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Grade level(s)
Course/Subject
Observed Lesson
LeeAnn Lechtenberg
Central FOCUS:
Comprehension
Content Standard(s)
RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
Strategies to be used
(research based)
Students will be able to quote accurately from the text Mystery of the Missing Raffle Ticket when drawing
inferences and will be able to draw conclusions based on their inferences.
Text to Text
Text to Self
Text to World
Prompting questions
This reminds me of a time when I...
I know about this topic because I...
While I'm reading, I try to figure out...
EEC Department
Language Supports:
Academic Vocabulary
Mystery- something that is difficult to
understand or explain
Inference- a conclusion made based off of
evidence and reasoning
Textual evidence- evidence from the text that
supports specific ideas
Conclude- arrive at a judgement or opinion by
reasoning
Genre- type of something
Vocabulary
Raffle- a drawing/contest where prizes are
received
Redeem- to turn in and receive something in
exchange
Center-ice seats- seats that are very close to the
ice rink during a hockey game
EEC Department
informal
During
After
informal
formal
EEC Department
Modifications
Students who need support in reading at grade level texts will
be grouped and read the story aloud together with support
from either Tasha or Leah.
Teacher Materials:
BML Manual
Mystery Poster 1&2
Exit Card Slips
Tasha, Leah
Co-teaching
Strategy:
Students Materials:
Text for Close Reading Book (pg.99)
Pencil
Exit Card Slip
Alternative Teaching
EEC Department
X Team Teaching
Teacher A:
Tasha Johnson
Roles will be switched for each lesson;
Teacher B:
Leah Rhode
EEC Department
Tasha
"This week were are going to focus on the genre Mystery. Raise your hand if you can
remind me what genre means?"
o Allow students to respond
o Inform students that a genre is a type of something. Mystery is a type of story,
another example would be fantasy.
"Lets connect what we are learning this week about the genre Mystery to what we learned
last week about making inferences."
"Remind me again what inference means?"
o Allow students to respond
o Inform students that an inference is a conclusion that is made based off of
evidence and reasoning
"I'm thinking about what we learned last week... I remember that we learned that readers
make inferences as they read. That we can locate key pieces of evidence from the text
and think about or infer what that evidence means."
"We also learned that some texts require us to draw conclusions by using the evidence in
the text and our own experience. We will use those strategies this week as we read and
analyze mysteries."
"Today, we'll discuss what we already know about the genre Mystery and identify features
of the genre you already know."
Clip Mystery Anchor Chart on white board.
Read each of the following questions on the anchor chart
o What is a mystery?
o What is the purpose of mysteries?
o How do you read a mystery?
o Who invented mysteries?
o
Encourage volunteers to share their ideas and discuss each question as a whole group
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EEC Department
Once discussion of the questions in complete move into instruction of mystery text
features
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.
Pacing
Lesson
Instructional Strategies and Learning Tasks
Notes
Segments
10 mins
Introduce
mystery
"A fiction genre that many people enjoy is mysteries. As with any genre, all mysteries have
certain features, or characteristics, that stay the same from story to story. Think about
what you already know about the mystery genre as we work together to identify these
features"
Ask volunteers to name features of mysteries. As necessary, prompt students with the
following questions:
Practice
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Read aloud and discuss the 8 features of a mystery text as a whole class
EEC Department
Leah
Once finished with discussion about the features move on to the reading passage on page
99 of the close reading book titled, Mystery of the Missing Raffle Ticket
Leah
Discussion
Place the Mystery reading passage on the white board and have students open their
books to page 99.
Before students read the story independently, frontload them with what might be unfamiliar
vocabulary.
"Now that we discussed some vocabulary our task is to read the short mystery called
Mystery of the Missing Raffle Ticket. As you read, I want you to pay attention to how the
writer of this mystery uses the features of the genre to tell a story."
Once students have finished reading have them turn their books over and look for a
partner that is also done reading to quietly discuss with.
Once all of the students are done reading pull the class back together as a whole and play
the talking interactive whiteboard version
Ask students to listen carefully to identify the key ideas and details in the mystery.
What are they hearing that they might not have seen/read before?
Ask students to volunteer to share a verbal summary of the text with the class
Ask students to point out specific genre features they noted in Mystery of the
Missing Raffle Ticket. -Students should be able to reference specific places in the
text where they found the features
What are some inferences that you could make about the passage?
Once students have discussed move into closing and present them with the exit slip.
EEC Department
Closing
Notes
"Today, we discussed the key features of mysteries and the important ideas and details in
Mystery of the Missing Raffle Ticket. We also made inferences about the passage and
provided evidence to support our conclusions.Tomorrow, we'll read and analyze another
mystery, and then we'll compare and contrast the mysteries to deepen our understanding
of the genre."
"We had a great discussion about the passage and made good inferences based off of the
information from the text. I would like you to write down ONE inference that you made
about the passage. I would like you to quote evidence from the text that helped you create
your inference. I would like 2 sentences, one for your inference and the other that quotes
your evidence. Once you are done place it on the front table. Good work today 5th graders"
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EEC Department
Tasha
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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EEC Department
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EEC Department
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EEC Department