Lesson Planning Guide
Lesson 1
Name(s): Heather Kinlin Age/Grade Level: 5th grade
Subject Area(s): Literature Unit: What’s the Recipe?
Topic: Reading/ Literacy / Introduction to Literature Circles Time Allotted:60 minutes
Preparation:
Purpose/rationale for the lesson: Why are you teaching this lesson?
The reason for teaching this lesson is to introduce literature circles. Literature circles are a student centered activity that promotes student responsibility and gives the students an opportunity to be in control of their own learning. This format will also encourage the students to practice their teamwork skills while enhancing their social responsibility skills.
What curriculum framing question or essential question is addressed in this lesson?
What’s a literature circle? Why is it helpful to discuss our thoughts?
What district, state or national curriculum standard(s) will you target in this lesson?
1. Health Standard: Promotion of mental, social and emotional health.
CCG: Demonstrate accessing information and interpersonal communication skills while understanding the components of mental, social and emotional health.
2. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. (6 Resources )
3. EL.05.LI.05 Predict future outcomes supported by the text. (6 Resources )
4. EL.05.LI.06 Identify the qualities of the character (e.g., courage, cowardice, ambition), and analyze the effect of these qualities on the plot
and the resolution of the conflict. (5 Resources )
Prior Knowledge/Background Information: What concepts and/or skills do students need to have in order to be successful in this lesson?
Students need to be able to read the text and answer the journal response questions. The students also need to be able to follow directions and work in a group.
Learning Objectives for the lesson: What do you expect learners to know and/or accomplish as a result of participating in this lesson?How are you incorporating higher order thinking?
The students will be able to
Work within a team setting to complete work.
Understand the process they will be partaking in over the next few weeks.
Key Concept(s): What concepts (related to content and/or process) will students encounter as a result of this lesson?
The key concepts in this lesson are teamwork and group discussion formalities. The students will also begin to recognize their roles within the literature circles.
Key Question(s): What questions/prompts will you build into your lesson plan to foster student engagement and higher order thinking?
What are the roles of a student within a literature circle discussion?
Materials/Resources Needed:
Story Stew pot folder, story matrix, evaluations, Smartboard, Elmo, projector, pencil, paper, “Story Stew” pot, “My Rotten Redheaded Older Brother” by Patricia Polacco
What appropriate use of technology will this lesson employ for teacher? for students? (ex. presentation or publication)
Teacher: Smartboard, Elmo, Projector
Students: Smartboard, Elmo, Projector
Procedures:
5th gradeLiterature Circles – Introduction
Assessment and Introduction to Literature Circles:
“We are going to be starting a new unit today. This unit is going to require you to be in charge of yourselves. You are going to have to show real responsibility and cooperation. Before I explain the entire unit, I need to know how familiar you are with the material so we are going to take an assessment. Our unit is on literature so today you are going to be filling out a story map graphic organizer while I read a story called Appelemando’s Dreams by Patricia Polacco. Please get out a pencil and get ready to begin.”
Students get understanding of Story Matrix, their journals, and their roles.
Show the Story Stew folder and explain that the students will be getting this out everyday before reading class starts. Explain that this is where all of their work will go everyday! If the work is not put in the folder, I mark it as though you did not do it.
--Pass out the folders without students touching. (Story matrix and journals are inside)
Story Matrix—There is a story matrix in your folder. Each day in the beginning of class we will read a story together. After the story, you will be given time to react to the story on paper; each day you will have a choice of two questions to answer. After the time is up for your responses you will be filling out the story matrix with the group you will be placed with. You will all work together to figure out the answers and then be required to write it on your own sheet. After you have finished the story matrix you will read your responses to the group and get peer feedback.
After this part of our literature circle you will be then brought back with the whole class where we will all work on a lesson together and then you will be given independent work time.
Decorate Journals:
Tomorrow we are going to be going through our first literature circle together to ensure success. Today, you will be given time to create and decorate your journal.
Decoration is “All About Me Poem”.
Closing:
Students share poems to friends.
Assessment: Students will be given a literary element assessment. The students will also be required to complete Story Matrix for the story.
Extensions/Differentiations: How will you adapt this lesson for students with cultural, linguistic, and cognitive differences?
Each literature study group is split up due to reading ability; within each group there are different basic skill abilities. All students will be required to finish the work. I will be moderating some group discussions more to make certain higher level thinking is taking place. During the directions for the activities I will also be checking for understanding from specific students to ensure they are on target. Modeling each activity with the entire group will create a deeper understanding as well.
Reflecting on the teaching process: (To be completed after the lesson is developed and/or taught)
- What worked well? What would you do differently to improve the lesson?
- What went through your mind as you planned this lesson? What questions do you still have about the lesson?
12/7/2008 Portland State University Graduate School of Education 1
Lesson Planning Guide
Lesson 2
Name(s): Heather Kinlin Age/Grade Level: 5th grade
Subject Area(s): Literature Unit: What’s the Recipe?
Topic: Reading/ Literacy / Introduction Day 2 Time Allotted:60 minutes
Preparation:
Purpose/rationale for the lesson: Why are you teaching this lesson?
The reason for teaching this lesson is to introduce literature circles. Literature circles are a student centered activity that promotes student responsibility and gives the students an opportunity to be in control of their own learning. This format will also encourage the students to practice their teamwork skills while enhancing their social responsibility skills.
What curriculum framing question or essential question is addressed in this lesson?
What’s a literature circle? Why should we discuss our thoughts about novels?
What district, state or national curriculum standard(s) will you target in this lesson?
1. Health Standard: Promotion of mental, social and emotional health.
CCG: Demonstrate accessing information and interpersonal communication skills while understanding the components of mental, social and emotional health.
2. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. (6 Resources )
3. EL.05.LI.05 Predict future outcomes supported by the text. (6 Resources )
5. EL.05.LI.06 Identify the qualities of the character (e.g., courage, cowardice, ambition), and analyze the effect of these qualities on the plot
and the resolution of the conflict. (5 Resources )
Prior Knowledge/Background Information: What concepts and/or skills do students need to have in order to be successful in this lesson?
Students need to be able to read the text and answer the journal response questions. The students also need to be able to follow directions and work in a group.
Learning Objectives for the lesson: What do you expect learners to know and/or accomplish as a result of participating in this lesson?How are you incorporating higher order thinking?
The students will be able to
Work within a team setting to complete work.
Understand the process they will be partaking in over the next few weeks.
Key Concept(s): What concepts (related to content and/or process) will students encounter as a result of this lesson?
The key concepts in this lesson are teamwork and group discussion formalities. The students will also begin to recognize their roles within the literature circles.
Key Question(s): What questions/prompts will you build into your lesson plan to foster student engagement and higher order thinking?
What are the roles of a student within a literature circle discussion?
Materials/Resources Needed:
Story Stew pot folder, story matrix, evaluations, Smartboard, Elmo, projector, pencil, paper, “Story Stew” pot, “My Rotten Redheaded Older Brother” by Patricia Polacco, response journals, crayons and markers.
What appropriate use of technology will this lesson employ for teacher? for students? (ex. presentation or publication)
Teacher: Smartboard, Elmo, Projector
Students: Smartboard, Elmo, Projector
Procedures:
5th gradeLiterature Circles – Introduction / Time
Our first Literature Circle as a Group with My Rotten Redheaded Older Brother by Patricia Polacco.
Read the story
Respond to the two journal prompts: “In what ways did the main characters (Richard and Tricia) change from the beginning to the end of the story? What was the main idea of the story? What were Tricia’s reasons for trying to beat her brother Richard in anything? How are you alike/different from the main characters (Richard and Tricia)? Give students 5 minutes to respond.
Fill out Story Matrix together as whole class (Each student is doing it as well).
Explain rules for group work and show students the rule posters. Show students the key group work phrases. “I like your idea.” “That’s a good idea, but I was thinking…” “I understand, but I have a different opinion.”
Assign Groups and explain how teacher will be evaluating and assessing their group work: Getting work completed and teamwork rubric.
Model great group participation. Allow one group to share their responses while I moderate and show the class how to talk together. Then allow the other groups to try while the first group watches.
Closing: Conduct Evaluations. Give students the self evaluation sheets and the facilitator evaluation sheet. Explain how to use these and what they are used for. / 60 minutes
Extensions/Differentiations: How will you adapt this lesson for students with cultural, linguistic, and cognitive differences?
Each literature study group is split up due to reading ability; within each group there are different basic skill abilities. All students will be required to finish the work. I will be moderating some group discussions more to make certain higher level thinking is taking place. During the directions for the activities I will also be checking for understanding from specific students to ensure they are on target. Modeling each activity with the entire group will create a deeper understanding as well.
Assessment:
The assessment for the lesson is the students’ self-evaluations and the facilitator’s evaluation of the group. Higher order thinking will also be incorporated in how well the students’ are able to evaluate themselves and whether or not they have completed their work efficiently.
Reflecting on the teaching process: (To be completed after the lesson is developed and/or taught)
- What worked well? What would you do differently to improve the lesson?
- What went through your mind as you planned this lesson? What questions do you still have about the lesson?
12/7/2008 Portland State University Graduate School of Education 1
Lesson Planning Guide
Lesson 3
Name(s): Heather Kinlin Age/Grade Level: 5th grade
Subject Area(s): Literature Unit: What’s the Recipe?
Topic: Reading/ Literacy / Setting Time Allotted:60 minutes
Preparation:
Purpose/rationale for the lesson: Why are you teaching this lesson?
The reason for teaching this lesson is to introduce the literary element setting. Setting is a key concept in literature and these students will get a deeper understanding of the elements of setting through this lesson. This lesson will also encourage the students to practice their teamwork skills while enhancing their social responsibility skills.
What curriculum framing question or essential question is addressed in this lesson?
What’s the recipe or ingredients of a story? What are these ingredients used for?
What district, state or national curriculum standard(s) will you target in this lesson?
1. Health Standard: Promotion of mental, social and emotional health.
CCG: Demonstrate accessing information and interpersonal communication skills while understanding the components of mental, social and emotional health.
2. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. (6 Resources )
3. EL.05.LI.05 Predict future outcomes supported by the text. (6 Resources )
6. EL.05.LI.06 Identify the qualities of the character (e.g., courage, cowardice, ambition), and analyze the effect of these qualities on the plot
and the resolution of the conflict. (5 Resources )
Prior Knowledge/Background Information: What concepts and/or skills do students need to have in order to be successful in this lesson?
Students need to be able to read the text and answer the journal response questions. The students also need to be able to follow directions and work in a group.
Learning Objectives for the lesson: What do you expect learners to know and/or accomplish as a result of participating in this lesson?How are you incorporating higher order thinking?
The students will be able to
Determine the place, time, and environment of the setting.
Predict future outcomes in literature.
Summarize the events in literature.
Work within a team setting to complete work.
Key Concept(s): What concepts (related to content and/or process) will students encounter as a result of this lesson?
The key concepts in this lesson are the 3 elements of setting: place, time, and environment. Other key concepts are the ability to work within a group and time management.
Key Question(s): What questions/prompts will you build into your lesson plan to foster student engagement and higher order thinking?
Can anyone tell the class why the setting is so important in the story?
What are some options we have when telling a story and we consider place?
What are some options we have when telling a story and considering time?