Name Of Teacher:
Ms. DeLaRosa
Name of Lesson:
Test prep &
Lesson Type:
WHOLE GROUP AND SMALL GROUP
Grade/Subject/Level:
5th grade ELA
Date:
Thursday, 3.31.16
Class Period: 11:00 TO 12:25
Location: PS.81 RM: 318
Analysis of Learner & Lesson:
Homogeneous/heterogeneous/inclusion/advanced/etc? Where are you in the unit? What happened
just previous to this less? What will happen immediately after this less?
Objective: Students will be able to: Read and comprehend informational text and locate evidence in
the text
State Standards:
Reading Literature
R.I 5.5 explain how chapters, scenes, or stanzas fit together to provide the overall
structure
Reading informational text
RI.5.1 quote accurately when explaining what the text says explicitly and when
drawing inferences
R.I 5.3 compare and contrast characters, settings, or events, drawing on details
R.I. 5.4 determine the meaning of general academic and domain specific words and
phrases
R.I 5.10 read and comprehend informational text
Materials:
Procedure:
Anticipatory Set: For the whole group, I will have an example of a cursive writing
piece I found online. The cursive writing piece I am providing students with is at a 3rd
grade level. I will have this example projected onto the screen. I will call on a student
to read the written piece. Then, I will explain to students that the next passage we will
be doing is a closed reading that talks about the importance of writing in script. Next
my CT and I will be leading the closed reading. The closed reading passage is titled,
Cursive Writing: A Soon To Be Lost Art? For closed reading the teacher will read part
of the sentence and then omit a word and students are required to fill in the word.
Closed reading is a good way to make sure students are following along. Before, we
start reading the passage. I will display on the screen the same article that is written in
print in cursive. I will then call on a student to read the first paragraph of the article that
is written in cursive.
Body:
After the closed reading is completed as a class we will answer the questions. Students
will be asked to answer a specific question and prove their answers. The way students
will prove their answer to the teacher is by locating the evidence in the text (out of the
8 questions, we will only answer 5) (Side note: Students should have already
completed this packet for homework. We are reviewing the answers as a class.)
Closure: Lastly, students will work on a new booklet packet that will be given them to
start to complete for the next day.
Assessment:
Students were given a bubble sheet when they received their booklet. To see where students struggle
we will be collecting the bubble sheet. Most of the question for each of the different passages are
structured the same. For example, the focus of our questions are question that included key words
such as: best, most, did not, look for the topic sentence in paragraph 4, what is the antonym of a
specific vocabulary word.
Accommodations/Modifications:
For whole group students will receive a number from1 to 29. When students are ready
to answer a question they would put their thumbs up indicating that they are done and
ready. I will then randomly call on a number and that number will have to answer and
prove their answers. If students cannot prove their answer I will ask them “do you need
to be tagged in” and call another number. Also, for the passage we will be reading, I
did something different which is reading the passage in cursive. Students should have
read this article already in print for homework.
For small group what is being accommodated is providing students with vocabulary
words before reading the text
vocabulary words: carbohydrates, protein, fats, data, savvy, ingredients
Evaluation:
Small group:
Have you ever wanted something while you were grocery shopping with your parents but they said it was too
expensive? Or have you ever tried to compare prices to figure out which is the better buy?" Students will share their
experiences "What if you could help your parents save money while shopping? Today we are going to look at how
you can use your knowledge about unit rates to save your family money and also stay conscious of buying healthy
and tasty food"
Have students work in partners to complete "Savvy Shopper." The goal of the lesson is to apply knowledge of
comparing and contrasting the nutritional information/data. As an activity students will
unit rates, you may wish to allow calculators; use of this tool allows all students (including struggling students) to
focus on the task. Calculators can be a motivating factor for reluctant workers. Students find this lesson engaging
because they are given a choice of items and the content is relevant to their lives. As students work, they will be
moving between independent practice and guided practice based on their needs