Roots Public Charter School Weekly ELA Lesson Plan
Teacher Name: Kimberly Holloway
Date: November 30-December 04, 2015
Subject Area: ELA/ Grade 4/5
Common Core State Standard(s):
INFORMATIONAL
CCSS.ELA-Literacy.RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-Literacy.RI.5.5Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
LITERATURE
CCSS.ELA-Literacy.RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize 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.
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
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.
LANGUAGE
CCSS.ELA-Literacy.L.5.2.b Use a comma to separate an introductory element from the rest of the sentence.
CCSS.ELA-Literacy.L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence, and to indicate direct address.
CCSS.ELA-Literacy.L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works.
CCSS.ELA-Literacy.L.5.3.b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
CCSS.ELA-Literacy.L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
CCSS.ELA-Literacy.L.5.5.a Interpret figurative language, including similes and metaphors, in context.
CCSS.ELA-Literacy.L.5.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
WRITING
CCSS.ELA-Literacy.W.5.2.e Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Learning Target(s):
Big Idea
Essential Understanding—Big Idea
Explain what students will know and
be able to do as a result of this lesson
and why these objectives are important
to accomplish?
Knowing the genre of a text and reading strategies help us make meaning of a passages.
Using close reading strategies help make meaning of complicated text.
Objectives:
We will read passages and use close reading strategies to chunk the text for deeper comprehension using the common core standards.
Review and practice how to Make Connections and Predicting
We will summarize each paragraph and paraphrase
We will find main idea of a passage by chunking the passage for meaning and writing notes in the margins or on post-it notes
Roots Public Charter School Weekly ELA Lesson Plan
We will learn the elements of the genre poetry, informational text and how that genre is structure
Instructional Materials:
Materials needed for the lesson (e.g.,
textbook, construction paper, scissors,
Powerpoint, SMART Board, laptops,
etc.)
Differentiation:
(How will you ensure that all students
have access to and are able to engage
appropriately in the lesson?)
Small groups
Resources:
Supplementary information and/or
places where you found information for
the lesson; What websites will be used
to support lesson?
Anticipatory Set:
Engagement/Motivation/Introduction;
Purpose of lesson for students; Specific
statements/activities you will use to
focus students on the lesson for the day
Presentation of New
Information or Modeling:
Term definitions, concepts, processes or
approaches
If you will be demonstrating the skill or
competence, how will this be done? “I
do, We do, You do”
Guided Practice:
What activities will be used to guide
student practice and provide a time
frame for completing this practice?
Teacher directed, Scaffolding, Check
We will use context clues and/or word structure to find meaning of vocabulary we do not know.
We will write to persuade and summarize.
Textbook; paper; post it notes; SMART BOARD; graphic organizers; supplemental material; text prep material
Small groups, Paired reading; some students may be able to read and mark up selection independently or in pairs.
Group 3: Allyanna, Antar, DJ, Group 2: Anajah, Kamora, Deshawna
This group will work on DETERMINING THE THEME; Writing: Organize Your Writing and Writing to Respond;
Intensive Support:
3-Antar Campbell (27)
6-Dre’Shawna Phiefer (23)
7-Allianna Alexander (13)
14-Jihad Williams (10)
Support:
4-Adejan Lee Lloyd (47)
15-Aamaury Wood (43)
9-Daniel Dormu (30)
Independent:
1-Kamora Artis (63)
10-Amber Jones (60)
11-Che Lee Lloyd (60)
12-Melinda Shoatz (63)
13-Ananda Simpson (73)
2-Tyrell Butler (77)
5-Jacob Nixon Wood (77)
8-Ajani Bell (77)
READING MASTERY; Text Book; Workbook; Spelling Book; Comprehension Books; Reading passages
Monday
Daily Comprehension: Inference
Spelling Exercise 11
Tuesday
Daily Comprehension: Inference
Main Idea
Spelling Exercise 11
Wednesday
Daily Comprehension:
Inference
Spelling Exercise 11
Lesson 46
Chapter 10
Hard words
Character names
Word Practice
New Vocabulary
Vocabulary definitions
Lesson 47
Chapter 11
Hard words
Character names
Word Practice
New Vocabulary
Vocabulary definitions
Lesson 48, 49
Chapter 13 & 14
Hard words
Character names
Word Practice
New Vocabulary
Vocabulary definitions
Read selection; modeling and
using CLOSE reading strategy
with students.
Read selection; modeling and
using CLOSE reading strategy
with students.
Read selection; modeling
and using CLOSE reading
strategy with students.
Thursday
Daily Comprehension:
Inference
Spelling Exercise 11
Lesson 50
Read selection;
modeling and using
CLOSE reading
strategy with students.
Friday
Daily Comprehension:
Inference
Spelling Exercise 11
Test
Roots Public Charter School Weekly ELA Lesson Plan
for understanding
Closing
Procedure/Activity:
Workbook
Workbook
Workbook
Work book
Independent WorkStory details
Character traits
Crossword puzzle
Perspectives
Relevant Info
Outlining
Comprehension
Writing
Independent WorkStory details
Vocabulary
Sequencing
Relevant Info
Main Idea
Comprehension
Writing
Independent WorkStory details
Vocabulary
Perspectives
Relevant Info
Outlining
Comprehension
Writing
Independent WorkStory details
Vocabulary
Perspectives
Relevant Info
Outlining
Comprehension
Writing
Review answers in
workbook
Review answers in
workbook
Review answers in
workbook
Review answers
in workbook
Write spelling words 10x
each
Complete workbook
Spelling Packet
Read 30 minutes
Write spelling words
10x each
Complete workbook
Spelling Packet
Read 30 minutes
Write spelling words
10x each
Complete workbook
Spelling Packet
Read 30 minutes
Write spelling
words 10x each
Complete
workbook
Spelling Packet
Read 30 minutes
Review terms, concepts, and/or
learning process, establish connections
to next lesson, check for understanding.
What method of review will be used to
complete the lesson?
Independent Practice:
Teacher monitored, checks for
understanding, exit ticket
Assessment:
Summative: How will you know
students have learned what you wanted
them to learn, the objectives have been
accomplished, and that the goals have
been achieved? What will count as
evidence of learning?
Formative: How will your assessment
inform instruction on an ongoing basis?
How will you assess in the process of
student learning throughout the lesson
and how will you make adjustments?
Homework:
Reflection:
Evaluation of lesson. What went well?
What would you change? What did you
learn about your students? What did
you learn about yourself? How did you
construct a meaningful learning
community?