Amy Fornecker ELD 308 Oct.

20th, 2011 Lesson Plan Set #2 Lesson Plan: Interactive Read-Aloud Non-Fiction Text Grade: 5 Time: 15 minutes Standard: 3.4.4 A. Active Listening Listening actively for a variety of purposes such as enjoyment and obtaining information. Objective: The students will listen to The Salem Witch Trials: An Unsolved Mystery From History as it is read aloud by the teacher. Throughout the reading the teacher will periodically stop for students to make connections and predictions. Materials: The Salem Witch Trials: An Unsolved Mystery From History by Jane Yolen and Heidi Elisabet Yolen Stemple. Lesson Sequence: Before Reading: o Friends, today I am going to begin reading a book aloud by Jane Yolen and Heidi Elisabet Yolen Stemple. Has anyone heard of either of these two authors? Jane Yolen is a very famous author who has written over 300 books, and when she began working on this book she asked her daughter for some help, and her daughter is the second author of the book. The title of this book is The Salem Witch Trials: An Unsolved Mystery From History. Look at the picture and words that make up the cover of this book, what do you predict this book will be about? Does the title and cover give you any insight into the theme of this story? Think silently to yourself for a minute about a prediction you can make about what this book will be about. o Raise your hand if you have ever heard about the Salem Witch Trials before. What does the second part of the title suggest about the story? Yes, that it is a mystery that remains unsolved. Why do you think the mystery in this story is unsolved? Make a prediction. o The class came up with many fascinating predictions that have made me, and I hope you all as well, even more excited to begin reading. Now I will begin reading the book, and I want you to listen as I read and consider your prediction as we go along in the story. What do I mean by consider your predictions? What should be happening to

your predictions as I read? Great, we all know what we should be doing while I am reading, now we may begin! During Reading: o This book is a great source for vocabulary development, so I will stop on each page to point out and discuss difficult vocabulary words. This book highlights the words that are difficult for this age group and defines them in the corner of each page, therefore it is advantageous for the reader to have the book facing away from the class while discussing the vocabulary words, as the definition will be displayed on the page. After Reading: o Now turn and talk to your neighbor about what you found most interesting about the possible theories presented at the end of the book, and think about why some of them could be true and why some of them are not? o Next, the whole group will discuss and share the story, including questions, theories, and wonderings about the theme of the story. o We have all thought very critically about the Salem Witch Trials and the events that took place, we will consider this once again tomorrow. o Assessment: The method of assessment employed throughout this lesson will be a very causal formative type of assessment, because the goal of this lesson is for the students to purely enjoy a great story. For example, I will get a general idea of which vocabulary words were most difficult for students through the questions I ask, and definitions of words I receive. In addition, I will interpret the students comprehension of the story as we go along through the questions I ask. For example, what do you think will happen next? And, do you think this is a possible explanation for what happened in Salem during this time period or do you think something else may have been going on, explain your reasoning? Lastly, the whole-group discussion that follows the reading of this book will allow me to gain a great deal of insight into the students comprehension of the story. Thus, if any student was left confused by the story the group discussion is meant to provide clarification for them through their classmates responses.

Amy Fornecker ELD 308 Oct. 20th, 2011 Lesson Plan Set #2 Lesson Plan: Reading Mini Lesson Non-Fiction Text Grade: 5 Time: 15 Minutes Standard: Common Core Standards: English Language Arts Craft and Structure: RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Rationale: This lesson requires students to apply and act on their knowledge of the classroom resources to improve their comprehension of the material they are reading. Finding ways to increase comprehension, such as through uncovering the meaning behind difficult vocabulary, is a vital step in becoming a strong independent reader. Objective: Students will determine the meaning of unknown words while reading independently. In addition, students will acquire new reading strategies to determine the meaning of unknown words, such as using context clues, consulting a dictionary, and/or asking a friend for help. Accommodate Diverse Learners: This lesson accommodates diverse learners because it involves many sequences prior to the independent practice portion of the lesson. For example, students are provided with opportunities for learning the content of this lesson through the teach and model, guided practice, and independent practice. Also, using the resources available to them (i.e. dictionary), as this lesson entails, builds a supportive community environment for all of the learners. For example, if a student is having difficulties they have the option to ask a friend for help. This also is a good tool for behavior management, because children have plenty of options and independence throughout the lesson. Materials: The Salem Witch Trials: An Unsolved Mystery From History By Jane Yolen and Heidi Elisabet Yolen Stemple Chart Paper with previously written sentences Dictionaries

Lesson Sequence: 1. Anticipatory Set: Friends, remember the book that we read yesterday? Yes, The Salem Witch Trials: An Unsolved Mystery From History By Jane Yolen and her daughter Heidi Elisabet Yolen Stemple. Do you remember that on each page we stopped to discuss something? What was the reason we stopped, and how did the author draw our attention to it? Yes, the vocabulary words needed further explanation. Why do you think Jane Yolen and her daughter wrote the book in this way? 2. State objective and purpose: Today, I am going to demonstrate to you what I do when I am reading and come across a word I do not know the meaning of. I am going to model this reading strategy for you so that you can apply it to your own reading to help you understand words you do not know. 3. Teach and model: Show the following sentence from the book on chart paper, making sure to underline the appropriate word: Soon the courthouse was filled with the accused, the jailhouse with the convicted. No one was safe, not even those who were well thought of. Read the sentence aloud to the class and say, When I read this sentence in our book yesterday was anyone unsure of the meaning of the underlined word before we discussed it? If not, how did you come to understand the words meaning? Would anyone like to share what he or she thinks the word convicted means? If you did not know the meaning of this word before, how did you come to understand it while I was reading? Yes, when strong readers do not know the meaning of a word they can use the context clues that the sentence or paragraph provides for us. What context clues in these two sentences help you understand the meaning of convicted? Underline or highlight the context clues in another color pen as the students analyze them and provide examples. What would you suggest I do if I was reading this paragraph and I still could not come to understand the meaning of the word convicted? For example, I was reading and the word that surround convicted (such as, jailhouse) did not help me to understand what the author meant. Yes, I could use a dictionary to find out what the word means. Using a dictionary may take more time than using the context clues, but it is important that we understand the meaning of the words we are reading so that we can interpret the meaning of the story as well. I will then pass dictionaries out to the class, and model how to find the word convicted in the dictionary. Now that we all have a dictionary in our hands, what word are we going to look up? Yes, convicted. Okay, so I will begin with the first letter of the word, is that in the beginning, middle, or end of the alphabet? Yes, we can find the letter C at the beginning. Now

that we have found the letter we were looking for, we have to be more specific to find the actual word we need. So, we can use the guide words at the top of the page to help us find, alphabetically, were convicted would be within this section of the dictionary. What if the context clues in the sentence do not help us determine the meaning, and we do not have access to a dictionary? What can we do then? Yes, we can ask a friend, such as a classmate, parent, or teacher for help. 4. Guided practice: Next, I will present three more sentences with difficult vocabulary from the book on chart paper. The difficult words are underlined for the students. o Puritans believed idleness was an invitation for the devil to do mischief. o But soon the settlers began lying to the people they called Indians, kidnapping them for slaves, accidentally infecting them with diseases, even slaughtering them intentionally. o Reverend George Burroughs, who had preached in Salem Village years earlier, was accused of committing murder while under the Devils influence. Call on a student to read the first sentence, and then ask someone to suggest a strategy they would use to find out the meaning of the underlined word and explain why they chose that particular strategy. Ask the class to use the suggested strategy to brainstorm about the possible meaning of the word, writing the actual definition under the sentence after the discussion. Repeat this for the next two sentences. 5. Independent Practice/Assessment: o Friends, today during your independent reading time you will identify a word that you dont know the meaning of. In your readers notebook, write down the word and the page number you found it on, next consider a strategy that we discussed today that you will use to define your word. Write the strategy down, and then the definition that you came up with for the word. 6. Closure: o Can someone please give me an example of a reading strategy we can use to help us define words that we dont know the meaning of while we are reading? Great, we can ask a friend, consult a dictionary, or use the context clues provided to us by the author. These are all great strategies that strong readers often use as needed, now that we know what reading strategies can be helpful to us with difficult vocabulary words lets get started on our independent reading! o Assessment: For this lesson I will be assessing the students understanding and application of the reading strategy that they were taught. Therefore, I will use a summative assessment, in the form of

collecting their reading notebooks and making sure that they copied down examples of words from their independent reading books, and attempted to determine the meaning of these words using the strategies they were taught. Also, I will walk around the classroom during independent practice and confer with students and answer any questions they may have to assess their understanding of the lesson.

Amy Fornecker ELD 308 Oct. 20th, 2011 Lesson Set #2 Lesson Plan: Writing Mini-lesson Non-Fiction Text Grade: 5 Time: 15 Minutes Standard: Common Core Standards: English Language Arts. Production and Distribution of Writing: W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, rewriting, editing, or trying a new approach. Objective: The students will use reference materials, such as a thesaurus, dictionary, Internet versions of the two, or word charts displayed in the classroom, to revise a minimum of two words in their personal writing. Materials: o The Salem Witch Trials: An Unsolved Mystery From History by Jane Yolen and Heidi Elisabet Yolen Stemple o Thesaurus o Dictionaries o Classroom computer access o Chart Paper

Lesson Sequence: 1. Anticipatory set: o Friends, do you remember the book that we have been reading together in class by Jane Yolen and her daughter Heidi? Can someone tell me something we have been focusing on in this book? Yes, difficult vocabulary words, and what kind of strategies can we use to help us find the meaning of these words? Yes, we can ask for help from a friend who may know the meaning, consult a dictionary, or use the context clues that the author provides for us in the sentence in which the word is found. 2. State objective and purpose: o Today we will learn how to use reference materials to make our own word choices more interesting. Now that we all know how to use some reading strategies to help uncover the meaning of words we dont know, we can begin to learn how to write the way Jane Yolen writes. What is something Jane Yolen and her daughter added to their writing that you would like to add to your own? Yes, using interesting words in our writing to excite and intrigue our readers. 3. Teach and model: o Write the following paragraph on chart paper, and say I wrote this paragraph the other day, would someone like to read it out loud for the class? o Sample paragraph: I went to the grocery store to buy a small container of milk for my cereal, and the store clerk told me that I would have to wait because there was a small supply of milk that week and the store had run out. o When we use certain words more than once, they begin to loose their meaning. For example, in my paragraph is there a word that I probably used to many times? Yes, I used the word small twice. What should be the next thing I do? Yes, I could substitute small for another word? Give me an example? Why do strong writers like to use different and interesting words in their writing? o I will then write the word small onto the chart paper and ask the class to list some words that mean the same thing, but are more interesting. o Sometimes when I am writing I know that a word I have used could be substituted for another more interesting word, but I just cannot think of one at the moment. So, I use a thesaurus to help me come up with another word with the same meaning. Lets look up the word small in the thesaurus and see what words are provided for us. o Write the additional synonyms that were not mentioned by the class onto the chart paper. o How is a thesaurus similar and different from a dictionary? Yes, a thesaurus is like a dictionary because it allows us to look up

certain words, but it is different because we do not look up the meaning of words in a thesaurus, instead we look up alternative words that mean the same thing. 4. Guided practice: o Now we will use the word we determined the meaning of yesterday, can anyone tell me what that word was? Yes, it was convicted. What did we decide was the definition of convicted? Yes, to find someone guilty of something in a court of law. o Pass out a thesaurus to each group of two students, and make sure each student has his or her readers notebook out. o With a partner, look up the word convicted and write down, in your readers notebook, a list of alternative words that you find in the thesaurus or think of on your own that could replace the word convicted in your writing. Potential examples: Condemn, sentence, doom, caught, culpable, delinquent, liable, reprehensible and imprison. o Now, ask students to list their examples, while you write them down on a piece of chart paper. I am going to hang this list on the wall, so that you can use it as a reference if you find it useful for your own writing. 5. Independent Practice/Assessment: o Today, when your are writing in Writers Workshop, I would like you to circle at least two, but as many as you find necessary, words that you feel should be substituted with a more interesting word. Next, look the circled word up in the thesaurus and change it to whatever word you feel works best with the style and theme of your writing. Strong writers strive to make their writing sophisticated and interesting, so as strong writers that is your goal as well today. 6. Closure: o Why is it important that we consult a thesaurus while we are writing? Great, now that we all understand why making our writing more sophisticated is important lets begin applying this strategy to our own writing! o Assessment: Similar to the reading mini-lesson, I will assess students understanding of the lesson through a summative assessment, I will look at their readers notebook to gain insight into the examples that they listed. If I believe that they could list more examples, I will ask them to do so or provide some examples of my own to demonstrate that there are lots of synonyms we can use in our writing. Also, students will be formatively assessed throughout the lesson through the groupdiscussion, conferring with students, and answering any necessary questions that the class may have.

Reflection Reading Mini-Lesson: 5th Grade Overall this was a very successful lesson, and I was able to learn a lot from the experience. First, the extensive amount of planning that occurred prior to the actual lesson significantly helped me throughout. For example, I felt much more comfortable in front of the class than I have in the past, and this allowed me to focus on the students learning much more than myself. Myself feeling much more comfortable teaching in front of the class is most definitely attributable to the amount of planning I put into this lesson, and also the warm and inviting environment of Mrs. Collins classroom. Moreover, my mini-lesson went very well and the students were all very engaged, interactive, and responsive throughout the lesson. After reflecting upon the lesson, there are two things that occurred that I feel would be beneficial for me to work on. Firstly, I must be much more consistent throughout the lesson. For example, I did not stick to what I said in particular instances, such as I will take one more response. It would be advantageous for me to make sure that I maintain consistency in what I say to students, otherwise they will be left confused about my expectations for them. It is incredibly important to me that I instill a great deal of independence in my students one day, and in order to succeed with that goal I must make sure that they are always aware of my expectations, and that they are made clearly and consistently. Secondly, I believe I should have prepared much more than I did for any potential misconceptions

students may have. For example, I wrongfully assumed that the class would know the importance of dropping the suffix for some words when looking them up in the dictionary. Also, I forgot to address the issue that some words will not mean the same thing when the suffix is dropped and I believe this may have confused some of the students a bit. Overall, the lesson went very well and I am very happy with the outcome. Most importantly, the students appeared to have thoroughly enjoyed and learned from the lesson, thus making me feel one step closer to being a teacher. In summation, after this lesson was completed and I had some time to reflect on it, I was able to appreciate the transition I made from focusing much less on myself and my role in the lesson, into shifting my focus from myself onto the students learning and allowing their learning to dictate the overall success of the lesson. This transition shows a lot of growth in myself, and I am very pleased that I had the opportunity to grow a great deal throughout this semester.