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Sarah Wengerter

EDUC 681 Emergent Literacy

Award Winning Book: ​Wonder


Lesson Type: ​Word Study
Description: ​This lesson is for 5th grade students that are working Greek and Latin
roots.
CCSS:​ ​CCSS.ELA-Literacy.L.5.4.b
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., ​photograph, photosynthesis​).
Materials:
· Wonder​, by R.J. Palacio. West Australian Young Readers' Book Award
(WAYRBA) for Younger Readers (2013),​ Carnegie Medal in Literature Nominee (2013)​,
The Judy Lopez Memorial Award for Children's Literature Medalist (2013)​,​ NAIBA Book
of the Year for Middle Readers (2012)​,​ Waterstones Children's Book Prize (2013)
NCBLA - Notable Children's Books in the English Language Arts (2013)
· Highlighters for each student
· Whiteboards
- Dry erase markers
- Parts of words for differentiated piece
- Sheet of paper
- Pencil
- Copies of pages of texted for differentiated piece
- Dictionaries
- Projector
Objectives:
1. The students will be able to find the meaning of words using the root.
2. Students would be able to build words using the roots.
Lesson Procedure:
● Bring students to carpet area.
● Show clip: ​https://www.flocabulary.com/root-words/
● Review the purpose of roots. What are roots? Why are they important?
● Introduce the two new roots of the day.
■ trans-across
■ port-carry
■ bio (Greek) meaning=life (option word-challenge)
● Ask student what word they know that has those roots
● Build some nonsense words and make an definition for that word based on root
meaning​ ​together.
● Choose one of the words to look up in the dictionary. Compare the definition you
made to the one in the dictionary.
● Look at the definition of three words in order to see the common meaning with
the root
○ Highlight part of the definition that is common and related to the root
● Find 3 examples of each root word in ​Wonder
○ They need to define the examples from the ​Wonder​ using their own words
and context clues.
○ They need to write the page number they found the word on and their
definition
● Students that need help will be at the back table with me for differentiated
instruction
● After about 15 minutes have the students pair share the words that they found.
○ Answer these questions: Did you and your partner find any similar words?
Which ones? Are your definitions similar?
● Closing: Review what the root words mean, assign students the task of writing
down any examples with those roots for the rest of the day.

● Exit Slip:Choose one example to write on sticky note to place on the chart paper
under appropriate root word.

Modifications:
● Some kids benefit from having a specific place to look. These students will have
specific pages and paragraph to search for examples.
● Print off copies of pages for some students. Let students use the highlighter to
highlight the examples
● Give some students multiple choice options for definitions to help them choose.
● Some students will work with a partner to find examples and create definitions.
● Other students may need to illustrate the definitions instead of writing.

Assessment:​ The assessment for this lesson would be an informal assessment during
the word study activity, the ability of the student to find and define his/her words
correctly during independent work time, and exit slip.

Home/School Connection:​ In the weekly newsletter there will be an explanation of the


activity. The students will be sent home with an observation sheet to fill out when they
find examples of the root words focused in this lesson. Students will be encouraged to
practice find root words at home as well as look for words in text features surrounding
them that include the roots they’re learning for the week.
Sarah Wengerter
Educ 681 Emergent Literacy
Writing Lesson Plan

Award Winning Book: ​Wonder


Lesson Type: ​Writing
Description: ​This lesson is for 5th grade students that are writing personal narratives.
CCSS:​ ​CCSS.ELA-Literacy.W.5.3.a
Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
Materials:
· Wonder​, by R.J. Palacio. West Australian Young Readers' Book Award
(WAYRBA) for Younger Readers (2013),​ Carnegie Medal in Literature Nominee (2013)​,
The Judy Lopez Memorial Award for Children's Literature Medalist (2013)​,​ NAIBA Book
of the Year for Middle Readers (2012)​,​ Waterstones Children's Book Prize (2013)
NCBLA - Notable Children's Books in the English Language Arts (2013)
· Writing Notebook
- Pen or Pencil
- Chart paper
Objectives:
1. Students will be able to compare two perspective of the same event.
2. Students will be able to write from two perspectives on the same topic.
Lesson Procedure:
LC ​Bend 1 Lesson 4
● Bring students to the writing area with their writing notebooks and ​Wonder​ books
● Read Auggies pov of Halloween (pg. 68) and Via’s (pg. 109) POV of Halloween
○ How did seeing the story through both eyes change the event?
Connection: ● The last couple weeks we were studying….​how to
write personal narratives where we thought of an event
that happened in our lives and zoomed in on that
moment.
● For example….​I wrote a narrative about when I was
a little girl at the cabin when Josh broke a bone.
Remember how I stretched out those couple of minutes
and added lots of description to write “an edge of the
seat” narrative?
● Today, what I want to teach you (and it’s
something writers do a lot) is…
○ -telling the story from the point of view of the
character which is the writer just different time
and place
○ -Practice with old draft reread and see if they can
use the teaching point to improve it

● Have you ever thought about the other side of the story
you tell? What might it be like to be the other person in
the event? This is what authors do.

Teaching: Demonstration….​One way to view the other side to a story


Demonstration is to revisit that story. When you have revisited the story in
your mind, think what would would the other characters be
Guided practice things. This is what writers do.

Explain and give Watch me as I….​recall past stories by looking in my


an example writer’s notebook for help.
​(Demonstrate how to generate these ideas on chart paper.)
Inquiry
Did you see how I….​came up with stories that have more
than one side? Then I thought about people that were a part
of those stories. Lastly, I thought about how the story may
change from his or her point of view.

Active Partner 1/Partner 2….​Writers, now it is your turn.


engagement: Partner 1 turn to Partner 2 and talk about a setting,
character, or problem that you could write about. Look
through your writing notebook for ideas of stories. Make sure
both of you get a chance to express your story ideas.

Link: Writers, this is the first step in beginning our new story.
Today when you go back to your seats to write, I want you to
remember that there is always two sides to every story.
Today, and forever, when you write​……​try not to ever
stop thinking about people, places, and problems that have
happened in your life……​.because​ that’s what strong writers
do.

Mid-workshop Writers, I’m noticing something as I confer with some


Interruption: of you….​writers are going back and looking in they’re
writing notebooks for stories with more than one point of
view. Great job! I like how you’re making use of past entries
to develop new story ideas. Remember that past entries can
be used for future stories by looking at the point of views.

Share: Today, I noticed my writers doing some really smart


things….​Come back to the writing area and share some of the
grea​t ​stories that you have all generated.

Modifications:
● Some students have a difficult time writing and thinking of new ideas. A
predesigned list may help them generate ideas.
● For students who have a difficult time getting their ideas on the page will be able
to use speak to type technology.
● Students who also have a difficult time with writing will be able to type.
● Partnerships can work together to generate ideas. This will help those students
that experience writer’s block.

Assessment:​ I will follow our rubric to check the progress of my students writing.

Home/School Connection:​ After a couple days of generating new aspects of their


previously written narrative, the students will bring their writer’s notebook home to share
their stories with their families. The students will be encouraged to add new ideas or
aspects to their pieces that may arise from conversations at home. This will also give
the families a chance to see the stories in the beginning stages.
Sarah Wengerter
Educ 681 Emergent Literacy
Lesson Plan

Award Winning Book: ​Wonder


Lesson Type: ​Reading
Description: ​This lesson is for 5th grade students that are working on comparing and
contrasting characters.
CCSS:​ CCSS.ELA-Literacy.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
Materials:
· Wonder​, by R.J. Palacio. West Australian Young Readers' Book Award
(WAYRBA) for Younger Readers (2013),​ Carnegie Medal in Literature Nominee (2013)​,
The Judy Lopez Memorial Award for Children's Literature Medalist (2013)​,​ NAIBA Book
of the Year for Middle Readers (2012)​,​ Waterstones Children's Book Prize (2013)
NCBLA - Notable Children's Books in the English Language Arts (2013)
· Highlighters for each student
· Graphic Organizers
- Pencil
- Copies of pages of texted for differentiated piece
Objectives:
1. The students will be able to compare and contrast characters.
2. Students will be able to use evidence from the text to support their answers.
Lesson Procedure:
● Bring students to carpet area.
● Make a character list for ​Wonder​ with the students help
● Pick two characters but not August to compare
○ Brainstorm ideas about how each student interacts with August
○ Draw a VennDiagrm as a visual
● Send students to work in literature groups
● Pull students for guided reading practice. Use the tour of the school to practice
this skill (pg19-32)
● Have students meet at kidney table. Pull literature groups back
● Students have read that section previously, being talking about the characters
● Look at each character in the chapter make a list of how those characters
interact with August
● Giving evidence for their thoughts
● Closing: Pair share their comparisons and complete large groups comparisons.
● Exit Slip:Turn in the comparisons they made.

Modifications:
● Some students will be given a list of the characters and their characteristics
● Print off copies of pages for some students. Let students use the highlighter to
highlight the examples
● Use partners to help make character characteristics, and to compare those
characters
● Some students will need to use the computer to type.
● Variety of pre-made graphic organizers to use to compare
● Give a list on interactions between characters.
● Some may need to use the iPad app for organizing thoughts
● Use voice technology for those who have a difficult time writing
● Some students may need to draw instead of write.

Assessment:​ The assessment for this lesson would be an informal assessment during
the activity, the ability of the student to compare and contrast characters, and they will
turn in their comparisons for me to take an informal look at.

Home/School Connection:​ In the weekly newsletter there will be an explanation of the


activity. The students will be continuing work on character characteristics during

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