5 School Lesson Plan Template

Dates: February 3 – February 7

READING

Objective & TEKS Procedure

M / Genre: Literary Nonfiction (biographies, autobiographies)
TEKS: 4.7/Fig 19D
Obj: We will understand, make inferences, and draw conclusions about the structure and elements of literary nonfiction.
Product: I will understand, make inferences, and draw conclusions about the structure and elements of literary nonfiction. / Interactive Read Aloud: Harvesting Hope: The Story of Cesar Chavez from Journeys Lesson 19.
-Using your (TEKS 4.7 & Fig 19D), you will need to prepare deep comprehension questions, discussion stems, or opportunities for students to share their thinking during the read aloud.
-Prepare sticky notes with the questions and place them on the appropriate page in a Student Book you will use for your IRA. (There are questions on pg. 76 of your CLLG.)
-- Create the Literary Nonfiction Anchor Chart with your students.
-Use page 110 in the CLLG to create the Anchor. Your Anchor chart should include a working definition, noticings (author’s purpose, characters, setting, plot, theme, and subgenres) and book examples you complete using your IRA mentor text.
(see handouts for details)
Students read independent literary nonfiction selections from Journeys or the leveled readers from your adoption. 4th grade has a TON of biographies.
T / Genre: Literary Nonfiction (biographies, autobiographies)
TEKS: 4.7/Fig 19E
Obj: We will identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person’s life.
Product: I will identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person’s life. / Minilesson: Summarizing Literary Nonfiction
Text: Harvesting Hope: The Story of Cesar Chavez
-Create the Summarizing Literary Nonfiction Anchor Chart with your students.
- You will use the most important events from the person’s life and plot them on the anchor chart in a timeline. Using those events, create a summary.
(see handouts for details)
Students read independent literary nonfiction text and complete the graphic organizer in their Reader’s Notebook or on the handout provided.
W / Genre: Literary Nonfiction (biographies, autobiographies)
TEKS: 4.7/Fig 19D; Fig 19E
Obj: We will understand, make inferences, and draw conclusions about the structure and elements of literary nonfiction.
Product: I will understand, make inferences, and draw conclusions about the structure and elements of literary nonfiction. / Bridging to Testing Genre: What does this look like on Test?
(see handouts for details)
Assessment: 2011 STAAR Released Items The Lady Who Loved the Land
(included in the handouts)
R / Genre: Poetry
TEKS: 4.8A, 4.4A, 4.4/Fig. 19D
Obj: We will understand, make inferences, and draw conclusions about the structure and elements of poetry.
Product: I will understand, make inferences, and draw conclusions about the structure and elements of poetry. / Shared Reading “The Broken-Legg’d Man” by John Mackey Shaw (project on smart board or make a copy for all students)
-- Create the Poetry Anchor Chart with your students (you will add to the Poetry Genre Anchor Chart in subsequent lessons)
***Use The Broken-Legg’d Man to identify the author’s purpose, form, stanza, and rhyming words. This poem DOES NOT lend itself to ALL the elements of poetry. You will add to the Poetry Genre Anchor Chart in subsequent lessons
(see handouts for details)
Students read independent poem: “The Giant Jam Sandwich”
F / Genre: Poetry
TEKS: 4.8A, 4.4/Fig. 19D, 4.4A
Obj: We will understand, make inferences, and draw conclusions about the structure and elements of poetry.
Product: I will understand, make inferences, and draw conclusions about the structure and elements of poetry. / Minilesson: Elements of Poetry
–USE Poetry PowerPoint (Slides 1-19) Poetry Elements: Rhythm and Sound Effects
***You will create the Anchor Chart Poetry Elements: Rhythm and Sound Effects using the handout. Because your mentor poem (The Broken-legg’d Man) did not include all the elements of poetry, you will use the poetry examples in the PowerPoint to fill in authentic text examples for your students for each sound effect/element of poetry. The handout has the text examples included for your reference.
(see handouts for details)
***Use Poetry PowerPoint to identify Rhythm, Sound Effects: Repetition, Rhyme Scheme, Alliteration, and Onomatopoeia and add them to the Poetry Genre Anchor Chart.
(see handouts for details)
Students read independent poem “The Giant
Jam Sandwich” to locate and identify the sound
effects you taught.