Vous êtes sur la page 1sur 2

Reading Lesson Plan

Name: Karen Sanchez


Date: February 4, 2015
Grade Level: 5th
Time: 30 minutes
Arizona State Standards: Quote accurately from a text when
explaining what the text says explicitly. (5.RI.1)
Common Core Standards: CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing their own clearly.
Content Area Objectives:
I can analyze flashbacks in a text to determine how they
contribute to the story.
Language Objectives:
Students will discuss in small groups.
Students will contribute ideas in whole class discussion.
Vocabulary: Flashbacks, plot, theme, character, and setting
Materials: Number the Stars book, Flashback worksheet, reading
notes, pencil
Anticipatory Set: What do you know about flashbacks? Do you know
any stories with flashbacks? Discuss different types of flashback e.g.
memories, dreams
Teacher Actions:
Write objective on the board.
Engage students in the anticipatory set.
Ask each group to discuss and contribute to class discussion
about flashbacks.
Model notes on literary elements on the board (flashbacks, plot,
characters, theme, setting).
Engage students to read together the Flashback worksheet.
Provides directions for the reading activity.
Give students sticky notes to mark any flashbacks from the text.
Read Chapter two from Number the Stars aloud while students
follow along.

Discuss quotes from the text that prove that the character is
having a flashback.
Write the answers to the flashback worksheet.
Discuss how each flashback adds to the story.
Engage students in closure.

Student Actions:
Discuss in groups anticipatory set (what is a flashback).
Contribute to class discussion about prior knowledge of
flashbacks.
Take notes on the literary elements.
Read together the flashbacks worksheet and listen to directions.
Follow along to reading of Chapter two.
Identify any flashbacks that are read from the book throughout
the reading.
Discuss quotes from the text that prove that the character is
having a flashback.
Write the answers to the flashbacks worksheet.
Discuss how each flashback adds to the story.
Discuss closure as a class.
Variations:
Students could write about a flashback in their life.
Modifications:
Teacher may need to provide more guidance to students who are
having difficulty identifying flashbacks.
Closure:
Students will identify one way that flashbacks help you
understand the story.
Assessment:
Observation of students.
Checking for understanding with questions throughout lesson.
Closure question.