwillreadeachword
todemonstrateappropriatepronunciation.Theclasswillthenreadthewordsoutloadwiththe
teacher.Theteacherwillalsodisplaythevocabularywebonthewhiteboardwithanexampleof
avocabularywordcompleted,Thisoutlinewillbearesourcetotheclasstostayontask
throughouttheactivity.
3.Provideguidedpractice:
Thestudentsareveryfamiliarwiththisvocabularyactivity.Theteachershouldcircletheroom
tointeractwitheachsmallgroupandprovideguidedpracticeasneeded.
4.Checkforunderstandingandprovidestudentfeedback:
Theteacherwillcheckforfeedbackwhileinteractingwithsmallgroupsandprovidescaffolding
ifnecessary.Samplequestionsinclude,Haveyouheardthewordbefore?,Where?Have
youusedthewordbefore?How?Whatareyoursentences?Onceall5groupshashada
chancetoworkwithall5words,theclasswillcomebacktogether.
Iheardsomeverygoodconversationusingournewvocabularywords!AtthistimeIwouldlike
eachgrouptomakesuretheyhavetheoriginalvocabularycardthattheyhadwhenwestarted
thelesson.Withthatcard,yourgroupisgoingtodecidewhoinyourgroupwillpresentthe
definitiontotheclass,whowillpresentthepartofspeech,synonym,andtheothergroup
memberswillshareasentenceusingtheword.

5:Provideextendedpracticeandtransfer:
Wewillcontinuetoworkwiththesewordsthroughoutthisweek.Thesewordswillbeincluded
inyourdaily5work.Ialsowanttoencourageandchallengeyoutousethesewordsinour
classroomeverychanceyouget.IfIhearyouuseoneofthevocabularywordsintheclassroom
thisweek,Iwillmarkapointontheboard.
6.Assessment/Closure:
Assessmentwillbeongoingduringsmallgroupandlargegroupdiscussions.Thestudentswill
haveavarietyofopportunitiestoworkwiththewordsthroughouttheweek.Theywillbetested
onthewordsonFridayofthisweekwiththestandardJourneystest.

7.DIFFERENTIATIONofContent,ProcessorProduct:
a.Adaptationforstudentswhoneedextrahelp,time,orattention?

Studentswhoneedextrahelp,timeorattentionwillbemonitoredthroughouttheactivity.The
teacherwillbecirclingtheroomandwillpayspecialattentiontothesestudents.
b.Extensionforstudentsofhighability?Studentsofhigherabilitywillbeencouragedto
thinkofadditionalwaystheycouldusethewordintheirdailyconversations.Thesestudents
willalsohaveadifferentiatedactivityforvocabularyduringtheirdaily5thatwillencourage
themtousehigherlevelthinkingskillswhenwritingaboutthesewords.
TOTALLESSONTIME:8:209:00

LessonBackground:

YourName:NicoleWalstrom

GradeLevel:5

Subject:LanguageArtsDay2

LessonTitle:WholeGroupReading
ContentStandards:IowaCommonCoreStandardLanguageArts.5.4.
MaterialsNeeded:Journeytextbook,Journeynotebook
Objectives:
Recognizehistoricalfictionasthegenre
Listentofluentreading.
Practicefluentreading.
Listenforsequenceofevents.
Listentolearnthetargetvocabularywords.
Practicevisualizingdetailsfromthestoryandrecognizetheimportanceofvisualizing

InteractionwithStudents:
1. Provideobjectives:

Objective:Genre
Todaywearegoingtostartanewstory,TucketsTravels.Beforewebeginreadingthis
story,letspreviewpages535548toseewhatclueswecanfindoutwhatgenrethis
storyis.
Model/GroupDiscussion
Iseewordslikewagon,prairie,andOrganTrailinthetext.Thesedetailsmake
methinkthatitisastorythattakesplaceinthepast.
Theillustrationssuggestthestoryisfiction.
Thisstoryishistoricalfiction.

Objective:Setapurpose

Model:Likewetalkedaboutlastweek,goodreaderssetapurposeforreading.
Sometimesthisjustmeansthinkingaboutwhattheauthorwantsustoknow.AsIlookat
theillustrations,Iseethattheillustratorisshowingme3childrenwhoappeartobe
strugglinginwhatmightbeadangeroussituation.Iwonderwhattheircircumstances
areandhowandifIcanrelatedtothem.
NowinyourjournalsIwantyoutosetyourownpersonalpurposeandalsowritedown
whatyouthingtheauthorspurposeis.

Objective:ListentoandPracticeFluentReading
Model:Startreadingthestoryonpage535tomodelfluency.Throughoutthereading
havethestudentsjoininchoralreadingtopracticefluentreading.
Stoptotalkaboutcomprehensionquestionsthroughoutthereading.Askthestudentsto
thinkpairsharewiththesequestions.Sharingoutasawholegroupaswellascircling
whilestudentsaretalkingwithapartnerwillhelptocheckforunderstandingofthe
reading.

2:Provideextendedpracticeandtransfer:Thiswillbeaddressedduringwholeandsmall
groupdiscussion.Thediscussionquestionsinthebookwillbediscussedandrelatedtothe
studentspersonalandbackgroundknowledge.
3.Assessment/Closure:Afterthestory,thestudentswillbegintheirDaily5menu.These
activitiesprovideindividualandpartnerworkthatwillprovideextensionandassessment.

4.DIFFERENTIATIONofContent,ProcessorProduct:
a.Adaptationforstudentswhoneedextrahelp,time,orattention?Thesestudentsare
partneredwithotherstudentsandhaveanassociateintheroomforextrasupport.Differentiation
willbeprovidedthroughsmallgroup.
TOTALLESSONTIME:9:009:30
ReadingGroups
CirclesRereadthestory
TrianglesReadRidingwiththePonyExpress
Square1DecisionatFortLaramie
Square2DecisionatFortLaramie

LessonBackground:

YourName:NicoleWalstrom

GradeLevel:5

Subject:LanguageArtsDay3and4

LessonTitle:LanguageArtsWholeGroupReading
ContentStandards:IowaCommonCoreStandardLanguageArts.5.4.
MaterialsNeeded:Journeytextbook,Journeynotebook
Objectives:
Recognizehistoricalfictionasthegenre
Listentofluentreading.
Practicefluentreading.
Listenforsequenceofevents.
Listentolearnthetargetvocabularywords.
Practicevisualizingdetailsfromthestoryandrecognizetheimportanceofvisualizing

InteractionwithStudents:

Todaywearegoingtotalkaboutandpracticesequencing.Sequencingisoneofthemanyskills
weneedtousetoimproveourcomprehensionofthethingsweread.(Otherskillssuchassetting
apurpose,makingpredictions,etc.areskillswehavetalkedaboutinthepast.)Sequencing
basicallymeansthatweareabletoidentifythecomponentsofthestorythebeginning,middle,
end.
Storiesfrequentlyhavekeywordsthathelpusunderstandthesequencingofthestory.These
wordsincludeonceuponatime,then,later,afterwards,intheend.Ifweareabletoputastory
togetherinsmallerpieces,wearemorelikelytounderstandtheinformationbeingpresentedand
recallitatalaterpoint.

Yesterday,youreadthestoryofTuckersTravels.Therewasalotofdetailinthestory.In
ordertounderstandthestory,weneedtounderstandthesequenceofevents.Wearegoingto
startbylookingbackatthestorytoidentifythemajorpartsuchasthebeginning,middleand
end.Thenyouaregoingtohaveachancetosequencetheentirestoryasaclass.
2. Provideobjectives:

Objective:Eachstudentwillbeabletoidentifywheretheirgivensentencewillfit
intothesequencingofthestory.

Model/GroupDiscussionAsaclasswewillputthemajoreventsinthestoryinorder
ofbeginningmiddleandend.Theteacherwillthenpassoutthestripsofpaperwitha
differentscenefromthestory.Thestudentwilldrawapictureoftheirsceneandbe
readytoidentifywheretheirscenefitsintotherestoftheirclassmatesscenesasit
correspondstothestory.

Objective:Listenfor,identify,andusetargetedvocabularywords
Model:Thevocabularywordswillbelistedontheboard.Everytimeoneisusedinthe
wholegrouporsmallgroupdiscussions,itwillbepointedoutandreviewed.

5:Provideextendedpracticeandtransfer:Thiswillbeaddressedduringwholeandsmall
groupdiscussion.Thediscussionquestionsinthebookwillbediscussedandrelatedtothe
studentspersonalandbackgroundknowledge.
6.Assessment/Closure:Aftereachstudentsastheopportunitytoillustratedandexploretheir
givenscenefromthestory,theclasswillworktogethertoputthepiecesofthestorytogether.
Theteacherwillagaintalkabouthowthisissequencingandhowithelpstobettercomprehend
whatwearereading.
7.DIFFERENTIATIONofContent,ProcessorProduct:
a.Adaptationforstudentswhoneedextrahelp,time,orattentionThesestudentsare
partneredwithotherstudentsandhaveanassociateintheroomforextrasupport.Differentiation
willbeprovidedthroughsmallgroup.
TOTALLESSONTIME:9:009:30

Smallgroupreading9:3010
ReadingGroups
CirclesRereadthestory

TrianglesReadRidingwiththePonyExpress
Square1DecisionatFortLaramie
Square2DecisionatFortLaramie
Whilereadingwitheachreadinggroup,thefollowingobjectiveswillbematchedtothegroups
leveledreader:

Objective:ListentoandPracticeFluentReading
Model:Startreadingthestorytomodelfluency.Throughoutthereadinghavethe
studentsjoininchoralreadingtopracticefluentreading.Studentswillreadindividually
outloudinordertomonitorfluency.

Objective:Listenforsequenceofevents
Stoptotalkaboutthesequenceofeventsthroughoutthestoryandaskcomprehension
questions

Objective:Continuetolistenandpracticetargetedvocabularywords.
Pointoutvocabularywordsandthedefinitionofthewords.Usethewordinavarietyof
sentencestoassistthestudentsinrelatingthewordtotheirbackgroundknowledge.

LessonBackground:
YourName:NicoleWalstrom

GradeLevel:5

Subject:LanguageArtsDay5

LessonTitle:LanguageArtsWholeGroupReading
ContentStandards:IowaCommonCoreStandardLanguageArts.5.4.
MaterialsNeeded:Journeytextbook,Journeynotebook,2dryeraseboards,dryerasemarker,
listofcomprehensionquestions.
Objectives:
1. Identify,defineandusetargetedvocabularywords
2. Identifythesequenceoftheweeklystory.
3. PracticeandIdentifycomprehensionstrategies.
4. Workcooperativelyinagroup.
Prerequisiteskills:Thislessonistohelpstudentsreviewtheweeklystoryandcomprehension
skillspriortotakingtheweeklytest.
InteractionswiththeStudents:

Todaywewillreviewthecomprehensionstrategieswehavelearnedthisweek.Iamgoingto
splittheclassinhalfsowehave2differentteams.Oneplayerfromeachteamwillcomeupto
thefrontatatimetoansweraquestionrelatedtothisweekslessons.Aftertheplayerhashada
chancetowritetheiransweronthewhiteboard,theycangobacktotheirteamtocollaborateto
makesuretheentireteamunderstandsthequestionandagreesontheanswer.Wewillcontinue
reviewingthiswaythroughouttheperiod.
Differentiation:Eachstudentisabletoanswerthequestionindividuallyandthengobackto
theirteamforextrahelpandsupport.Thereisalsoanaideintheroomfor4studentsthatmay
requireadditionalsupport.

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