Subject: Reader’s/Writer’s Workshop
Grade Level: 5th grade
Number of Students: 30 students
Lesson Duration: 60 minutes
State Standards:
Goal
1. Read with understanding and fluency.
3. Write to communicate for a variety of purposes.
Standard
1.A. Apply word analysis and vocabulary skills to comprehend selections.
3.B. Compose well-organized and coherent writing for specific purposes and audiences.
Benchmark
1.A.3a. Analyze the meaning of words and phrases in their context.
3.B.3a. Produce documents that convey a clear understanding and interpretation of ideas and
information and display focus, organization, elaboration and coherence.
Objectives:
-Students will use context clues to define vocabulary words.
-Students will create complete sentences using vocabulary words.
-Students will create an open-mind portrait of main character, in which they will discuss what the
main character may be feeling at a certain point in the story.
Materials/Resources:
Lesson Instructional Procedures
A. Introduction (10 minutes)
-Teacher will introduce 2 literacy stations to students.
-One literacy workstation will be vocabulary for Chapters 1-6 and the other literacy
workstation will be an open mind portrait for Parvana when she was translating the letter
for the Taliban soldier.
B. Development (45 minutes)
-Teacher will divide class in half.
-Students will work individually on each task.
-On the vocabulary worksheet:
-Students are to define each word and use it in a sentence.
-On the open mind portrait:
-Students will draw a picture of Parvana’s face on one piece of paper.
-Students will create a “thoughts bubble” on another piece of paper.
-In the thoughts paper, students are to write thoughts Parvana would be thinking
as she was translating the letter for the Taliban soldier.
C. Differentiated Instruction
 ELL Students
-Teacher will help students use dictionary on vocabulary sheet. On open mind
portrait, students can draw pictures of what Parvana might be thinking.
 Special Education
 -Teacher will help students use dictionary on vocabulary sheet. On open mind
portrait, students can draw pictures of what Parvana might be thinking.

Talented and Gifted
-On the open mind portrait, students will write out the thoughts and on a separate
piece of paper explain why they think that Parvana might be thinking these
thoughts.
D. Closure (5 minutes)
Homework: Students are to read chapter 8-12 over the weekend and reflect in journal.
Assessment


Informal
-Teacher will monitor student progress.
Formal
-Teacher will review open-mind portrait.
Reflection/Next Steps
-If the lesson goes long, students can complete vocabulary sentences and open-minded portraits
at home and bring them back in.