Week 9 lesson

 Candidate’s Name:  Karenia Mitchell

Grade Level: 5

Title of the lesson: Comprehension- Van Gogh Café

Length of the lesson: 1 day at 45 min

 

Central focus of the lesson   Key questions: What do you want your students to learn?    Literary elements: theme, setting, plot, characters   What are the important understandings and core concepts you want students to develop within the learning segment?   Reading comprehension, literary elements and word recognition

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)   Key questions: What do students know, what can they do, and what are they learning to do? Think aloud strategies, understanding text , vocabulary and concept development What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?   Activate background knowledge with think alouds to help with understanding with reading.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)   Ø  CCSS.ELA-Literacy.RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes Ø  CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text Ø  CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem

Support literacy development through language (academic language)   Identify one language function : Describe Describe their thoughts as they read to understand the text including the plot, theme, setting and character     Describe language demands Written and Oral.   Vocabulary General academic terms: explain Content specific vocabulary plot, theme, setting, character Sentence Level Sentence structure, transitions/connectives, complex verb tenses Discourse  conversation, discussion, decoding

Learning objectives   Students will identify setting, plot, characters, and theme Student will demonstrate fluency during oral reading by showing expression and acknowledging punctuation Students will determine the central lesson, or big idea of a text, and support their conclusions with examples from the text of the Van Gogh Café

Formal and informal assessment (including type[s] of assessment and what is being assessed)   Formal assessment: Guided reading with running record Informal assessment: participation and collaboration, class discussions

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Ø  Introduction ·                                   The lesson begins by the teacher having a discussion by asking students                                  about the book, The Van Gogh Café.  The teacher will talk about the                                 background of  the story  ·           Ø  Modeling: Teacher will demonstrate reading skills by drawing inferences,                          conclusions, or generalizations, supporting them with textual evidence and                          prior knowledge. Teacher will do the demonstration by reading a                               passage from  the book, The Van Gogh Café     Ø  Guided Practice   Students will identify and analyze fiction, and explain literary elements used by the author. To strengthen comprehension, teacher will help students learn to main ideas and concepts presented in the book, The Van Gogh Cafe identifying and assessing evidence that supports those ideas.  Students will underline/circle any vocabulary they do not know. Teacher will aid students in the meaning of words exploring prefixes and suffixes     Ø  Think- Pair – Share  Students will brainstorm the function and effect of common literary devices such as imagery and symbolism. Students will discuss the characters of the book and their role in the story. Then students will share their discussions with the class.   Ø  Independent Practice:                         Students will work alone on prefix and suffix vocab worksheets and  use                          graphic organizers to organize their thoughts of the story regarding the plot,                          setting, theme and character.                         For a project to keep students engaged students have the following                          options:Read and  write learners write a book report,Visual learners create a                         graphic organizer of the story.Auditory learners give an oral report and                          Kinesthetic learners can make a creation  illustrating the story                 Ø  Differential Instruction Conduct read aloud and one and one mini lesson Read a passage of text and answer related questions Create a PowerPoint presentation summarizing the lesson Allow auditory learners to listen to audio books. Kinesthetic  complete an interactive assignment online.i.e brain pop

Instructional resources and materials used to engage students in learning.  Use brainpop.com (technology) website to reinforce the skills.