Minnesota State University, Mankato

EEC Lesson Plan Explanations

Name
Date(s)
taught
Lesson Title

5th
Reading Mini Lesson

Tasha Johnson and Leah Rhode

2/24/15

Grade level(s)
Course/Subject

Evaluate Authors Purpose, Unit 8 Day 4

Observed Lesson

Central FOCUS:
Content Standard(s)

Skills (what do students

need to do to be successful
with the strategy? A skill is
automatic.

Content Learning
Objective(s)
Number the objectives

Strategies to be used
(research based)

Comprehension

yes, by

Strategy for Student Learning: Summarize

RL.5.2: Determine two or more ideas of a text and explain how they are supported by key
details; summarize the text

Identify universal themes in stories, dramas, or poems

Identify the topics in the writing
Locate details that support the theme
Understand that reflection is an inner process
Summarize the text

By the end of the lesson, students will be able to summarize a text in order to determine the
author's purpose.

Text to Text
Text to Self
Text to World
Think-pair-share
Prompting questions...
What is the authors purpose?
What does it mean to inform someone?
What does it mean to persuade someone?
What does an author do to entertain the audience?
What details support your answer?

ACADEMIC LANGUAGE Function: Synthesize- combine or integrate ideas to form a new whole

Minnesota State University, Mankato

EEC Lesson Plan Explanations
Academic Language

Academic language demands

Language Supports:

Reading- Students will

silently read to
themselves. Students will
follow along and read
aloud when prompted

Academic Vocabulary:
Evaluate - determine significance
Purpose - the reason for which something is done or created
Inform - give facts or information
Entertain - provide with amusement or enjoyment
Persuade - cause someone to believe something
Detail - an individual feature
Summarize - a brief statement of the main points

Front load- Vocabulary words will be defined and discussed

need to know and understand the term purpose.

Writing- Students will

write down responses to
the comprehension
questions as well as a 2-3
sentence summary which
will be handed in as an exit
ticket.
Listening- Students will
listen as the vocabulary
terms are front loaded to
them, during explicit
instruction, whole group
discussion, partner
discussion.

Activate prior knowledge: students will be asked what they

Content Vocabulary:
Single-celled organisms - organism that consists of only one
cell
Antibiotics - medicine
Resistant - to refrain or abstain from

Discourse: Students will engage in discussion

about the author's purpose of the given texts,
discussion with one another, and within whole
group. Students will discuss how the identified the
authors purpose, what evidence they found in the
text to support it and by discussing the answers to
the comprehension questions.

Speaking- Students will

participate by responding
to their peers during
partner discussion and
responding to whole group
discussion

MONITORING STUDENT LEARNING

Type of
Description of Assessment
Assessment
Feedback you will give to students and

Differentiation Accommodation - Modification

Minnesota State University, Mankato

EEC Lesson Plan Explanations
(Informal or
Formal)

what you expect students to do with your

feedback.
Please number each assessment

Before
Informal

Before beginning the lesson, students will

be asked to demonstrate their prior
knowledge about identifying authors
purpose. To activate the students prior
knowledge they will participate in a
movement sort activity. The three types of
author purpose(inform, entertain, and
persuade) will be separately on each of the
three white boards in the classroom.
Students will be read a series of passages
and will be asked to identify the authors
purpose for each passage. The students will
show their response by walking to and
standing under the correct term.

During
Informal

After
Formal

Students will independently answer 4

comprehension questions based off of the
Bacteria passage. The questions will be
read aloud to the students, as well as
projected on the white board. Once all
students have finished answering the
questions they will self correct their
answers and we will discuss answers as a
whole class.

Students who have difficulties expressing their ideas through

writing will be allowed to share their inference verbally,
either to a teacher or by recording it on the iPad

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EEC Lesson Plan Explanations

Student will be asked to write a 2-3

sentence summary about the passage,
Bacteria. Students will write their response
on the back of the index card that they
answered their comprehension questions
on. Once students have completed their
summary they will turn it in. This will help
guide further instruction by showing which
students understand, kind of understand,
and need more pracitce.

KNOWLEDGE OF STUDENTS TO INFORM TEACHING

Student Information

5-2 and 5-3

3 students (5-3) and 4 students (5-2) will need to be

grouped to read the story aloud together with support
from a teacher. These students are below grade level
in reading and receive ELL and SPED services. These
students have good comprehension when the story is
read aloud and the text is discussed briefly after each

How will you use this information in this lesson?

Accommodations
Students who have difficulty expressing their ideas in written
form will be allowed to orally state their Exit Card. These
students will be allowed to record their responses on the
iPad,
Modifications
Students who need support in reading at grade level texts will
be grouped and read the story aloud together with support

Minnesota State University, Mankato

EEC Lesson Plan Explanations
paragraph

from either Tasha or Leah, as well as having the story read to

them a second time through the interactive read aloud.

The class as a whole works well in a cooperative

learning environment and bounce ides off of one
another

The class likes to read independently or in pairs and

then come together to discuss main idea and concepts

A few students are reserved during whole group

discussion, but express their thoughts openly during
partner sharing

SUPPORTING STUDENT LEARNING

Management and Safety
No safety issues to consider. We will need to keep an eye on students who are sometimes off
Issues to Consider
task to make sure that they are focused and on task. To do this we will make sure all students

are sitting on the carpet where they can see they board and we will move students if they are
not. Students who are grouped together for reading the passage aloud will need to be
encouraged to try their best and to stay on task. A couple of classmates have been having a
hard time agreeing on topics, these students will be grouped with other students to avoid
unnecessary conflict.

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EEC Lesson Plan Explanations
Materials/Resources
Needed

Teacher Materials:

Human Resources Utilized

Tasha, Leah

Co-teaching

Strategy:

Roles and Responsibilities

One Teach, One Assist

Station Teaching
Team Teaching
Teacher A:
Leah

Students Materials:

BML Manual
Lesson Notes
Engagement activity example passages
Comprehension Anchor Poster4
Interactive Read Aloud Passage; Bacteria
Index card for student exit slip
Bacteria Comprehension Questions:
projected

Alternate reading passages

Launch and Engage
Introduce and Instruct
Alternate Practice

Text for Close Reading Book (pg.114)

Pencil and Pen
Index card for exit slip

One Teach, One Observe

Parallel Teaching

X Alternative Teaching

Tasha
Alternate reading passages
Launch and Engage
Alternate Practice
Closing

Teacher B:

LEARNING TASK IMPLEMENTATION

LAUNCH - engage learners, set purpose, activate prior knowledge, pre-assess, feedback etc. (Use these as your headings)
Pacing
Lesson
Instructional Strategies and Learning Tasks
Notes
Segments

15mins

Launch

To engage and activate the students prior knowledge they will participate in a
movement sort activity. The three types of author purpose(inform, entertain,
and persuade) will be separately on each of the three white boards in the
classroom. Students will be read a series of passages and will be asked to

Minnesota State University, Mankato

EEC Lesson Plan Explanations
identify the authors purpose for each passage. The students will show their
response by walking to and standing under the correct term.

To give directions, have students come and sit on the carpet.

Ask students...

Identify the 3 types of authors purpose( as students respond, walk

around the room and write the 3 types separately on each white board.

"Today we are going to do an interactive group activity to identify authors

purpose. You are going to listen silently as Me or Ms. Rhode reads the passage.
Once we say go, you will walk to and stand by which type of authors purpose
you think the passage shows. Use what you remember about identifying
authors purpose.
Read the prelisted passages to the students and have them complete the
activity
Encourage/ remind the students to think independently when choosing
their answer; dont follow your friends or the crowd if you think
differently
Ask students to support their decision with evidence from the passage;
how did you choose your answer? What made you think it was __ instead
of___?
Once the activity in completed have students return to the carpet to move into
the instruction of todays lesson.
INSTRUCTION/APPLICATION - procedures to acquire new knowledge and/or skills and apply or use them in a meaningful way,
instructional strategies, assessment, active engagement, practice, feedback, differentiation, etc.

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EEC Lesson Plan Explanations
Pacing

Lesson
Segments

25mins

Introduce and
Instruction

Instructional Strategies and Learning Tasks

"Good job 5th graders! You did a great job identifying the authors purpose
within different passages! Today, we are going to take what we know about
identifying authors purpose and use that to help us summarize and answer
questions about a passage."
Ask students....
What does it mean to summarize a story?
Can we use the authors purpose to help us summarize a story?
Allow students to think-pair-share with elbow partner
Pull together to discuss
Have students silently grab their close reading books and return to the carpet
Students will read the passage, Bacteria, once to themselves and then the
passage will be read aloud the whole class using the interactive read aloud
passage.
ELL students will be pulled into a small group to read the passage aloud
together
Before students begin, identify and briefly discuss the content vocabulary.

Practice

"Open your books to page 114. Today, we are going to read a passage about
Bacteria. As you are reading, I want you to think about what the authors
purpose might be. Keep it to yourself, we will talk about it after we have read
through the passage twice. Before you get started, lets talk about a few
vocabulary words we will see as we are reading."
Frontload the terms; bacteria, single-celled organism, and antibiotic
Have students move around the room the read the passage independently
Once students are finished reading, have them sit on the carpet in front of the
large white board and bring a pencil and a pen
Once all of the student have returned to the carpet play the interactive real

Notes

Minnesota State University, Mankato

EEC Lesson Plan Explanations
aloud passage
Remind students to be thinking about what the authors purpose might
be?
What evidence in the text support your ideas?
Discuss as a whole group
What is the authors purpose?
What clues in the text helped you identify the purpose?
Point out in the text where you found your evidence
Restate and solidify the students answer by stating...
"In the first paragraph the author describes what bacteria are and what shapes
they have. This part gives me facts about bacteria. Facts give me information.
Paragraphs 2 and 3 tell how bacteria can invade and grow in the body. These
paragraphs also give me FACTS. Next, the passage explains how the human
body fights off harmful bacteria naturally without medicine. Finally, the author
tells how bacteria change, making it necessary to change antibiotics. The
author provides a number of facts in the passage, without giving opinions or
feelings about them. That is why the authors purpose is to inform the
audience."
"Sometimes you need to answer questions about a passage you've read. Some
questions require you to determine the author's purpose. Today we're going to
answer a few questions about the passage we just read."
Pass out index cards to students and project the questions on the white board
Have students write 1-4 on one side of the card
Read through the questions one by one with the students. Independently, the
students will answer the questions on their index card with a pencil
After you have read through the questions and the students have had a
chance to respond to all 4 ask students to put the pencil in front of them and
take out their pens
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Minnesota State University, Mankato

EEC Lesson Plan Explanations
Go through the answers to the questions and have the students self correct
their responses
Discuss why the answers are correct compared to other choices for each
question
CLOSURE - student reflection on learning, assessment, feedback etc.
Pacing
Lesson
Instructional Strategies and Learning Tasks
Segments

5 mins

Closing/ Exit
card

Notes

"Good job 5th graders! You did and excellent job identifying authors purpose
and using it to help you answer questions about the passage. Now, we are
going to do one more thing that helps make us stronger readers! We know
what the passage is about and we know what the authors purpose is. We have
talked about evidence that helps us support the authors purpose and have
pointed it out in the text. The last thing I would like you to do today is to write
a 2-3 sentence summary about the passage on Bacteria we read today. I will
put the passage back up on the board to help you recall some of your
thoughts. You will write your summary on the backside of your index card that
has your question answers on it. Once you are finished you can turn it in on
the back table and read your independent books until it is time to line up. We
will discuss our summaries tomorrow at the beginning of class. Good work
today!

Walk around and check in with students to see that they are completing
the assessment and to answer questions they might have

REFLECTION:
After every lesson, take time to reflect on your teaching practice and student learning. Use specific examples of students work,
actions, or quotes to support your claims. Use your data evidence to back up your reflection/thoughts. Not subjective. Possible
questions you might use to guide your reflection:
1. What was working? What was not working? For whom? Why?
2. What missed opportunities for student learning are you aware of that happened?
3. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students
with diverse needs?
4. In your own classroom what would you teach next to build on this lesson?
5. How will your assessments guide your instruction in subsequent lessons?

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Minnesota State University, Mankato

EEC Lesson Plan Explanations
LESSON PLANNING CHECKLIST:
As you plan, use this checklist to guide your thinking.
Does the plan explain the logical, sequential steps you will follow as you teach?
Does the plan logically lay out what you will say and do?
Does the plan logically lay out what other people will say and do?
Does the plan logically lay out what the students will be doing?
How will you differentiate for different levels of ability and/or different levels of content knowledge? How will you use different
strategies for learning and/or cultural and language differences? How will you enable equitable learning opportunities for all
students?
Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson?
What instructional strategies will you use?
What examples will you use?
What learning activities will you use?
What are the procedural directions for the students to follow?
What tasks will you use? Are the tasks connected to the standards or guiding questions?
Do your tasks build on prior knowledge? Does the plan express definitions, concepts, or ideas that students need
before beginning the task?
What technology or materials will you be using and how will you use them?
Have you included how you will set expectations for student behavior before and during the lesson (picking up materials;
collaborative work time; listening behaviors, moving from one place to the next, etc.)?
How will you ensure that students remain engaged? What will you do/say if a student finishes early?
If students work in groups, have you included how you will group them and why that approach is appropriate to their learning
needs?
Have you specified how you will ensure students understand the academic language needed to succeed during this lesson?
What content-specific vocabulary will you introduce and how will you introduce it?
Do you plan for guided work so that students must use the ideas/skills they learn?
Do you plan for students to independently work with or apply the ideas/skills?
How will you collect evidence of students thinking and learning (formative assessments) during the lesson? What will you
see and hear?
How will you provide feedback to the students?
What are your time estimates?
LEARNING TASK IMPLEMENTATION WORD BANK
Use this word bank to help guide your thinking as you plan the learning task implementation. Select the segment titles, which are
appropriate for the content and nature of the lesson you are planning.
Activate Prior Knowledge
During ____
Formative Assessment
Procedural Directions

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EEC Lesson Plan Explanations
Activity
After _____
Anticipatory Set
Before___
Classroom Management
Demonstration
Description of the
Problem/Task
Differentiation
Discussion

Elaboration
Engagement
Evaluation
Example
Explanation
Explicit Instruction
Exploration

Guided Practice
Guiding Questions
Hook
Independent Practice
Modeling what type?
Motivation
Pre-Assess

Purpose
Questions for Discussion
Scaffolding Questions
Strategies used
Student Reflection
Summative Assessment
Think Aloud

Extension
Feedback

Presentation
ZPD

Transition

ACADEMIC LANGUAGE GLOSSARY

Academic Language: Oral and written language used for academic purposes. Academic language is the means by which students develop and express
content understandings. Academic language represents the language of the discipline that students need to learn and use to participate and engage in
meaningful ways in the content area. There are language demands that teachers need to consider as they plan to support student learning of content.
Language Demands: Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks
through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding. These language demands include vocabulary,
language functions, syntax, and discourse.
vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ
from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and
(3) subject-specific words defined for use in the discipline
language functions: The content and language focus of the learning task represented by the active verbs within the learning outcomes.
syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).
discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in
knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that
provide useful ways for the content to be communicated.
Language Supports: Strategies that are used to build students academic language within a learning task. Strategies involve both modeling the
appropriate language for the students to use in a learning task as well as opportunities for guided practice and independent practice. Strategies include
think pair share, choral response, word walls, modeling, graphic organizers, and so on.
Research Based Practices:
1.
2.
3.

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