Comprehension Lesson Plan Grade Level/Subject: 5th Grade/Reading Central Focus: ComprehensionIdentify story elements

Essential Standard/Common Core Objective: CCSS.ELA-LITERACY.RI.5.1 Date submitted: April 8th, 2014 Quote accurately from a text when explaining what the text says explicitly Date taught: March 17th 18th, 2014 and when drawing inferences from the text. Daily Lesson Objective: When given a newspaper with four articles, students will be able to explain what the text is about, identifying two or more main ideas, as well as explaining relationships between two concepts in history. To be successful, students must complete a twelve question quiz with at least 90% accuracy. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): US Studies Weekly newspaper Language function: Explain US Studies Weekly website Essential Vocabulary: Story timeline Syntax: Using the components within the story timeline to explain the important details of the article(s) helps check for comprehension and understanding of the text. Discourse: If the language function is to explain the story elements within a story, then appropriate language forms could include complete sentences, the use of dialogue, the use of description, and the use of the main character. One example of the main character in Declaring Independence is Thomas Jefferson and how he was one of the writers for the Declaration of Independence, which suggest that the character plays an important part in creating this great document. Prior Knowledge: Based on ELA CCSS RL. 1, RL 2, and RL 3, students should be able to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text, Determine a theme of a story, drama, or poem from details in the text; summarize the text, and describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions).

Activity

Description of Activities and Setting After reading a story, what do you include when you accurately explaining the key components to someone who has never read the same story? (the key details/important parts, in sequential order as to which they occurred). In a story, what parts would you consider the most important parts? (Characters, detailed events, problems and solutions, and the setting prompt if students need assistance). For an example, I went to the zoo one time and saw an elephant, a monkey, and a giraffe. I also got to feed the donkeys. The donkeys were hungry because they did not waste any time when I gave them food. After we fed

Time

1. Focus and Review

3 min.

2. Statement of Objective for Student

3. Teacher Input

the donkeys, we went on a bus where they gave us old/stale bread and told us to feed the bread to the buffalo. When I would stick my bread out the window of the bus the buffalo would stick his long tongue out and expected you to place the bread on his tongue. It was pretty scary. Towards the end of our trip we got off the bus and walked to our cars. Can anyone accurately explain the key components to my story? (allow 2-3 students to speak out loud, guide students if needed) Well boys and girls, this is how to explain a story to someone who has never read the story. Today we are going to learn how to accurately explain the important parts of a story. After we read the passages, you will take the important information you learned and create an important event timeline in sequential order. This is very important because learning to identify the important events/people/places will help when explaining a story. (Play oral recording of the newspaper articles on the internet) While the story is being read aloud to the students stop frequently to check for comprehension. Start with the first passage: Declaring Independence Show the students an original image of the Declaration of Independence. Explain that Thomas Jefferson was one of five people that helped create this great document. Explain that it only took about two weeks to complete the Declaration of Independence. As the story is being read to the students, check for comprehension by walking around the room. When the first passage is over, ask the following questions (out of the teacher guide): 1. What change was later made to Jeffersons statement, We hold these truths to be scared and undeniable? Answer: (We hold these truths to be self-evident) 2. Why do you think that change was made? Answer: (They wanted the king and everyone else to know the truth should be plain for all to see.) 3. Why did Thomas Jefferson include a long list of complaints about things the king had done wrong? Answer: (He placed the blame with the king rather than making it seem as if the colonists initiated the problems.) 4. Would you have been willing to promise your honor, money and life to make out country free? Why or why not? (Answers will vary.) Go on to the next passage: The Road to Independence Allow the students to listen to the article all the way through. (its a short article) Stop after the first part (Paul Reveres Midnight Ride) and ask; 1. What does one if by land and two if by sea mean?

1 min.

20 min.

Answer: (It was the code for how many lanterns would be lit in the Old North Church that Paul Revere watched for on April 18, 1775, so hed know what to tell his fellow Patriots.) Continue reading the remainder of the article. To check for comprehension, ask the following questions: 2. How has technology changed for spying and communication? Answer: (You dont have to leave your chair because there are computers, phones, satellites, email, texts, etc. that communicate instantly with anyone; its difficult for anyone to make a move without someone knowing about it now. Back then, people had to establish codes way in advance, burn lanterns and ride horses all over to want others about what was happening; armies could have entire battles without the next town knowing about it.) 3. What happened first, the Declaration of Independence or the first battles of the Revolutionary War? Answer: (The first battles of Lexington and Concord in April 1775) 4. Why did the first battles of Lexington and Concord in April 1775 happen first? Answer: (The fighting strengthened the idea of becoming independent because the battles made colonist realize the British wouldnt agree to their peaceful requests and protests.) 5. What type of man was Paul Revere? Answer: (Extremely dedicated to the cause of liberty; energetic; fearless; willing to die for fellow Patriots; artistic; creative) 6. Why do you think the British were after Samuel Adams and John Hancock? Answer: (Because they were telling everyone to go against the British and stop being loyal to the king and his unfair taxes and rules) 7. Why do you think King George refused to read the message from the First Continental Congress? Answer: (He didnt want to know what they disagreed with; he didnt care what they thought; he was angry that theyd even dare send him a letter or create a Congress to begin with.) Explain to the students that all of these questions helped them explain what the passages were mainly about. When I read a passage, it is important to know what the important parts when you have to explain the story/article to someone that has never heard it. Have students get into groups of 4, one group of 5 to complete a crossword puzzle located on the back of the magazine. The crossword puzzle has the following questions: ACROSS:

4. Guided Practice

15 min.

5. They were ready to fight the British in 60 seconds. 6. Reveres riding partner: William ________. 7. Group of representatives who wrote a letter to King George: First Continental ___________. 8. A group of citizen soldiers. 9. Author of Common Sense: Thomas ____________. 10. Used as a warning system in the Old North Church. DOWN: 1. Main writer of the Declaration of Independence: Thomas ___________. 2. Take away 3. Delegate who officially proposed independence in Congress 4. Site of the first battle of the Revolutionary War. Once the groups have completed the following questions together, pull the class back together to check the answers. This should be the students answering not the teacher. Students should return to their desk to complete the next assignment. Explain to the class what they will be doing. Hold up a piece of paper and have students fold it so that they have 6 equal size squares. Tell the students that they are to draw the important events that happened in the articles that they read and explain what their pictures are about above the pictures. Each student needs to complete their own individual activity. Draw on the board an example of what you are looking for. 5. Independent Practice Example:
Boston tea party

15 min.

6. Assessment Methods of all objectives/skills:

***This part may not be finished in one day, may have to be continued to the next day. Criteria for Evaluating Students Products: Full Mastery: All 12 components are identified correctly as well as the two short answers at the end. Partial Mastery: 10 out of 12 components are identified correctly as well as the two short answers at the end.

No Mastery: 8 or fewer components are identified including the two short answers at the end are answered incorrectly. ***Assessment on Weebly How do you explain the important events/people of a story? As good readers, why is it important to explain the key elements in a story? Why was answering all of those questions helpful when learning to explain a story?

7. Closure 8. Assessment Results of all objectives/skills:

3 min.

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Advanced students: Stills will be challenged with a more difficult article(s) where the explaining the text is something that they have to read between the lines for; Such as a memoir or bibliography. These types of texts are harder to explain because a memoir is a memory and informational text are primarily factual. I would lay out a couple of each genre and let the student choose.

Materials/Technology:
http://www.studiesweekly.com/fifth-grade-social-studies (provided to me by the teacher) Crossword puzzle (Given to me by the teacher)

- Assessment (given to me by the teacher) References:

http://www.studiesweekly.com/fifth-grade-social-studies (provided to me by the teacher)

Reflection on lesson: This lesson took a long time to plan because of the amount of information and assignments that the teacher wanted me to teach was a great amount. This was a comprehension lesson plan and she was teaching from 3-4 different standards. I feel as if this was my weakest lesson out of my whole IMB experience because I didnt really get to teach much. She told me to use the audio recording for the reading of the articles, so I relied on technology to do that. She told me all the questions to ask during the reading as well as all of the assignments that I had to fit in. I did not finish the lesson in one class because I ran out of time. The class period was 50 minutes long so my lesson ran into the next day. While I was planning this lesson, I had a gut feeling that this would happen. I wish the teacher would have given me the articles and allowed me to do with them what I wanted. I liked that she gave me a general idea of what she wanted but I dont feel like giving the students a lot of worksheets is a way to measure comprehension. After I did this lesson, the very next lesson that I observed was the next week in the USA Studies Weekly (Week 15) where she did the same thing. The reason she was teaching Social Studies was because the social studies/science teacher was behind and needed help to caught up on the curriculum. One thing that I did like, was the story timeline where the students folded the paper and drew pictures of the important events within the articles. This is a good way to determine if the students understood the information in the articles. I would teach this lesson again but I would do it differently. I would have the students more involved actively and maybe incorporate a video clip or song of some sort. I would show more pictures and may have an artifact that they can physically touch. I would incorporate more group work and make it something hands on verses a crossword puzzle.