SIOP® Lesson Plan Template 1 - coreydavis23



History is Made by Individuals (5 day unit of study)

Date: MONDAY, TUESDAY, WEDNESDAY, THURSDAY, and FRIDAY

Grade/Class/Subject: 5th Grade / Mr. Davis / Reading

Unit/Theme: American History

Standards: 5th Grade

Wyoming Department of Education: Reading

|LA5.1A |Students use the reading process to apply a variety of comprehension strategies before, during, and after reading. |

|LA5.1A.1 |Students use knowledge of synonyms, antonyms, and multiple meaning words to develop vocabulary. |

|LA5.1A.2 |Students understand grade-level-appropriate technical and subject-specific vocabulary. |

|LA5.1A.3 |Students demonstrate comprehension by retelling, summarizing, and paraphrasing main idea and supporting details in |

| |grade-level-appropriate text. |

|LA5.1A.4 |Students draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior |

| |knowledge. |

|LA5.1A.5 |Students understand cause and effect relationships. |

|LA5.1A.6 |Students use such strategies as setting a purpose for reading and using graphic organizers to predict, categorize, and |

| |analyze. |

|LA5.1B |Students demonstrate an understanding of a variety of literary texts. |

|LA5.1B.1 |Students make connections between characters, character traits, setting, and plot. |

|LA5.1B.2 |Students make connections with the text. |

|LA5.1B.3 |Students recognize descriptive language and imagery. |

|LA5.1B.4 |Students read a variety of literary genres (historical fiction, poetry, fiction, fairy tales, fables, narratives from |

| |different cultures, drama, myths, folk tales and legends). |

|LA5.1C |Students demonstrate understanding of informational text. |

(Wyoming Department of Education, November 19, 2008, p. 36).

Wyoming Department of Education: Writing

|LA5.2A.1 |Students use a variety of strategies to generate ideas for writing such as developing a plan, grouping related |

| |ideas, organizing information according to type and purpose, and using prior knowledge. |

|LA5.2A.2 |Students write multi-paragraph expository compositions with details, transitions, and conclusions. |

|LA5.2A.3 |Students use meaningful word choice, evidence of voice, and sentence fluency. |

|LA5.2A.4 |Students use grade-level-appropriate conventions of spelling, usage, punctuation, capitalization, and grammar |

| |such as prepositional phrases, appositives, independent and dependent clauses, conjunctions, often misused verbs,|

| |such as lay and lie, and use colon to separate hours and minutes. |

|LA5.2A.5 |Students use strategies to revise writing such as producing multiple drafts. |

|LA5.2A.6 |Students utilize strategies to edit and publish written work and use various tools to improve writing and |

| |vocabulary such as a thesaurus, dictionary, reference materials, and technology. |

|LA5.2B.1 |Students write and share literary analyses, using grade-level-appropriate strategies such as: |

| |Summarizing main ideas and significant details; |

| |a. Using examples from the text, other works, and prior knowledge or experience; |

| |b. Relating own ideas to supporting details; and |

| |c. Developing interpretation based on careful reading. |

|LA5.2B.3 |Students summarize and paraphrase. |

(Wyoming Department of Education, November 19, 2008, p. 38).

Wyoming Department of Education: Speaking and Listening

|LA5.3.3 |In small group discussion, students ask relevant questions to determine purpose or clarify meaning. |

|LA5.3.4 |Students follow directions and provide feedback. |

|LA5.3.5 |Students read aloud their own or others’ texts fluently and expressively. |

(Wyoming Department of Education, November 19, 2008, p. 40).

History is Made by Individuals (Day 1)

Date: MONDAY (45 to 60 minutes)

Grade/Class/Subject: 5th Grade / Mr. Davis / Reading

Unit/Theme: American History

Content Objective(s): American Revolution

Language Objective(s): Oral Language and Vocabulary

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SIOP® Features

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Lesson Sequence:

• Monday’s Lesson will run longer due to the children having to read the story out loud while teacher simultaneously leads a class wide discussion on oral language and vocabulary words as described in the text.

1. Begin lesson by having the entire class read the story out loud. Teacher will lead class reading. Each student will read one paragraph, as well as the teacher. Students/teacher will continue rotating paragraphs until story is complete. Teacher will assist with struggling readers.

2. During the reading, the teacher will stop occasionally to ask students questions about the author’s word choice, definitions or specific words, alternate words, etc.

3. Upon completion of the story, teacher will go over the 10 (above mentioned) vocabulary words with the student using the vocabulary context cards (giant flash cards with the word, its use in the story, pictures, and definitions).

4. Students will be asked to randomly tell the teacher what the definition of each word is, how they would use it in another sentence, how they might replace the word with a similar word, and so on.

Reflections:

1. After group reading and vocab discussion, students will be given a worksheet on the vocabulary words. There will be ten questions and the students are to work on them individually. Worksheet will be due Tuesday morning. Students will receive points for their correct answers out of 10.

History is Made by Individuals (Day 2)

Date: TUESDAY (45 to 60 minutes)

Grade/Class/Subject: 5th Grade / Mr. Davis / Reading

Unit/Theme: American History

Content Objective(s): American Revolution

Language Objective(s): Word Patterns and Word Analysis

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SIOP® Features

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Lesson Sequence:

• The majority of time on this lesson will be spent doing group projects.

1. Teacher will begin lesson by reviewing Monday’s vocabulary words. Using the vocabulary context cards (only showing the students the word and a picture of its meaning) the teacher will ask the class to explain how and where the word was used in the story. Students will be allowed to use their text books.

2. To begin the lesson on word patterns and analysis, the teacher will lead a class discussion on why/how each vocab word was used in the story, why/how they could use the same word in another sentence, why/how they might replace the word with a similar word, and so on.

Reflections:

1. Students will be split into groups of 5 to 6 students. Using their textbooks, each group will be given five different pages of the text to rewrite.

2. Each page will be highlighted with certain vocab words and sentences that are to be changed. Vocab words will require a different word that means the same thing and sentences will have to be changed completely, while still stressing the vital points of the story. Students will be allowed to use dictionaries and thesauruses too. Writings will be due Wednesday morning. Students will receive points individually for participation and as a group for correct rewrites of terms and sentences.

History is Made by Individuals (Day 3)

Date: WEDNESDAY (45 to 60 minutes)

Grade/Class/Subject: 5th Grade / Mr. Davis / Reading

Unit/Theme: American History

Content Objective(s): American Revolution

Language Objective(s): Fluency

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SIOP® Features

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Lesson Sequence:

• The lesson will begin by students re-reading the story, as told by their groups’ re-writing of the story.

1. Each student will be required to read a chunk of their group’s rewriting of the story.

2. Teacher will not read any of the text, but will assist readers who struggle to pronounce words.

3. Teacher will also applaud student’s choices of new words and rewritten sentences. Words and sentences that don’t make sense will be discussed as a class and redone on the overhead.

4. When students have completed the reading of the re-written story, teacher will explain the importance of reading accuracy and self-correction. “Good readers use decoding skills to sound out words they do not know and self-correct any words they mispronounce.” (Krensky, 2004, p. T12).

Reflections:

1. Students will be partnered with another student in the class. (Strong readers and readers who struggle will be paired together).

2. Each student will be given a text that relates to the American Revolution and asked to take turns reading to each other. The students are to pay special attention to each other’s reading techniques and help each other sound out difficult words and correct mispronunciations of words.

3. Teacher will walk around room observing and assisting where needed.

History is Made by Individuals (Day 4)

Date: THURSDAY (45 to 60 minutes)

Grade/Class/Subject: 5th Grade / Mr. Davis / Reading

Unit/Theme: American History

Content Objective(s): American Revolution

Language Objective(s): Reading Comprehension

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SIOP® Features

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Lesson Sequence:

1. Begin lesson by having the entire class read the story out loud. Teacher will lead class reading. Each student will read one paragraph, as well as the teacher. Students/teacher will continue rotating paragraphs until story is complete. Teacher will assist with struggling readers.

2. Discussion of the text will focus on visualizing what is being read. (Example: “John was sad when his school closed down.”…visualize a little boy sitting in a desk crying because he wasn’t ever going back to his school.).

3. Visualizations are pictures that you create in your mind to help you understand the story.

4. During the reading, the teacher will stop occasionally to ask students questions about the cause and effect of specific events in the story. (This event caused what?...and therefore affected what part of the story?).

5. Understanding causes and effects can help readers visualize story events and how they are related.

Reflections:

1. Students will be given a worksheet on visualization and cause and effect. Teacher will go over sample questions to make sure students understand how to properly answer the questions. Student will be allowed to use their text books to answer the 10 visualization questions, but will not be allowed to use them to answer the 10 cause and effect questions.

2. Worksheets will be due Friday morning. Students will be graded for correct answers out of 20.

History is Made by Individuals (Day 5)

Date: FRIDAY (60 minutes)

Grade/Class/Subject: 5th Grade / Mr. Davis / Reading

Unit/Theme: American History

Content Objective(s): American Revolution

Language Objective(s): Writing

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SIOP® Features

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Lesson Sequence:

1. Begin lesson by explain to the students that this will be the final day discussing the Dangerous Crossing text.

2. Revisit (briefly) everything that has been discussed during the week.

a. Oral language, communicating, and vocabulary words.

b. Word patterns and analysis.

c. Reading fluency.

d. Reading comprehension, visualization, and cause and effect.

e. Writing.

Reflections:

1. Students are to work independently on an assigned essay question.

2. Essay question will be: “Write a five paragraph paper on why or why not someone should read Dangerous Crossing: The Revolutionary Voyage of John Quincy Adams.”

3. Students will be required to use at least five of the week’s vocabulary words in their papers, explain what they view as the most important cause and effect moment in the story, and illustrate one color picture visualization using a quote from the text.

4. Students will be graded on thoroughness, neatness, correctness, rough draft, and typed final version.

5. Papers will be due next Friday at the end of school. Students will be allowed time to work on their papers for 30 minutes each day next week. What isn’t finished in class will become homework.

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Key Vocabulary

Cramped Pressing

Distracted Representatives

Viewpoint Embark

Shattered Bracing

Surveyed Conduct

Supplementary Materials

Dangerous Crossing story out of textbook, vocabulary context cards, pencil, and vocab worksheet.

Preparation Scaffolding Grouping Options

_x__ Adaptation of Content _x__ Modeling _x__ Whole class

_x__ Links to Background _x__ Guided practice ___ Small groups

_x__ Links to Past Learning _x__ Independent practice ___ Partners

_x__ Strategies incorporated _x__ Comprehensible input _x__ Independent

Integration of Processes Application Assessment

_x__ Reading ___ Hands-on _x__ Individual

_x__ Writing _x__ Meaningful _x__ Group

_x__ Speaking _x__ Linked to objectives _x__ Written

_x__ Listening _x__ Promotes engagement _x__ Oral

Key Vocabulary

Cramped Pressing

Distracted Representatives

Viewpoint Embark

Shattered Bracing

Surveyed Conduct

Supplementary Materials

Dangerous Crossing story out of textbook, vocabulary context cards, pencil, paper, dictionary, and thesaurus.

Preparation Scaffolding Grouping Options

_x__ Adaptation of Content _x__ Modeling _x__ Whole class

_x__ Links to Background _x__ Guided practice ___ Small groups

_x__ Links to Past Learning ___ Independent practice ___ Partners

_x__ Strategies incorporated _x__ Comprehensible input ___ Independent

Integration of Processes Application Assessment

_x__ Reading _x_ Hands-on ___ Individual

_x__ Writing _x__ Meaningful _x__ Group

_x__ Speaking _x__ Linked to objectives _x__ Written

_x__ Listening _x__ Promotes engagement _x__ Oral

Key Vocabulary

Cramped Pressing

Distracted Representatives

Viewpoint Embark

Shattered Bracing

Surveyed Conduct

Supplementary Materials

Dangerous Crossing story out of textbook, vocabulary context cards, pencil, group re-writing assignment, and related American Revolution texts.

Preparation Scaffolding Grouping Options

_x__ Adaptation of Content _x__ Modeling _x__ Whole class

_x__ Links to Background _x__ Guided practice ___ Small groups

_x__ Links to Past Learning ___ Independent practice _x__ Partners

_x__ Strategies incorporated _x__ Comprehensible input ___ Independent

Integration of Processes Application Assessment

_x__ Reading __ Hands-on ___ Individual

_x__ Writing _x__ Meaningful _x__ Group

_x__ Speaking _x__ Linked to objectives ___ Written

_x__ Listening _x__ Promotes engagement _x__ Oral

Key Vocabulary

Cramped Pressing

Distracted Representatives

Viewpoint Embark

Shattered Bracing

Surveyed Conduct

Supplementary Materials

Dangerous Crossing story out of textbook, vocabulary context cards, pencil, and work sheet.

Preparation Scaffolding Grouping Options

_x__ Adaptation of Content _x__ Modeling _x__ Whole class

_x__ Links to Background _x__ Guided practice ___ Small groups

_x__ Links to Past Learning ___ Independent practice ___ Partners

_x__ Strategies incorporated _x__ Comprehensible input _x__ Independent

Integration of Processes Application Assessment

_x__ Reading __ Hands-on _x__ Individual

_x__ Writing _x__ Meaningful ___ Group

_x__ Speaking _x__ Linked to objectives _x__ Written

_x__ Listening _x__ Promotes engagement ___ Oral

Key Vocabulary

Cramped Pressing

Distracted Representatives

Viewpoint Embark

Shattered Bracing

Surveyed Conduct

Supplementary Materials

Dangerous Crossing story out of textbook, pencil, paper, computer, and colored pencils.

Preparation Scaffolding Grouping Options

_x__ Adaptation of Content _x__ Modeling ___ Whole class

_x__ Links to Background ___ Guided practice ___ Small groups

_x__ Links to Past Learning _x__ Independent practice ___ Partners

_x__ Strategies incorporated _x__ Comprehensible input _x__ Independent

Integration of Processes Application Assessment

_x__ Reading _x_ Hands-on _x__ Individual

_x__ Writing _x__ Meaningful ___ Group

___ Speaking _x__ Linked to objectives _x__ Written

_x__ Listening _x__ Promotes engagement ___ Oral

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