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.