UNLV Student: Georgette Sheldon PSMT Name: Mrs.

Gina West

Grade Level: 5th grade Lesson Topic: Literature Circles/Book Clubs

Date: 5/25/2017 Estimated Time: 45 minutes (tentative)

1.State Standard(s):

RL.5.1-Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.5.4-Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.

2.Teaching Model(s):

Direct Instruction/Modeling
Cooperative Learning (Buddy Reading)
Small Group Learning

3. Objective(s):

SWBAT quote and draw inferences from a text.

SWBAT summarize one chapter from a text, by discussing the chapter with a
partner/small group.
SWBAT determine the meanings of vocabulary words used in a text.

4.Materials and Resources:

Book Club Groups List

Book Club Books
Ex: Stranded (Team Savage), The Sign of the Beaver (Underdogs & Legends), and
Earthquake Terror (Ching Changs & Natives), and Menace of the Deep (PaTaters)
Book Club Expectations Anchor Chart
Book Club Job/Task Cards (Book Club Leader, Voice Controller, Problem Solver, Time
Keeper, Materials Manager)
Chapter 1 Vocabulary Charts (for each text)
Chapter 1 Reading Comprehension Questions (for each text)
Exit Ticket Sheets

5.Instructional Procedures:
a. Introduction:

TW open the lesson by reviewing the standards and objectives with the class.
 TW explain to the students that they will be engaging in Book Clubs by reading together
with their peers in small groups. The groups will help them work on their fluency, and
reading comprehension.
TW then open a short discussion about what the students know about/think book clubs
are.
TW ask the students to engage in a quick Think, Pair, Share and share with their
partners about what they think book clubs are, what they might look like, and sound like.
Ex: Have you or any of your family members engaged in a book club? What do you think
people who are in book clubs do?
TW call on the students to share what their partner shared with them about what they
know about book clubs.

b. Activities or Learning Experiences:

TW use the students answers to fill out the Book Club Expectations Anchor Chart (Look
Like/Sound Like/Feel Like).
Ex: TW say: Book clubs look like a group of people who are focused and engaged in
reading together. Book clubs sound like each person participating and being respectful of
each others views, ideas, and questions (Lemov Strategy #42- Habits of Discussion).
TW prompt the students to come up with different expectations to add to the anchor
chart, and will connect those expectations to the 7 Habits.
Ex: Habit 1: Be Proactive, Habit 5: Seek First to Understand, Then to Be Understood, and
Habit 6: Synergize.
TW also explain, and model specific jobs each student in the small group may have.
Students will each be given a job/task card, and will learn how to effectively fill their role
in their Book Club. The possible jobs/tasks are: Book Club Leader, Voice Controller,
Problem Solver, Time Keeper, Materials Manager.
TW explain each job, and direct student attention to the Book Club Jobs anchor chart.
Students can reference the anchor chart whenever they need to refresh themselves on
what the job requires. Students will be in charge of their groups running effectively and
smoothly to help them become more independent readers and small-group collaborators.
TW remind students when to stay on task, or practice better Book Club habits, and ensure
the students know they are being monitored.
After reviewing the behavioral expectations, TW review the expectations for task-
completion. TW review the small group task sheets with the students and model how they
should be completed.
TW then break the students into their Book Club groups, and have one member from
each group go to the back kidney table to collect their groups books.
SW distribute the books amongst their small group, while teacher passes out the Chapter
1 Vocabulary Charts, as well as the Chapter 1 Comprehension Questions to each group.
SW then be directed to buddy read with a partner from the group (take turns reading 1
page at a time), and then the students will discuss with their small group as a whole about
what they read about and learned from the first chapter of the text.
SW discuss the overall chapter, as well as identify the vocabulary and answer the
comprehension questions together (Lemov Strategy #44- Batch Process).
 TW circulate during this time to check for participation, and comprehension.
TW will work with each group individually for 10-15 minutes. (Student teacher, and
mentor teacher will each work with small groups separately).

c. Closure:

TW review the objectives and standards with the class.

TW have the students complete an exit ticket asking the students to share one way that
their group synergized while working together.
TW have the students turn in their small group work in the turn-in basket, and have the
students also put their novels in their backpacks to take home for homework.

d. Extension and Contingency Plans:

Students who finish early can begin reading the next chapter of the book independently or
with a partner so that they will be prepared for the following days discussion.

6.Accommodations and Modifications:

ELLs/IEP students will receive extra support from the teacher during the activities.
ELLs/IEP students will be seated near teacher, and teacher will give clear printed and
verbal instruction, and will implement visual aids/manipulatives when available.
ELLs/IEP students can have extra time to finish their tasks if necessary.

Modifications:
Students who need extra support to understand can be paired with a student who has a
strong grasp of the concept.

Differentiation:
The use of visual aids (Anchor Charts)
Modeling
Cooperative Learning
Clear verbal and written instruction

7.Assessment and Evaluation of Learning:

Formative:

TW assess the students completed vocabulary and comprehension sheets to check for
participation and understanding.
TW assess student participation/engagement by circulating to monitor each small group.

Summative: N/A

8.Homework Assignment:
 SW be directed to read the following chapter of the text at home independently. This will
prepare them for the discussion for the next day. SW write a short 1-paragraph summary
in their response logs to keep track of what they read about in that chapter.

9. Lemov/Kagan Strategies:

Kagan Strategy- Think, Pair, Share

Lemov Strategy #42- Habits of Discussion
Lemov Strategy #44- Batch Process

10. Reflection

Strengths: I believe that the strength of this small group lesson was that it was engaging for the
students. I felt that I helped build off the students background knowledge by linking what they
knew about book clubs to what our class rules and expectations would be for the book clubs. The
students shared valuable insight into what effective book clubs should look like, and together we
created a great anchor chart that laid out exactly what we wanted our book clubs to look like,
sound like, and feel like. The book clubs seemed to help engage the studentseven the
struggling readers. The sense of partnership and community created in the clubs helps the
students to be more excited about reading, even if it is not normally a subject they find fun or
enjoy. I felt that my passion and excitement about reading helped support the students and helped
them get excited about the reading too!

Concerns: My main concern was that even though the groups are divided based on the students
general reading levels, I felt that some of the students may feel lost, distracted, or confused. I did
not want any of the students to feel that they were falling behind, or did not have a chance to
engage or share their ideas and thoughts. I carefully planned around this by allowing the students
to buddy-read with a partner before coming back to discuss as a whole group, and I felt that that
approach worked fairly well. The one thing that I would change in our future book club lessons
would be to remind the students to pace themselves. I noticed many of them reading too fast, or
too slowly, and while much of that was caused by varying fluency levels, I felt that the students
would have been better able to collaborate if they did not rush or slack off while buddy-reading.
This is something that I will have to work on and reinforce throughout as a management
procedure.

Insight: The insight I gained from this experience is that every student can love reading, if they
are taught to approach it in a positive way. Not all our students enjoy reading. However, I shared
with my students my own experiences in engaging in book clubs. I explained that book clubs are
beneficial because they not only help with our fluency and comprehension, but they allow us to
engage with our peers to talk about great stories and learn about how our peers may view the text
differently than us. The students seemed overall excited to engage in the book clubs, and I
explained that both Mrs. West and I carefully chose the books for the book clubs because we
wanted them to enjoy them. The students knew that I had read each of the books and had
personally enjoyed them, and wanted to read them too, so we could all talk about them. I felt that
this experience helped me see how I can help my struggling readers, and students who do not yet
like reading, to learn to look at reading in a positive way. Students greatly benefit from reading,
but often times, we have to help select books that interest them so that they can find out just how
beneficial and how fun reading can be!