Lesson Plan 6 (5th Grade Reading) Grade/level: 5th Grade_______ Content: Reading____ I.

SOL Child/Group: Small group_______

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development. c. Describe the development of plot and explain the resolution of conflict(s). f. Identify and ask questions that clarify various points of view. g. Identify main idea. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. k. Make, confirm, or revise predictions. m) Read with fluency and accuracy Students will be able to identify the title of the story and the author. Students will be able to make, support and revise predictions. Students will be able to describe characters using evidence from the text. Students will be able to recall previously read material. Students will be able to identify the main idea of the story orally. Students will display appropriate reading behaviors (sitting up, following along, reading loud and clear) Students will sound out unfamiliar words. Students will participate by answering questions about the reading.

II. Objective(s)

III. Materials

The Lady in Black by O. Henry (Jamestown Education) Look Before You Read Page Story Element Chart Background: The students are familiar with the Jamestown education readers. We always start a new story by previewing the story and the students fill out a Look Ahead sheet with information about the story (title, author, etc.), things they notice, a favorite picture, and an I wonder statement. Because the pacing for the story varies depending on the length of the story and the students that day, this lesson will include much more than we would cover in one day. Introduction: Students are prompted to look through the next story in

IV. Presentation

Lesson Plan 6 (5th Grade Reading) their book. They are asked what they notice from the pictures and what questions they have about the pictures. Look Before You Read Page: Students then fill out the Look Before You Read page. Students work independently while teacher monitors. The students have to identify the title and author of the story. They also write down three questions they have based on their preview of the story. They also write down an I wonder statement based on their preview. Students are all invited to share their questions and/or their I wonder statement. Vocabulary: Before students begin reading, the teacher reviews potentially unfamiliar vocabulary (for this story, the words are: count, accident, locket, remind, wedding, invite). The teacher introduces the words one at a time and asks the students if they know what the word means. The teacher can either correct, expand upon, or confirm the answer. Other students may be asked to use the word in a sentence. This continues until all of the words are introduced and the students feel comfortable with their meaning. Read the first half of the story: Students are reminded of appropriate reading behavior. They are reminded to speak loud and clear when reading. When they are listening, they should be sitting up, listening and following along in their copy of the story. Once everyone remembers appropriate reading behavior, we being reading. Students take turns reading. Typically, they read a few paragraphs and then its the next students turn. As they read, I will stop them and ask questions. Ive included my answers or possible answers from the students in italics. The questions for the first half of the story include: What do you think the author means by surprise? Are they talking about a surprise birthday party or a gift? When the author speaks of a surprise ending, it means that there is a twist. The ending is not what the reader expects. Why would Miss Conway dress in all black if a family member died? Black is a color of mourning. Long ago and still in some cultures today, people would dress in black to show others that they were mourning the loss of a loved one. How can a smile be sad? If you arent happy, but dont want other people to know, you might have a sad smile. How do you think Miss Conway felt when Mr. Walters offered to keep her company? She probably felt a little confused that someone when want to listen to her troubles. She also probably felt relieved to be able to talk to someone. She enjoyed the company. How do you think Miss Conway felt when she learned that the

Lesson Plan 6 (5th Grade Reading) count was dead? Why do you think so? She was sad. In the pictures she is crying and she tells Mr. Walters that she is sad. She is also wearing black because she is in mourning. Predictions: Students will be asked to make a prediction about what they think will happen in the story. They will be prompted to use parts of the story to support their prediction. Assuming that we get through the first half of the story the previous day, this is the beginning of day 2 Warm-up: Fill out the setting and characters (Miss Conway, Mr. Walters and Count Fernando) on the story elements chart. Recap: Students will recall what they read yesterday. If important details are left out, the teacher will prompt students with questions. Read the second half of the story: The students will again be reminded of appropriate reading behavior. They will begin reading and I will again ask questions as they read. The questions for this half of the book include: What do you think Andy (Mr. Walters) is thinking about? Why is he looking at the picture for so long? Maybe Andy likes Maggie and is trying to figure out why she was in love with the Count. He is maybe looking at the picture for clues. Why do you think Big Mike Dolan wants to come to the wedding? He is a good friend to Andy Why do you think Andy wants Big Mike to come to the wedding? Big Mike has asked to be invited and they are friends. What do you think Maggie (Miss Conway) thinks about Big Mike coming to the wedding? Shes concerned with how Andy is acting. Hes being a little bit weird about the Big Mike situation Why do you think Andy cannot invite Big Mike to the wedding? Hes embarrassed that he isnt as rich or powerful as Big Mike. Why did Maggie lie? The Count didnt die or the count wasnt real. How do you think Andy feels? He probably feels a little shocked that Maggie lied about the count, but she loves only him so he feels pretty good about himself. Do you think Andy should have told Maggie sooner that the picture of the count was really of Big Mike? Would you? It could have helped Maggie so that she didnt have lie anymore. I would have told her so that we could be honest with each other. Did the ending surprise you? I thought the count wasnt real, but I didnt expect the part about the picture being Mike Dolan.

Lesson Plan 6 (5th Grade Reading) Extension activity: Students will be prompted to create an alternate ending to the story. It has to make sense and use complete sentences. There also needs to be explanation (cannot just be one sentence). Prediction revision: Students will revise their predictions. V. Assessment Students will write down the author and title of the story without help. Students will write down predictions and include parts of the story that support their prediction. They will also write down their revised prediction at the end of the story. Students will write and orally describe characters from the story and identify parts of the story that support their description. Students will be able to orally recall previously read material with 80% accuracy and only one prompt. Students will be able to identify the main idea of the story orally with only one prompt. Students will sit up in their seats while reading and listening 100% of the time (the teacher will record how many prompts are necessary) They will follow along in their copy of the story 100% of the time (the teacher will record how many prompts are necessary) When reading, students will speak loud enough that classmates and teachers can understand them 100% of the time (the teacher will record how many prompts are necessary). Students will attempt to sound out unfamiliar words before the word is given to them 90% of the time (the teacher will make notes of this during reading instruction). Students will participate during reading, orally sharing at least two ideas in response to teacher questions or offering to help recall what was read previously VI. Differentiation This class is differentiated for reading level. The Jamestown Education reading program includes leveled books with short stories. Each short story has a comprehension check. Our students read the stories, complete a sequencing activity, and answer the comprehension questions. They also have extension activities such as prediction charts, text-to-self comparison charts, beginning/middle/end flip books, and

Lesson Plan 6 (5th Grade Reading) others. Scaffolding (such as probing questions and comparing) is used when needed. It can easily be adjusted based on how the student is doing that day or with that material. The scaffolding is used at a minimum to allow the child to obtain the right answer as independently as possible. Stony Point Elementary uses a responsive classroom method for discipline. Students who call out repeatedly or do not follow directions (three times) during instruction will be asked to Take a Break to regain control of themselves. They can rejoin the group and the teacher will briefly address the behavior when the class transitions to individual work. Students are also able to put themselves in break if they realize that they are not on task. Students are encouraged to come back on their own, but if they have been in break for a long time, the teacher will remind them that they should be there only long enough to regain composure. Students are allowed to sit on balance balls (as long as they sit on their bottoms and are not rolling around too much). This allows their bodies to be engaged trying to balance, which can help with their focus. VII. Technology n/a