Wk6d4 Ela Whole

Contextual Information
Name Miss Sanchez
Big Idea: Close Read practice Grade: Date: 10/5 Time:8: Lesson: WK 6
Fifth 35- 4 THURSDAY
10:05
Resource Link: Benchmarks
Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
none Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud
Standard: (BEST/ FL Sci./ NGSS/ FL SS): ELA.5.R.1.3 Describe how an author develops a character’s perspective
in a literary text.
Learning Trajectory:
Previous Standard: ELA.4.R.1.3:

Identify the narrator’s point of view and explain the difference between a narrator’s point of view and character
perspective in a literary text.
Next Standard: Write code and full text:ELA.6.R.1.3:

Explain the influence of multiple narrators and/or shifts in point of view in a literary text.
Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or IPT)
is required on ALL lesson plans. Examples of diagnostic data include Lexile levels, Unit Assessments, I-Ready, etc.
DiagnosticDataRaySanchez
Lesson Planning
Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.
SWBAT- practice completing a close read and answering the prompt
Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
space provided.
Embedded in lesson
Teacher selected read aloud: Title_
Paper, pencil, markers, crayons
Teacher created materials Worksheet for students
Teacher-made sample of activity/project
Teacher-made sample of activity/project
ipad/computer
Graphic organizer: None _______
Assessment: _____
Science supplies (list)
Introduction/Building Background:
Have students grab their book boxes and sit at their seats.
Say: Go ahead and pull out your reading packets for unit 2.
Ask: Why do you think it is important for us to practice these skills independently? FA
Instructional Steps (allotted time):
Help students set a purpose for today’s close reading.
Say: We practiced identifying dialogue, dialect, and tone in Week 1 when we read “Grandpop’s
Surprise.” Today you’ll work with a partner to answer a close reading question analyzing dialogue
and comparing it to the narrative voice in order to make inferences about tone.
Partner work: students will be utilizing their diagonal partners
Display and discuss the close reading question. Remind students that they are expected to annotate
their copy of the text.
Read directions out loud.

Reread paragraphs 7 and 10–15. Compare the narrative voice in paragraph 7 to
the dialogue between the boys in paragraphs 10–15. Cite specific evidence
from the text to describe how these differences in language affect the overall
tone of the scene.D
OK 3
Give partners time to reread and annotate the text. Observe their conversations to determine the level
of support they may need. Based on your observations, choose volunteers to share their answers with
the class. See sidebar for possible response.
To provide additional support or extend the experience, use “Reinforce or Reaffirm the Strategy.”
Slide 29, QOTD:
Have students do day 4 for VOL:

Independent Time:
1. Verification of Learning – due tomorrow
2. Work on your Social Studies
3. Penda Assignment
4. Independent Read
Differentiation Content/What .
1. Reading out loud
2. Modeling
HOT question: Why are inferences important as readers?
Assessment: : Formative assessment name Assorted Assessments . Describe if needed

Students were able to together to complete the prompt and answer the question.
Lesson Closure: Teacher talk. Restate the main take-aways from the lesson.
Great job today everyone! We continued our new unit and talked about how we can figure out how to
complete a close read and answer a prompt question to help us practice for our test coming up. Go
ahead and put your book boxes away and let’s get ready to go to lunch.
Post Teaching Reflections
Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.
● Students were stuck on the wording of the question and did not understand it whatsoever.
Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.
● I felt myself talking in circles and was not really sure how else to explain it so they would understand.
Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will
implement next steps going forward. Explain how these next steps will impact students’ learning experiences.

Wk6d4 Ela Whole

Uploaded by

Copyright:

Available Formats

Wk6d4 Ela Whole

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Wk6d4 Ela Whole

Uploaded by

Copyright:

Available Formats

Contextual Information

Name Miss Sanchez

Resource Link: Benchmarks

Previous Standard: ELA.4.R.1.3:

Next Standard: Write code and full text:ELA.6.R.1.3:

Vocabulary: (define in kid friendly Instructional Materials:

Instructional Steps (allotted time):

Help students set a purpose for today’s close reading.

Partner work: students will be utilizing their diagonal partners

Read directions out loud.

Slide 29, QOTD:

Have students do day 4 for VOL:

Assessment: : Formative assessment name Assorted Assessments . Describe if needed

Post Teaching Reflections

Response to Feedback: BLOCK 2 ONLY

You might also like