Table of Contents Overview of Unit -Big Ideas of Unit Unit Objective Content Outline Daily Schedule of Unit Theme

Interdisciplinary Daily Lesson Plans Meeting Diverse Needs Materials for Unit Behavioral Management Assessment Summary Pre-Assessment Summary Post-Assessment -Syllabus for Book Review -Rubric for Book Review Unit Reflection

Overview of IB Novel Studies Unit Title of Unit: IB Novel Studies Unit Grade: 5th Subject: Language Arts Theme: All of the novels that the students will read relate to the IB keywords and themes that are posted in the classroom. Lakewood Elementary is currently in the process of becoming an IB accredited school, so therefore it would be beneficial to begin introducing these concepts and keywords in a Language Arts unit. Each of these novels introduces multiple aspects of the IB keywords. Throughout the novels, the students will identify the IB qualities are exhibited throughout the story and examples of how they are. For example, in the story The Boy who Saved Baseball, one of the major themes is risk-takers because Tom and Cruz took major risks in order to save the baseball field in the town. The Pictures of Hollis Woods reflects IB qualities because it emphasizes the qualities of caring, especially Josie and the Reagan family looking out for Hollis, who was an orphan. The story The Trolls would fit this theme because it emphasizes the quality reflective since Aunt Sallys describes her past throughout the entire story. Unit Rationale: There are multiple reasons for doing this unit. The first reason is that it is important for the students to develop an understanding of the IB key traits because these are important qualities to develop in their own lives in order to become good citizens. The qualities or themes that are exhibited in all of these stories show the importance of why they are beneficial. It also shows the importance of developing and exhibiting them in ones life. This unit is also important because it allows the students to build writing speed and comprehension as they fill out their packets. This includes filling out comprehension packets that exhibit their understanding of the story and building vocabulary comprehension. This will also allow the students to exhibit and practice their writing skills, such as complete sentences. The students will also have the opportunity to critically reflect their thoughts of the book by discussing what they liked and disliked about their readings.

Big Ideas of the Unit: 1. The students will develop an understanding of the IB qualities by identifying examples throughout their assigned story. 2. The students will make connections from the main events in their stories to events that have occurred in their own lives. 3. The students will build their vocabulary comprehension throughout the unit with the emphasis of words that occur frequently throughout each of their stories. 4. The students will build their reading comprehension skills throughout the packets that they will fill out after each chapter. 5. The will have the opportunity to summarize the story and constructively share why they liked or disliked the book with details.

Unit Objectives Main Instructional Objective: The students will develop an comprehensive understanding of the novel that they are assigned to and identify the IB profile traits that are evident in the story. Other Objectives: The students will connect the main themes of the story to examples in their own or others lives. The students will develop a book review, which they will summarize the book that they read, describe what they liked and disliked about the book with great detail, as well as identify and describe specific IB traits that are evident in the story. Content Standards that Unit Fulfils: State Guidelines R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Common Core Standards: 5.RL.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; summarizes the text. 5.RL.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. 5.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5.RL.6: Describe how a narrators or speakers point of view influences how events are described.

Content Outline
For this set The The The of Novel Studies, the following novels will be read: Boy who Saved Baseball by John Ritter Pictures of Hollis Woods by Patricia Reilly Giff Trolls by Polly Horvath

The class will be split up into 3 groups based on reading levels. The Trolls will be for those who are reading below grade-level while the other two stories will be for those reading at or above grade level. Each group will participate in rotations with 3 stations, with each one being 20 minutes long. These rotations will occur everyday until they complete their novel. Station 1: Reading in the front of the room: The students will read their assigned reading together for the day. I will sit with them for part of the time to ask the students questions about the novel in order to check for understand and to make upcoming predictions. Station 2: The students will complete comprehension questions in their packets that they receive at the beginning of the unit. These questions will be completed individually. Station 3: The students will complete a spin-off activity that is not related to the reading. The activity will either emphasize spelling, grammar, or other language arts areas. Again, they will complete these activities on their own. Daily Objectives 2/14/12: The students will make predictions about what the story will be about based on the cover and the brief summary at the back of the book. 2/15/12: The students will develop a comprehensive understanding of the novel that they are assigned to. They will also make revisions to their original predictions. 2/16-2/27: The students will develop an comprehensive understanding of the novel that they are assigned and how the main characters in each of the stories connect to a IB profile trait. 2/28: The students will continue to develop a comprehensive understanding of the novel that they are assigned. They will also comprehensively reflect about their attitudes toward the book so far (did they like the book, what they did not like, etc). 2/29-3/9: The students will continue to develop an comprehensive understanding of the novel that they are assigned and connect incidents in the story to their own lives. The learner will also develop and build their vocabulary comprehension base through the readings. 3/12-3/16-The students will create a Book Review about the story they read which will include a cover, a detailed summary of the book, 2 specific why they liked and disliked the book, as well as listing and describing 2-3 IB traits that are used in the book.

Reading Schedule
The Boy who Saved Baseball 1-9 9-16 16-24 25-32 33-40 41-49 49-70 70-80 81-90 91-99 100-110 111-125 126-141 142-151 152-166 167-176 177-191 191-199 199-206 Book Review Book Review Book Review Due The Pictures of Hollis Woods 1-11 12-17 18-26 26-36 37-46 47-54 55-62 62-71 72-80 80-87 88-100 101-111 112-124 125-137 138-146 147-159 160-166 Book Review Book Review Book Review Book Review Book Review Due The Trolls 3-9 10-16 17-24 25-32 33-40 41-49 50-57 58-66 67-74 75-81 82-89 90-96 97-104 105-111 112-118 119-126 127-132 133-136 Book Review Book Review Book Review Book Review Due Spinoff Spelling Sailboats Spelling Boxes Swiggle Swiggle Spelling Sentences Spelling 3x times Creating Spelling Lists Time for Kids Spelling Spinoff Spelling Rainbows Spelling 3x Time for Kids Spelling Boxes Spelling Sailboats Spelling Choice Spelling Rainbow Grammar Exercise Book Review Book Review Book Review Book Review Book Review Due

2/15/12 2/16/12 2/20/12 2/21/12 2/22/12 2/23/12 2/24/12 2/27/12 2/28/12 2/29/12 3/1/12 3/2/12 3/5/12 3/6/12 3/7/12 3/9/12 3/12/12 3/13/12 3/14/12 3/15/12 3/16/12 3/19/12

Theme of Unit Theme: All of the novels that the students will read relate to the IB keywords and themes that are posted in the classroom. Lakewood Elementary is currently in the process of becoming an IB accredited school, so therefore it would be beneficial to begin introducing these concepts and keywords in a Language Arts unit. Each of these novels introduces multiple aspects of the IB keywords. Throughout the novels, the students will identify the IB qualities are exhibited throughout the story and examples of how they are. For example, in the story The Boy who Saved Baseball, one of the major themes is risk-takers because Tom and Cruz took major risks in order to save the baseball field in the town. The Pictures of Hollis Woods reflects IB qualities because it emphasizes the qualities of caring, especially Josie and the Reagan family looking out for Hollis, who was an orphan. The story The Trolls would fit this theme because it emphasizes the quality reflective since Aunt Sallys describes her past throughout the entire story.

Interdisciplinary Since this is a novel studies unit, this obviously incorporates literacy (since they are reading novels). Other parts of Language Arts that are incorporated into this unit are writing, since the students are answering comprehension questions in complete sentences as well as responding to journal prompts that are in their comprehension questions. Writing is also emphasized with the Book Review at the end of the project since they have to write a summary about the book they read as well as evaluating the book by discussing what they liked and disliked about the reading. This unit also includes an emphasis on vocabulary and grammar comprehension as well. Other examples that are involved in this unit are with the IB profile traits. West Ottawa is a district that is currently incorporating the International Baccalaureate program into their schools, which includes incorporating a curriculum that emphasizes the programs values. Each of the books in these units emphasize profile traits that a part of the IB curriculum. For their book review, the students will identify 2-3 IB traits that are evident in the book and describe how these characteristics are used.

Language Arts Lesson Plan 2-15-12

Lesson Plan: Novels Unit Part 1 Date: 2/15/12 Class: Language Arts Instructional Objective: The students will develop a comprehensive understanding of the novel that they are assigned to. They will also make revisions to their original predictions. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and The Trolls) Packets Writing Utensils Dictionaries Lead Questions: 1. What are the main events in novel that each group is reading? 2. What are some of the main details in the story? 3. What are some of the IB goals that each of the students are using throughout the novel?

Sequence of Instruction: 1. While the students are doing SSR when they get in from recess, the teacher will call one novel group up at a time to give them their novel and the packet for the unit. 2. The students will be told to put their silent reading books away and to get their novels and their packets out. 3. There will be a description of the three stations that each of the students will be participating in. 4. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 3-9) b. The Boy who Saved Baseball group will be completing the pre-questions to the reading in their comprehension packet. c. Hollis Woods group will be completing Spelling Sailboats in order to practice their spelling. 5. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 1-11) b. The Trolls group will be completing their composition questions for Chapter 1 c. The Boy who Saved Baseball group will be completing the Spelling Sailboats. 6. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 1-9) b. Hollis Woods group will be completing their Chapter 1 questions in their packet c. The Trolls group will be completing their Spelling Sailboats 7. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels.

Language Arts Lesson Plan 2-16-12

Lesson Plan: Novels Unit Part 2 Date: 2/16/12 Class: Language Arts Instructional Objective: The students will develop a comprehensive understanding of the novel that they are assigned and how the main characters in each of the stories connect to an IB profile trait. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets out of their desks. There will then be an explanation of what their groups assignment will be for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Lead Questions: 4. What are the main events in novel that each group is reading? 5. What are some of the main details in the story?

6. What are some of the IB goals that each of the students are using throughout the novel? Sequence of Instruction: 8. The students will be told to put their silent reading books away and to get their novels and their packets out. 9. There will be a description of the three stations that each of the students will be participating in. 10. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 10-16) b. The Boy who Saved Baseball group will be completing the Chapter 1 questions in their comprehension packet. c. Hollis Woods group will be completing Spelling Boxes in order to practice their spelling. 11. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 12-17) b. The Trolls group will be completing their composition questions for Chapter 2 c. The Boy who Saved Baseball group will be completing the Spelling Boxes. 12. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 9-16) b. Hollis Woods group will be completing their Chapter 1 questions in their packet c. The Trolls group will be completing their Spelling Boxes. 13. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. I will also be able to determine the students understanding of the book by asking them to summarize it before they begin reading, predict upcoming events with the information given, and to make textto-text connections.

Language Arts Lesson Plan 2-17-12

Lesson Plan: Novels Unit Part 3 Date: 2/17/12 Class: Language Arts Instructional Objective: The students will develop an comprehensive understanding of the novel that they are assigned and how the main characters in each of the stories connect to a IB profile trait. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets out of their desks. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and The Trolls) Packets Writing Utensils Dictionaries Colored Pencils Lead Questions: 7. What are the main events in the novel that each group is reading? 8. How do the events in the story relate to ones life?

9. What are some of the IB goals that each of the students are using throughout the novel?

Sequence of Instruction:
14. The students will be told to put their silent reading books away and to get their novels and their packets out. 15. There will be a description of the three stations that each of the students will be participating in. 16. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 17-24) b. The Boy who Saved Baseball group will be completing the Chapter 2 questions in their comprehension packet. c. Hollis Woods group will be completing a Swiggle for their spin-off 17. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 18-26) b. The Trolls group will be completing their composition questions for Chapter 3 c. The Boy who Saved Baseball group will be completing the Swiggle. 18. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 16-24) b. Hollis Woods group will be completing their Chapter 1 questions in their packet c. The Trolls group will be completing their Swiggle. 19. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Some of the students will also have to draw events from the story as well (if their packet calls for it), which is good for visual-spatial learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The formative assessment will include having each group review what they read about the previous day, their feelings about the book, and to make upcoming predictions.

Language Arts Lesson Plan 2-21-12

Lesson Plan: Novels Unit Part 4 Date: 2/21/12 Class: Language Arts Instructional Objective: The students will develop an comprehensive understanding of the novel that they are assigned and how the main characters in each of the stories connect to a IB profile trait. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Colored Pencils Lead Questions: 10. What are the main events in novel that each group is reading? 11. What are their feelings about the story currently?

12. What are some of the IB goals that each of the students are using throughout the novel?

Sequence of Instruction:
20. The students will be told to put their silent reading books away and to get their novels and their packets out. 21. There will be a description of the three stations that each of the students will be participating in. 22. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 25-32) b. The Boy who Saved Baseball group will be completing the Chapter 3 questions in their comprehension packet. c. Hollis Woods group will be completing a Spelling Rainbow for their spin-off 23. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 25-32) b. The Trolls group will be completing their composition questions for Chapter 4 c. The Boy who Saved Baseball group will be completing their Spelling Rainbows. 24. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 25-32) b. Hollis Woods group will be completing their comprehension questions in their packet. c. The Trolls group will be completing their Spelling Rainbow. 25. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover a variety of different learning styles. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Some of the packets call for drawing a scene of a story, which is good for visual-spatial students. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also be formally assessed based on their ability to summarize their story (in the front of the room before they begin reading) and their ability to make text-to-text connections.

Language Arts Lesson Plan 2-22-12

Lesson Plan: Novels Unit Part 5 Date: 2/22/12 Class: Language Arts Instructional Objective: The students will develop an comprehensive understanding of the novel that they are assigned and how the main characters in each of the stories connect to a IB profile trait. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets out of their desks. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them in class. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Lead Questions: 13. What are the main events in novel that each group is reading? 14. What are some of the IB goals that each of the students are using throughout the novel?

Sequence of Instruction: 26. The students will be told to put their silent reading books away and to get their novels and their packets out. 27. There will be a description of the three stations that each of the students will be participating in. 28. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 33-40) b. The Boy who Saved Baseball group will be completing the Chapter 4 questions in their comprehension packet. c. Hollis Woods group will be completing Spelling Sentences for their spinoffs. 29. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 37-46) b. The Trolls group will be completing their composition questions for Chapter 5 c. The Boy who Saved Baseball group will be completing Spelling Sentences 30. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 33-40) b. Hollis Woods group will be completing their comprehension questions in their packet c. The Trolls group will be completing their Spelling Sentences. 31. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. They will be formative assessments such as the ability of each student to summarize the book and to connect the reading to ones life.

Language Arts Lesson Plan 2-23-12 Lesson Plan: Novels Unit Part 6 Date: 2/23/12 Class: Language Arts Instructional Objective: The students will develop an comprehensive understanding of the novel that they are assigned and how the main characters in each of the stories connect to a IB profile trait. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Lead Questions: 15. What are the main events in novel that each group is reading? 16. What are some of the IB goals that each of the students are using throughout the novel?

Sequence of Instruction: 32. The students will be told to put their silent reading books away and to get their novels and their packets out. 33. There will be a description of the three stations that each of the students will be participating in. 34. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 41-49) b. The Boy who Saved Baseball group will be completing the Chapter 5 questions in their comprehension packet. c. Hollis Woods group will be completing Spelling 3-times for their spin-offs, which means that they have to write the word 3 times (once in lowercase, one in capital letters, and once in cursive). 35. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 47-54) b. The Trolls group will be completing their composition questions for Chapter 6 c. The Boy who Saved Baseball group will be completing Spelling 3-times 36. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 40-49) b. Hollis Woods group will be completing their comprehension questions in their packet c. The Trolls group will be completing their Spelling 3-times. 37. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also be formatively assessed through summarizing the reading, making predictions, and textto-text or text-to-self connections.

Language Arts Lesson Plan 2-24-12 Lesson Plan: Novels Unit Part 7 Date: 2/24/12 Class: Language Arts Instructional Objective: The students will develop an comprehensive understanding of the novel that they are assigned and how the main characters in each of the stories connect to a IB profile trait. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets out of their desks. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them in class. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Lead Questions: 17. What are the main events and details in novel that each group is reading? 18. What are some of the IB goals that each of the students are using throughout the novel?

Sequence of Instruction: 38. The students will be told to put their silent reading books away and to get their novels and their packets out. 39. There will be a description of the three stations that each of the students will be participating in. 40. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 50-57) b. The Boy who Saved Baseball group will be completing the Chapter 6 questions in their comprehension packet. c. Hollis Woods group will be creating their spelling list for next week. 41. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 55-62) b. The Trolls group will be completing their composition questions for Chapter 7 c. The Boy who Saved Baseball group will be completing their spelling lists for next week. 42. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 49-70, mostly on their own). b. Hollis Woods group will be completing their Chapter 7 questions in their packet c. The Trolls group will be completing their spelling list for next week. 43. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also answer questions verbally about the main events that going on in the story, to make connections from the story to ones life, and for vocabulary comprehension.

Language Arts Lesson Plan 2-28-12 Lesson Plan: Novels Unit Part 9 Date: 2/28/12 Class: Language Arts Instructional Objective: The students will continue to develop a comprehensive understanding of the novel that they are assigned. They will also comprehensively reflect about their attitudes toward the book so far (did they like the book, what they did not like, etc). GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Lead Questions: 19. What are the main events in the novel that each group is reading? 20. What are the students thoughts about the novel they have read so far?

21. What are some of the IB goals that each of the students are using throughout the novel?

Sequence of Instruction:
44. The students will be told to put their silent reading books away and to get their novels and their packets out. 45. There will be a description of the three stations that each of the students will be participating in. 46. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 67-74) b. The Boy who Saved Baseball group will be completing the Chapter 8 questions in their comprehension packet. c. Hollis Woods group will be completing Spelling Sailboats. 47. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 72-80) b. The Trolls group will be completing their composition questions for Chapter 9 and the Bonus Feature (for halfway through the book). c. The Boy who Saved Baseball group will be completing Spelling Sailboats. 48. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 81-90). b. Hollis Woods group will be completing their Chapter 9 questions in their packet c. The Trolls group will be completing their Spelling Spinoffs. 49. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. The students will also critically assess the novel they are reading, which is good for those learners who are verbal-linguistic. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. I will also ask the students about events that have happened in the novel, what their thoughts are about it,

and to make predictions about the second part of the book. I will also ask about some of the IB profile traits that are evident during the book.

Language Arts Lesson Plan 2-29-12 Lesson Plan: Novels Unit Part 10 Date: 2/29/12 Class: Language Arts Instructional Objective: The students will continue to develop an comprehensive understanding of the novel that they are assigned and connect incidents in the story to their own lives. The learner will continue to develop their vocabulary comprehension base through the readings. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Lead Questions: 22. What are the main events in novel that each group is reading? 23. What are some of the main details in the story?

24. What are some of the IB goals that each of the students are using throughout the novel? Sequence of Instruction: 50. The students will be told to put their silent reading books away and to get their novels and their packets out. 51. There will be a description of the three stations that each of the students will be participating in. 52. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 75-81) b. The Boy who Saved Baseball group will be completing the Chapter 9 questions in their comprehension packet. c. Hollis Woods group will be completing Spelling Rainbows. 53. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 80-87) b. The Trolls group will be completing their composition questions for Chapter 10. c. The Boy who Saved Baseball group will be completing Spelling Rainbows. 54. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 91-99). b. Hollis Woods group will be completing their Chapter 10 questions in their packet c. The Trolls group will be completing their Spelling Rainbows. 55. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. The students will also have to critically reflect on the novel they are reading, which is good for linguistic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also be formatively assessed through summary and reflecting what they have read so far and to make upcoming predictions.

Language Arts Lesson Plan 3-1-12 Lesson Plan: Novels Unit Part 11 Date: 3/1/12 Class: Language Arts Instructional Objective: The students will continue to develop a comprehensive understanding of the novel that they are assigned and connect incidents in the story to their own lives. The learner will continue to develop their vocabulary comprehension base through the readings. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Colored Pencils Lead Questions: 25. What are the main events in novel that each group is reading?

26. What are some of the IB goals that each of the students are using throughout the novel? 27. The learner will identify key vocabulary words from their novel and developing an understanding of its meaning Sequence of Instruction: 56. The students will be told to put their silent reading books away and to get their novels and their packets out. 57. There will be a description of the three stations that each of the students will be participating in. 58. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 82-89) b. The Boy who Saved Baseball group will be completing the Chapter 10 questions in their comprehension packet. c. Hollis Woods group will be completing Spelling 3x. 59. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 88-100) b. The Trolls group will be completing their composition questions for Chapter 11. c. The Boy who Saved Baseball group will be completing Spelling 3x. 60. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 100-111). b. Hollis Woods group will be completing their Chapter 11 questions in their packet c. The Trolls group will be completing their Spelling 3x. 61. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also be formatively assessed through identify main ideas of the story, summarize the main events, and through the predictions that they will make. This will occur in the reading groups in the front of the room.

Language Arts Lesson Plan 3-2-12 Lesson Plan: Novels Unit Part 12 Date: 3/2/12 Class: Language Arts Instructional Objective: The students will continue to develop an comprehensive understanding of the novel that they are assigned and connect incidents in the story to their own lives. The learner will continue to develop their vocabulary comprehension base through the readings. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Lead Questions: 28. What are the main events and details in the novels that each group is reading?

29. What are some of the IB goals that each of the students are using throughout the novel? 30. What are some of the key vocabulary words from the novel and what do they mean? Sequence of Instruction: 62. The students will be told to put their silent reading books away and to get their novels and their packets out. 63. There will be a description of the three stations that each of the students will be participating in. 64. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 90-96) b. The Boy who Saved Baseball group will be completing the Chapter 11 questions in their comprehension packet. c. Hollis Woods group will be completing Time for Kids. 65. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 101-111) b. The Trolls group will be completing their composition questions for Chapter 12. c. The Boy who Saved Baseball group will be completing Time for Kids. 66. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 111-125). b. Hollis Woods group will be completing their Chapter 12 questions in their packet c. The Trolls group will be completing their Time for Kids. 67. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension grade. The students will also be formatively assessed through summarizing their novel and the describe the IB traits that are used through the book.

Language Arts Lesson Plan 3-5-12 Lesson Plan: Novels Unit Part 13 Date: 3/5/12 Class: Language Arts Instructional Objective: The students will continue to develop a comprehensive understanding of the novel that they are assigned and connect incidents in the story to their own lives. The learner will continue to develop their vocabulary comprehension base through the readings. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Colored Pencils Lead Questions: 31. What are the main events and details in the novel that each group is reading?

32. What are some of the IB goals that each of the students are using throughout the novel? 33. What are some of the key vocabulary words from the novel and what do they mean? Sequence of Instruction: 68. The students will be told to put their silent reading books away and to get their novels and their packets out. 69. There will be a description of the three stations that each of the students will be participating in. 70. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 97-104) b. The Boy who Saved Baseball group will be completing the Chapter 12 questions in their comprehension packet. c. Hollis Woods group will be completing Spelling Boxes. 71. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 112-124) b. The Trolls group will be completing their composition questions for Chapter 13. c. The Boy who Saved Baseball group will be completing Spelling Boxes. 72. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 126-141). b. Hollis Woods group will be completing their Chapter 13 questions in their packet c. The Trolls group will be completing their Spelling Boxes. 73. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also be formatively assessed through summarizing the book, what are certain IB traits that are evident in the reading, and vocabulary words.

Language Arts Lesson Plan 3-6-12 Lesson Plan: Novels Unit Part 14 Date: 3/6/12 Class: Language Arts Instructional Objective: The students will continue to develop a comprehensive understanding of the novel that they are assigned and connect incidents in the story to their own lives. The learner will continue to develop their vocabulary comprehension base through the readings. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Lead Questions: 34. What are the main events and details in the novel that each group is reading?

35. What are some of the IB goals that each of the students are using throughout the novel? 36. What are some of the key vocabulary words from the novel and what do they mean? Sequence of Instruction: 74. The students will be told to put their silent reading books away and to get their novels and their packets out. 75. There will be a description of the three stations that each of the students will be participating in. 76. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 105-111) b. The Boy who Saved Baseball group will be completing the Chapter 13 questions in their comprehension packet. c. Hollis Woods group will be completing Spelling Rainbows. 77. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 126-137) b. The Trolls group will be completing their composition questions for Chapter 14. c. The Boy who Saved Baseball group will be completing Spelling Rainbows. 78. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 142-151). b. Hollis Woods group will be completing their Chapter 14 questions in their packet c. The Trolls group will be completing their Spelling Rainbows. 79. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will be formatively assessed when I ask them questions about the main events in the story, predictions about upcoming events, and IB traits that are exhibited in the story.

Language Arts Lesson Plan 3-7-12 Lesson Plan: Novels Unit Part 15 Date: 3/7/12 Class: Language Arts Instructional Objective: The students will continue to develop a comprehensive understanding of the novel that they are assigned and connect incidents in the story to their own lives. The learner will continue to develop their vocabulary comprehension base through the readings. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Colored Pencils Lead Questions: 37. What are the main events in novel that each group is reading?

38. What are some of the main details in the story? 39. What are some of the IB goals that each of the students are using throughout the novel? Sequence of Instruction: 80. The students will be told to put their silent reading books away and to get their novels and their packets out. 81. There will be a description of the three stations that each of the students will be participating in. 82. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 112-118) b. The Boy who Saved Baseball group will be completing the Chapter 14 questions in their comprehension packet. c. Hollis Woods group will be completing Spelling Choice. 83. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 138-146) b. The Trolls group will be completing their composition questions for Chapter 15. c. The Boy who Saved Baseball group will be completing Spelling Choice. 84. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 152-166). b. Hollis Woods group will be completing their Chapter 15 questions in their packet c. The Trolls group will be completing their Spelling Choice. 85. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension grade. The students will also be formatively assessed through summarizing the story, identifying the key IB traits in their novels, and the meaning of vocabulary words that appear in their story.

Language Arts Lesson Plan 3-9-12 Lesson Plan: Novels Unit Part 16 Date: 3/9/12 Class: Language Arts Instructional Objective: The students will continue to develop a comprehensive understanding of the novel that they are assigned and connect incidents in the story to their own lives. The learner will continue to develop their vocabulary comprehension base through the readings. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Colored Pencils Lead Questions: 40. What are the main events and details in the novel that each group is reading?

41. What are some of the IB goals that each of the students are using throughout the novel? 42. What are some of the key vocabulary words from the novel and what do they mean? Sequence of Instruction: 86. The students will be told to put their silent reading books away and to get their novels and their packets out. 87. There will be a description of the three stations that each of the students will be participating in. 88. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 119-126) b. The Boy who Saved Baseball group will be completing the Chapter 14 questions in their comprehension packet. c. Hollis Woods group will be completing their spelling words for the upcoming week. 89. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 147-159) b. The Trolls group will be completing their composition questions for Chapter 15. c. The Boy who Saved Baseball group will be completing their spelling words for the upcoming week. 90. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 167-176). b. Hollis Woods group will be completing their Chapter 14 questions in their packet c. The Trolls group will be completing their spelling words for the upcoming week. 91. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also

be formatively assessed through summarizes their novel, the IB traits that are evident, and other questions that relate to the novel.

Language Arts Lesson Plan 3-12-12 Lesson Plan: Novels Unit Part 17 Date: 3/12/12 Class: Language Arts Instructional Objective: The students will create a Book Review about the story they read which will include a cover, a detailed summary of the book, 2 specific why they liked and disliked the book, as well as listing and describing 2-3 IB traits that are used in the book. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and The Trolls) Packets Writing Utensils Dictionaries Colored Pencils Lead Questions: 43. What are the main events and details in the novel that each group is reading?

44. What are some of the IB goals that each of the students are using throughout the novel? 45. What are the students thoughts and reflections about the reading? Sequence of Instruction: 92. The students will be told to put their silent reading books away and to get their novels and their packets out. 93. There will be a description of the three stations that each of the students will be participating in. 94. For the first rotation, it will work this way a. The Trolls group will be reading in the front of the room (Pages 127-132) b. The Boy who Saved Baseball group will be completing the Chapter 15 questions in their comprehension packet. c. Hollis Woods group will be completing a grammar exercise and have an opportunity to catch up on previous work. 95. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods group will be reading in the front of the room (pg. 160-166) b. The Trolls group will be completing their composition questions for Chapter 16. c. The Boy who Saved Baseball group will be completing a grammar exercise and have an opportunity to catch up on previous work. 96. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be reading in the front of the room (pg. 177-191). b. Hollis Woods group will be completing their Chapter 16 questions in their packet c. The Trolls group will be completing a grammar exercise and have an opportunity to catch up on previous work. 97. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will be

evaluated based in their reading groups based on their understanding of the story and their reflections about the novel.

Language Arts Lesson Plan 3-14-12 Lesson Plan: Novels Unit Part 18 Date: 3/14/12 Class: Language Arts Instructional Objective: The students will create a Book Review about the story

they read which will include a cover, a detailed summary of the book, 2 specific why they liked and disliked the book, as well as listing and describing 2-3 IB traits that are used in the book.
GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and comprehension packets. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things home for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. For the Book Review, the students must work on their own quietly. If one is off-task and distracted by others around them, they will be moved to a quieter location. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries

Colored Pencils

Lead Questions: 46. What are the main events and details that occurred in the novel? 47. What are some of the IB traits that each of the students are using throughout the novel? 48. What are the students thoughts and reflections about the book? Sequence of Instruction: 98. The students will be told to put their silent reading books away and to get their novels and packets out. 99. There will be a description of the three stations that each of the students will be participating in. 100. For the first rotation, it will work this way a. The Boy who Saved Baseball group will be completing the Chapter 16 questions in their comprehension packet. b. The Trolls group will begin their Book Reviews. Hollis Woods group will continue with them. 101. After 20 minutes, the students will switch and transition to their second station a. Hollis Woods and The Trolls group will continue working on their Book Review. b. The Boy who Saved Baseball group will be reading in the front of the room. 102. After 20 minutes, the students will switch and transition to their third station a. The Boy who Saved Baseball group will be finishing their comprehension questions. b. Hollis Woods and The Trolls group will continue working on their Book Reviews. 103. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read. For those who are verbal-linguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual or group work as well, which is good for interpersonal and intrapersonal learners. There will also be movement from group to group, which is good for kinesthetic learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also be formatively assessed through identify main ideas of the story, summarize the main

events, and through the predictions that they will make. This will occur in the reading groups in the front of the room.

Language Arts Lesson Plan 3-15-12 Lesson Plan: Novels Unit Part 19 Date: 3/15/12 Class: Language Arts Instructional Objective: The students will create a Book Review about the story they read which will include a cover, a detailed summary of the book, 2 specific why they liked and disliked the book, as well as listing and describing 2-3 IB traits that are used in the book. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and Book Reviews out. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Colored Pencils Paper

Lead Questions: 49. What are the main events and details in the novel? 50. What are some of the IB traits that are identified through each of the novels? 51. What are the students thoughts about the novel they read? Sequence of Instruction: 104. The students will be told to put their silent reading books away and to get their novels and their Book Reviews out. 105. There will be a description of the expectations for the day and the deadlines that the students must have it done by. 106. The students will be given an hour to work on the unit. 107. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read, as well as drawing pictures for their review. For those who are verballinguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual, which is good for intrapersonal learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also be formatively assessed through identify main ideas of the story, summarizing the IB traits are evident in the story, and reviewing what they liked and disliked about the book.

Language Arts Lesson Plan 3-16-12 Lesson Plan: Novels Unit Part 20 Date: 3/16/12 Class: Language Arts Instructional Objective: The students will create a Book Review about the story they read which will include a cover, a detailed summary of the book, 2 specific why they liked and disliked the book, as well as listing and describing 2-3 IB traits that are used in the book. GLCE or District Objective: R.CM.05.01: Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.05.02: Retell through concise summarization grade-level narrative and informational text. R.CM.05.03: Analyze global themes, universal truths, and principals within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.MT.05.01: Self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Behavioral Management Procedures: The students will begin the period by getting their novels and Book Reviews out. There will then be an explanation of what groups they are going to be in and what the assignments are for the day. There will be an emphasize on the behavioral expectations at the beginning of the lesson, such as working quietly at all of the stations, referring to their books if one has a question, staying on task, not disrupting others, and taking things for homework if they dont finish them. For group assignments, they are allowed to work with other group members but they are expected to stay on the topic and keep their noise levels down. Materials: Timer Novels (Boy who Saved Baseball, Adventures of Hollis Woods, and the Trolls) Packets Writing Utensils Dictionaries Colored Pencils Paper

Lead Questions: 52. What are the main events and details in the novel? 53. What are some of the IB traits that are identified through each of the novels? 54. What are the students thoughts about the novel they read? Sequence of Instruction: 108. The students will be told to put their silent reading books away and to get their novels and their Book Reviews out. 109. There will be a description of the expectations for the day and the deadlines that the students must have it done by. 110. The students will be given an hour to work on the unit. 111. At the end of the each the stations, the students will be called back to their desks to go over agendas before the day ends. Plans for Differentiation: This lesson that will cover many different learning styles that the students have. Those who learn by visual-spatial will be able to see the words on the page as they read, as well as drawing pictures for their review. For those who are verballinguistic, the stories will be read out loud between each of the three groups. There will the opportunity for individual, which is good for intrapersonal learners. Plans for Assessment: I will be able to assess the students through their effort in the packet as I walk around the class. I will also collect each of the packets on Fridays to look them over the weekend and to determine their comprehension levels. The students will also be formatively assessed through identify main ideas of the story, summarizing the IB traits are evident in the story, and reviewing what they liked and disliked about the book.

Meeting Diverse Needs This unit will cover the different learning styles that the students have by covering many of the Multiple Intelligences. For example, those who learn by Visual-Spatial will be able to follow the words on the pages as they read throughout the book. For those who learn best by Verbal-Linguistic, each group will read their chapters out loud together in the front of the room. Therefore, readers will be able to both listen to it and to read it. There will the opportunity for individual work throughout the unit on comprehension questions and spin-off activities, which is good for Interpersonal learners. There will be some opportunities for some group work well, whether it is reading as a group or assisting each other on comprehension questions, which is good for those who are Intrapersonal learners. For each set of rotations, there will be movement from stations to stations, which is good for learners who are Kinesthetic. For the Book Review project at the end of the lesson, the learner will have the opportunity to draw their favorite scene in the story as well as drawing a cover at the front of the project that is not the same as the original one. This is good for those who learn best by Visual-Spatial. For some of the spin-off activities, the students will have the opportunity to work on activities such as spelling sentences or swiggle, which will allow them to express their ideas and creativity. This is good for those who learn best by Linguistic.

Materials for Unit These are the materials that will be used for the unit Copies of the following novels o The Boy who Saved Baseball by John Ritter o The Pictures of Hollis Woods by Patricia Reilly Giff o The Trolls by Polly Horvath Comprehension Packet for Each Book Timer (to time each station) Dictionaries (for vocabulary) 11 by 14 White Paper (for Book Review) Colored Pencils Pens (for final copy of Book Review) Handouts (for Spin-offs)

Behavioral Management The students will begin the language arts period by getting their novels and comprehension packets out of their desks (except for the first day when I will pull groups up front as the others are silently reading to give them their supplies). I will give a brief explanation of what the assignment is going to be for the day, include the spin-off activity they will work on. Sometimes, I will reinforce behavioral expectations as well. I will write the assignments for each rotation on the white board. There will be an emphasize on the behavioral expectations at the beginning of the lesson, which includes working quietly at all of the stations, (unless they have a question, then they can ask a neighbor with a 2-foot voice), referring to their books if one has a question, staying on task throughout the entire time, and not disrupting others who are trying to work. If the students are violating any of these rules, they will get a check on a list that I keep, which means that they have to stay in for a minute of their next recess. I also let the students know that I have the right to move students to another location in the room if they are off-task. I will primarily stay in the front of the room with the group that is reading, however I will walk around the room to make sure that the students are on task and to answer any questions that they might have. If the students do not finish their comprehension questions or spin-off activity for the day, then it will be homework. For assignments that they are allowed to work with others, they are expected to stay on topic and keep their noise levels down. All of these expectations will be clearly stated numerous times throughout the unit.

Assessment The students will be assessed in several different ways throughout the unit. Some of the methods will be summative, but there will be many that are formative as well. Examples of formative assessments include asking the students to summarize what previously occurred in their stories before they begin their reading for the day. Other examples of formative examples include the students as they reading to understand what events are occurring in their novels, asking what certain phrases mean in relation to the story, and the meaning of vocabulary words. As I am going around the classroom, I will be able to see if the students understand their comprehension questions, vocabulary, etc., or if they need assistance in their work. Every Friday, I will collect the students packets in order to assess their work for the week. This will include taking two grades: one for completion and the other one for comprehension. The completion grade will include completing all of the questions that were assigned, writing in complete sentences, and putting effort and detail into their responses. The comprehension grade will include their understanding of the reading and the specific detail that they put into each of their answers. The final grades for their packets will be the three packets checks averaged out together. Finally, when the students are finished with their novels, they will complete a Book Review. This will include writing a summary of the main events that occurred in the book, reviewing what they liked about the book and what they disliked about the book with detail, identifying 2-3 specific IB traits that are evident in the book and how they exist, as well as creating a book cover (that is different from the original book cover). This assessment will be used as summative to determine how well the student comprehended the novel, reflected it with detail, and specifically identifying the IB traits that were evident in the book.

Pre-Assessment Before the unit begins, I assigned the students into three different groups based on their DIBELS scores and on what students work best together. The Trolls group consisted of those who are at below grade level while The Pictures of Hollis Woods and The Boy who Saved Baseball consisted of those at or above grade reading level. Its hard to judge a students knowledge about a novel at the beginning of a unit because they have not read any of the books before. However, they will complete a pre-assessment worksheet before they begin their novel. It consists of making predictions about what the novel is going to be about, identifying vocabulary words that will be pertinent throughout the story, and relating the main ideas in the story to real-life examples in ones life. Attached is the pre-reading sheet that each of the students will complete before they begin their novels. This assignment allows me to gain a greater understanding of their knowledge about the topic of which the book is about. It also allows me to gain a greater understanding about their written skills, the amount of detail they put into their responses, and their writing ability in terms of sentence structure and identifying details. I was able to get an idea of the students comprehension level from previous assignments and DIBELS scores.

Post-Assessment The students will be assessed based on the completion and comprehension grades on their packets. For the completion grade, it will be averaged out with the 3 packet checks that will occur throughout the unit. The completion grade will be determined based off of completing all of the questions, putting effort into each of the questions (filling out the majority of the space that is provided), and writing in complete sentences. Like the completion grade, the comprehension grade will be averaged out between the three packet checks. For the comprehension checks, the students will be graded based on their understanding and accuracy of the response to the questions as well as the amount of details that they use in each of their answers. The summative assessment at the end of the unit will be a Book Review. For this project, the students will create a book cover (like on the outside of the hard cover book). On the front, the students will create and illustrate a cover of the book; however, the cover must be original, it cannot be the same as the cover on the book. Another requirement of this project is for the students to write a summary of the book based on the events that occurred throughout their novel. They will also write a review of the book. This includes 2-3 things that they enjoyed about the book and 2-3 that they did not like about the book. Finally, they will have to identify and describe 2-3 IB traits that are evident in their book. They also have to create an illustration on the inside of the book cover of their favorite scene of the book. The students will be given a sheet that describes the requirements of the assignment (attached on the next page). They will also be given a rubric, which will tell them what is required as well as what they need to do to get a 4 in each area (rubric is also attached). This project will tell me whether the students were able to successfully comprehend the story, whether they were able to discover and interpret the IB traits that were in each of the novels (and how they were used), as well as critically evaluating the story.

Unit Reflection Language Arts is one of the harder areas to determine data, especially for a novel studies unit. However, I was still able to get important information about the students knowledge and ability going into the lesson. All of the students filled out a pre-reading sheet, where they filled out what they knew about the topic of the novel, predictions that they had about the story, and vocabulary words that are a part of the story. This helped to give me an idea of their comprehension abilities as well as their knowledge about the topic going into the novel. I was able to divide the groups based by DIBELS scores as well as by students who work well together (while keeping those who might not be a good match away from each other). The way of dividing them up worked well for the most part as the reading was at the appropriate reading level (according to the Book Review and Comprehension Packet Check). The Book Review showed me that the majority of the students were able to develop an understanding of the reading based on the summaries that they gave. It shows that they developed a comprehensive understanding of the reading as they were able to retell what happened. Many of the students were also able to identify IB traits that were exhibited throughout each of their books. The only thing that I was disappointed about was that some students did not show as much detail in their responses as I hoped that they would. For example, some students listed IB traits, but they did not go into a lot of detail about why they used these IB traits (which is where many of the students were marked down). The average score of the Book Review was a 17/20 and the average grade on the Comprehension Packet was a B, so I was pleased with the results for the most part. The biggest thing is to continue emphasizing students to add detail to all of their responses, which will come with time. The learning environment for the students in this unit was good for the most part. As one group was reading in the front of the room, the other groups were working quietly for the majority of the time. There were times where there were some students were off-task; however, I was able to give them a warning, which led them to get back on track. There were a couple of cases where I had to move the students from one location to another, since they were more worried about talking to those around them than working on their own. I think since the students knew that any work they did not complete in class would be homework and that it motivated the majority of them to use their time wisely.

Some of the things that I thought went well about this unit was that many of the students enjoyed the novels. Throughout the unit, many students were engaged with the reading, which allowed them to gain a good understanding of the story. The pace of the unit was good for most of the students as well; it took most of them the whole time to get their work done. Even if they did not finish in class, they only had a question or two to finish for homework. It forced many students to use their time constructively, knowing that if they did not use their time wisely, they would have a lot of homework. Things that I would change if I was going to do this unit again would be to develop a greater variety of spin off activities. I think that there were times where I emphasized spelling too much. Instead, I think that I should have focused a little more in some grammar areas since this unit did not emphasize many of them. Another thing that I would have done differently in this unit would be to create a rubric for the packet checks. This would have allowed the students to have a greater understanding of what they were being graded on in their packets and they would have an better idea of which specific grade they would be at. Overall though, I thought that this unit went well for the most part. There are a couple things that I would improve if I had the opportunity too, which I listed above but I was pleased with how it went for the most part.