English Lesson Planner

Ryan P. Stroud

ELA 9/28 - 5th Grade Reading/Writing level

ELA 9/28
5th Grade Reading/Writing level

Description

RL.5.2. SWBAT describe how characters in a story differ and respond to challenges. W.5.9 SWBAT Draw evidence from literary or informational texts to support analysis. reflection, and research.

Materials

2 Sharpened Pencils

Notebook

2 Sharpened Pencils

Notebook

Main Aims

To provide RL.5.6 SWBAT identify and understand point of view in a written piece. RL.5.4 SWBAT understand and identify figurative and literal language including similes and metaphors.
RL.5.2. SWBAT describe how characters in a story differ and respond to challenges. W.5.9 SWBAT Draw evidence from literary or informational texts to support analysis. reflection, and research.

Subsidiary Aims

To provide and understanding of character differences and begin to determine the theme of a story.
To provide time for students to be pull and assessed by Teacher for Reading Levels.

Procedure (43-70 minutes)

Lead-In (3-5 minutes) • To provide time for students to prepare for class.

Students will practice the routine of preparing materials for class. - Sharpening pencils - Name and date on blank paper - handing out Class Reading.

Exposure: Writing Strategies (5-10 minutes) • to provide time for collaboration on best Writing strategies

Students will collaborate in their seat groups to decide best writing strategies. T will model 2 examples.

Controlled Practice (10-15 minutes) • To provide time for students to prepare for class.

S will work together writing best writing strategies to create a classroom chart. T will make laps to correct students, model brainstorming, and assist when neaded.

Semi-Controlled Practice (10-15 minutes) • To provide context for Writing a personal Narrative.

S will begin brainstorming writing a personal narrative. T will cold call students to discuss favorite Genre of story and provide models. S will then use remaining time in class to write their own creative narrative story.

Exposure: The Tiger Rising • To provide context and introduction to the story.

T will model for students the idea of choosing a book to read. S will call out types of concepts that are involved with choosing a book: - Genre, topic, fiction, style, etc. T will then introduce The Tiger Rising to Students through showing book, chapters, cover, summary etc.

Controlled Practice (10-15 minutes) • To provide Reading time for Tiger Rising

T will begin to Reading Chapter 1 of "The Tiger Rising" Students ought to intently listen and think about what type of book they would want to read. T will display pages of Text on Smartboard for students who want to read as well.

Semi-Controlled Practice (5-10 minutes) • To provide time for students to review and choose a book for the independent reading time.

S will use time to determine the type of book they will read of independent reading time. T will model for students and review student choice for appropriate levels.