KEY:
S=Students will
Lesson Topic: The
CW=Class will
Talking Cloth- Realistic
T=Teacher will
SWBAT=Students will be able to
Date: Sept. 28- Oct
HOTS=Higher Order Thinking Skills
Teacher: Bautista
Fiction- Amber learns about her connection to her
family’s heritage by talking to her Aunt Phoebe about
an African Adinkra cloth.
Key Vocabulary: collection, collector, flourish, royalty, embroidered, symbols,
wealth, predictions, summary, note, details, realistic fiction, contractions,
adinkra, Africa, cloth
Materials: TE, textbook, chart paper, contraction cards,
workbook, transparencies,
Strategies:
Grouping: small and whole group.
Mainstream Standard(s):
Genre: Realistic Fiction
Comprehension Strategy: summarize-s2,c1,03
Comprehension Skill: Noting details--S1,C6,-06- SW connect information and events in
text to experience and to related text and sources.
Sentence Frames:
Monday- I predict this story will be about _____ because___.
2. I believe the main characters will be _____because__. 3. I infer
the setting will be ____ because___. 4. I think the genre is ___
because___.
Spelling Focus & Phonics: consonant clusters
Vocabulary Skill: rhyming words
Grammar Skills: singular & plural nouns
Structural Analysis: contractions S1, C4,04 Acquire and use new vocabulary in relevant contexts by
identifying the words that comprise a contraction.
Connections to Prior Knowledge/Provide Background Information: 1. Tell students that in The Talking Cloth, they will learn about a traditional kind of
African Cloth that is both beautiful and meaningful. 2. Ask them to share if they have a special item/blanket/ they used when they were smaller. Use
pages 214-215 to explain what adinkra cloth is- have them read and locate the country of Ghana on the map of Africa pg215. Have students read
captions on same page and discuss how the artist in the photo is stamping the cloth and how the person in the other photo is wearing it. 3. Remind
students about the different strategies we have been using to help us understand the selections, and today, we’ll use “noting details” and we’ll use
the graphic organizer –pg 131 to note the important details about Aunt Phoebe and the Adinkra cloth.
Content Objectives: M- SW predict events and actions, based upon prior
knowledge and text features in order to comprehend text. T- SWBAT
demonstrate knowledge of connecting information and events in text to
experience and other related text and sources by completing a cluster map
that illustrates correlations between events of the story to other text or
experience. W- SW answer clarifying questions in order to comprehend text. THSW sequence a series of events in the selection.
Meaningful Activities
Monday
Tuesday
Language Performance Objectives:
T- SWBAT demonstrate application of connecting information and
events in text to experience and other related text and sources by
discussing and noting details between the events in the story and
the events or experiences from other related text with a partner.
Wednesday
Thursday
Specific Skill
S1, C6, PO1& PO2
PREDICT/READ &
COMPARE
PREDICTIONS
Noting details
S1,c6,PO6
S1, C6 PO4 ANSWER
QUESTIONS IN ORDER
TO COMPREHEND
TEXT.
Summarize-S2, C1,
PO3
Direct Instruction: “I Do”
Review lesson- I do and
we do = together + see
anticipatory set
*tell students that noticing
details can help them
better understand what
they are reading, details
support the main ideas an
author wants a reader to
understand, details can be
used to help explain or
clarify ideas and to give
information (about story
characters,setting) help
readers understand what a
character is thinking or
feeling and give a story a
particular mood or feeling.
1.SW listen to the
story on CD, T & SW
orally discuss the story
(TW use the critical
thinking questions to
guide students) TW
model how to find
and answer questions
in CS.-think aloud-
1. Tell students we’re
going to use another
reading strategy,
we’re going to first
read the story
together, then we’re
going to complete a
graphic organizer,
which will help us
summarize the story.
Friday
test
Review skills and test
1. S & T W take a picture
walk (students should be
using appropriate
vocabulary & Comp.Sent)
TW call on students to
share their findings. Tell
them to pay close att. to
DETAILS!
2. SW be asked to write
down 4 predictions.
(plot/characters/
setting/genre) S must
explain their reasoning
behind their predictions.
TW write them on chart
paper as they share.
(ELL will have a visual and
could just copy from
chart & will use sentence
frame)
SW read story as a class
& go back to their check
predictions = check mark
if correct, x if incorrect.
I do Continued-Point
out that details are
found in illustrations
as well as in text. TW
read pages 217—219
and 1st discuss details
then note them on
G.O WE DOTogether, Students
and teacher read the
rest of the selection
and will stop to
discuss and note
details on trans 2-22
and WB 131-cluster
map=GO.
1. Together, S & T
will answer the first 2
questions.-use chart
paper
Assign WB133 & 134
Materials:
Textbook, TE, chart
paper, sentence frame
chart
Graphic org-wb,
transp 2-22, textbook
Assessment:
4 predictions =100%
accuracy
100% accuracy on
cluster map & 90%
accuracy on wb 134
SW answer the
See above
remaining questions. T
& ELL students will
complete this task
together.
TE, CD, textbook,
A copy of the graphic
workbook
org & selection
summary
WB132- 95 %
100 % accuracy on
accuracy
graphic org.
Closure:
As a class, go back and
check predictions.
SW write in their reading
journal- explain why it is
important to note details
when they read or look at
pictures, then ask a few to
share.
As a class, go over
some of the answers,
and strategies they
used to find answers.
Reteach: pg R12
challenge: leveled readers
Interv. or as
homework-Read the
story &
copy & answer in
Guided Practice: “We
Do”
Independent Practice:
“You” do
Interventions/Extension
s
1. Read story together,
then together S & T
will complete graphic
org- teacher will guide
100% of the time.
Musical-mix-pairshare-students will
orally summarize
story to at least 3
students. (They can
use the g.o.)
make a copy of the
summary and cut in
parts and have
students put it back
complete sentences the together in the correct
comprehension
order.( ELL strategy)
questions on pg 230.
(ADD- 1 more, asking
students to identify the
speaker or narrator in
the selection)