Elementary Education Program

DANIELSON FRAMEWORK LESSON PLAN TEMPLATE

Teacher Candidate: Melissa Mielko Subject/Grade/Program Type: LAL/5th/Reading
Street
Date: 3/6/17 Title of the Lesson: Exploding Ants: Day 1
Lesson Essential Question: How do Topic or Big Idea: Fluency, spelling,
animals adapt to survive? vocabulary, graphic sources, and expository
texts.
Unit Essential Question: What is
adaptation?
Introductory/Acquisition Lesson Extending Thinking Assessment Lesson
XXXXXXXX Lesson
**The delivery of your lesson is always contingent upon the content you
intended to deliver. Sometimes you may address all of the elements in the
template and sometimes you may not. This template is a guide to ensure you
are addressing the essential elements of a lesson plan to ensure students will
be able to demonstrate enduring understanding.**
Focus Student Learning Outcome(s): What should students know and do
Students as a result of the lesson? (Component 1C)
Attention
Students will know:
Content Outcome
How the structures of nonfiction affect comprehension.
Performance How the structures of nonfiction differ from narrative text.
Outcome How to adapt to survive.
How to use unfamiliar words to create analogies.
How to use graphic sources in expository text.
How to use the important ideas strategy to aid comprehension.
How to spell homophones correctly.
Students will be able to:
Understand how to adapt to survive.
Understand the meanings of unfamiliar words and create analogies.
Understand and use graphic sources in expository text.
Use the important ideas strategy to aid comprehension.
Spell homophones correctly.

Content Standard(s): What are the standard(s) addressed by this lesson?

Standards Does the lesson have an interdisciplinary focus? (Component 1A)
CCSS Speaking/Listening 1. Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building on others
ideas and expressing their own clearly.
CCSS Informational Text 1. Quote accurately from a text when
explaining what the text says explicitly and when drawing inferences
from the text.
 CCSS Informational Text 2. Determine two or more main ideas of a
text and explain how they are supported by key details; summarize
the text.
CCSS Informational Text 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.
CCSS Language 1. Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
CCSS Language 2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
CCSS Language 2.e. Spell grade-appropriate words correctly,
consulting references as needed.
CCSS Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 5 reading and
content, choosing flexibly from a range of strategies.
CCSS Language 6. Acquire and use accurately grade-appropriate
general academic and domain-specific words and phrases, including
those that signal contrast, addition, and other logical relationships
(e.g., however, although, nevertheless, similarly, moreover, in
addition).
CCSS Writing 10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

Common Core Relevance/Rationale: Why are the outcomes of this lesson

Focus important in the real world? Why are these outcomes essential for
future learning? (Components 1A,1C)
The outcomes of this lesson are very important for students because
there are a series of skills students will be learning that will help them
in the real world. For instance, students will be learning fluency during
this lesson. Fluency is important because it provides a bridge between
word recognition and comprehension. In order for students to grow
and be successful, it is very important for them to gain fluency skills,
so they can read in the future. Reading is a crucial part of a childs life
and can be crucial in the real world. For this lesson, another skill we
are learning is the use of graphic sources. Graphic sources are more
than just pictures, graphic sources can range from charts to graphs, all
of which can hold crucial information and help students better
understand and comprehend texts. If students are able to understand
and use graphic sources, they will be able to do things like conduct
research in the future. Another important skill students can use in the
future, is learning unfamiliar vocabulary and how to spell and use
homophones correctly. Learning new vocabulary can help students
understand higher level texts, and can help them challenge their
knowledge. Homophones are very important for students to know
 because some words are spelled differently and used in different ways.
This can help students when they are writing letters, stories, or
anything else they would like to write in the future.
Language Statement of Language Objective: How will the student
Objective demonstrate understanding using the four domains of reading,
(Classes with writing, speaking, and/or listening? (Components 1B, 1C)
ESL Co-
teacher)
N/A
Model of Statement of Adult Roles: How will the other adults in the
Co-teaching classroom support students (aides, paraprofessional, special educator,
resource teacher, etc.)? (Component 4D)
As the student teacher leads the lesson, the cooperating teacher will
be walking around monitoring student progress and participation. The
student teacher and the cooperating teacher may switch roles
throughout the lesson to ensure student understanding and to provide
appropriate instruction to those who need extra time or help. Also,
when one teacher is giving directions, or explaining something, the
other teacher can be utilized by handing out skill sheets and helping
students stay on task. When students move on to independent work,
one teacher may monitor them while the other teacher continues to
help those who are struggling.
Anticipatory Do Now / Warm-up: How will you engage students in learning? How
Set /Activating will you connect the lesson to their prior knowledge? (Component 1E)
Strategy
First, I will conduct the Spelling Pretest for the week. For the pretest, I will read each
spelling word, then say the word in a sentence, and then repeat the word. Students will
have to spell each word with the best of their abilities. This pretest will help students
figure out what words they need to practice and study for the Spelling Test later on in the
week. After completing the spelling pretest, I will begin the lesson by introducing the
question of the week How do animals adapt to survive? I will also introduce the three
categories (mimicry, adaptations, and defenses,) that go with the concept map so students
can think about them during the Read Aloud.
Introductory / Teacher Directed Activities: (Teaching of the new concept):
Short Lecture/ How will you aid students in constructing meaning of new concepts?
and/or How will you introduce/model new skills or procedures? What
Developmental instructional strategy(ies) will you introduce, re-introduce or utilize to
Activities ensure comprehension? (Component 1E)
Next, I will move on to the Read Aloud: Escape Artists TE pg. 77b. After reading, I
will show students the concept talk video online. Once the video ends, I will introduce
the pictures on page 76-77 TE on the projector. First I will ask, what adaptation helps the
chameleon survive in its environment? Then, Has the fish in the photo changed to defend
itself? And finally, what adaptations help the lion hunt for prey? We will have a
discussion for each question, and then I will have students split up into groups based on
where they are seated, and talk about the ways animals adapt to survive. Together, they
 will create one sticky note for each category. After a few minutes of group work, students
will gather to present what they came up with for the concept map. After presentations,
students will go back to their desk and participate as I introduce the vocabulary for the
week. First, I will show each vocab word card and each vocab picture card and say it out
loud. Students will then say the word with me. After, I will use the vocab word in a
sentence, and then I will define it. I will do this for each vocab word. Once we have
discussed and gone over the vocabulary for the week, I will show the video Envision It:
Graphic Sources. After the video, I will project page 78 and 79 in their textbooks.
Before reading, we will read page 78 which will define graphic sources.
Teacher Guided Teacher-Monitored Activities: What will students do together to
Practice use new concepts or skills? How will you assist students in this
process? (Component 1E)
After going over the concept, we will read the text together. Before reading, I will ask
students to analyze the title and graphic and make a prediction about the text. Then we
will read the text together. After reading, I will ask students what they thought were
important ideas within the text. We will discuss, and then I will ask students if the
diagram was useful, and if so, how did it help you understand more about the text? After
discussing, we will work on page 269 WB together as guided practice.
Independent Practice Activities, Refinement, and Extension: What
Practice or opportunities will students have to use the new skills and concepts in a
Activities meaningful way? How will students expand and solidify their
understanding of the concept and apply it to a real-world situation?
How will students demonstrate their mastery of the essential learning
outcomes? (Components 1E, 1F)
For the remainder of the period, students will have time to complete the vocabulary and
reading skill sheets independently in their workbooks. During this time, Mrs. Lynn and I
will be walking around monitoring student progress. If students need assistance, this will
be the time for one-on-one help. Students will have vocabulary homework tonight.
Assessment/ Formative Closure Activities: Summative
Closure Assessment: How will you assist Assessment: How
What does How will you & your students in reflecting will you ensure that
success on this students know if upon what they learned all students have
lessons they have today and are preparing mastered the
outcomes look successfully met for tomorrows lesson? identified learning
like? the outcomes? What homework will be indicators? How will
What is the What specific assigned to help you assess their
evidence of criteria will be met students practice, learning daily? How
learning? in a successful prepare, or elaborate on will you assess their
(Component 1F) product/process? a concept or skill learning at the end of
taught? a unit?
At the end of the lesson,
I will ask students to
come up with one thing
they learned during the
 lesson. I will call on
volunteers to share
what they learned with
the class and we will
use this discussion as a
closure.
Resources/ What texts, digital resources, & materials will be used in this lesson?
Materials: (Component 1D)
Reading Street Teachers Edition pg. 76j79f
Reading Street Student Edition pg. 7679, EI 8, EI 17
Readers and Writers Notebook pg. 269270
Lets Practice It! TR DVD 203204
Concept Talk Video and Journal online
Concept Map
Vocab cards and picture cards
Envision it video online
Document Camera
Smart Board
Chrome books
Google Classroom
Flubaroo
Spelling Pretest Quiz
Access for All: How will you ensure that all students have access to and are able to
engage appropriately in this lesson? Consider all aspects of student
diversity ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
Students with IEPs:
Both the student teacher and the cooperating teacher will check
students periodically during the lesson. Both teachers will also monitor
the students comprehension of language used during instruction. If
needed, one teacher will assist privately while the other teacher
continues with the class. We will also familiarize the student with any
new vocabulary before beginning the lesson to ensure that they are
comfortable and aware of what will be addressed. We will also repeat
oral directions several times when needed. Teachers will also assist
during independent work if students need extra one-on-one
instruction. Students will also have the opportunity to conference with
resource room teacher to monitor student progress.
Differentiation: What curriculum modifications and/or classroom accommodations will
you make for Students with learning differences in your class? Be as
specific as possible. (Component 1B, 1D)
Students with IEPs:
Grading for homework will be modified. Students will be given the
chance to make corrections on returned homework for additional
credit. Students will also be given extended time for the homework if
needed. Students will also get time in class to complete the homework.
Students will be excused from some of the classwork skill pages as a
modification. Student will have the opportunity to work with special
education teacher on assignments.