Standards Based Lesson Plan Individual Lesson

Teacher: Grace Wegrzyniak

Grade Level: 5

The specific date and time the lesson will take place.
Date & Time

11-28-16

1:50 p.m. 2:50 p.m.

The concise reason for doing this lesson for the group of learners targeted.
Purpose/Rationale

In guided reading, each reading group is being introduced to a new story. Therefore,
part of the lesson will focus on having students preview the story and learn the new and
complex vocabulary in it.
This lesson will be beneficial to students because it will allow them to learn more about
text structures, and specifically how the cause and effect text structure is present in their
new guided reading story.

The specific measurable and/or observable outcome(s) learners will be expected to

achieve at the end of the lesson.

As a result of this lesson students will apply their knowledge on the cause and effect text
Objective(s)

structure to the guided reading story that they are reading.

 The specific ways language (reading, writing, listening, speaking, viewing, and visually
representing) will need to be understood and /or used by learners to participate in
learning tasks and demonstrate their learning.

Specific Terms
Catching the Sun: Tales from Asia
o Outsmart
o Testify
o Witness
o Disputes
Escape to Danger, written by Betsy Sterman
o Cargo
o Envied
Language
Academic

If We Had Wings: The Story of the Tuskagee Airmen, written by Mark Spann
o Combat
o Bombers
o Dogfight
o Squadron
o Air base

Literacy-related Concepts:
Daily 5
o Varied Rotations (read to self, read with someone, write to self, listen to
reading)
o transitions
 Lesson objective alignment to one or more standard sets (i.e. ILS, CCSS)

ELA.005.D:
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
Standard(s)

problem/solution) of events, ideas, concepts, or information in two or more texts. (CC.5.R.I.5)

In this lesson, and continuing in the lessons to come, students will be learning more about how
the cause/effect text structure is used in a story. After reading and working with this story,
students will be able to compare and contrast the text structure between two or more texts as
they will have multiple stories to reference from guided reading.

Formative: Specific strategies embedded in the instruction to check for understanding of

content and/or academic language demand in the moment in order to address lack of
understanding immediately.

Questioning will be used throughout the lesson to check for students understanding of text
structure, and specifically the cause and effect text structure. The teacher will also use
questioning to check for comprehension of the story that each student is reading. Anecdotal
records will be taken the teacher to collect information on how comfortable students are with
Assessments

the cause and effect text structure.

Summative: Specific strategies occurring at the end of the lesson to determine progress
toward the lesson objective and academic language demand(s) in order to guide future
instruction.

After the teacher completes a think aloud on the cause and effect story organizer, students
will be expected to identify the cause and effect in their story and apply it to the cause and
effect organizer. In the following guided reading days, this independent task will be used as a
summative assessment to see how students are identifying the cause and effect text structure in
the story that they are reading.
 What technology & materials will be used for the lesson? (List all teacher and student
supplies)

Cause and effect pages

Pencil
If We Had Wings: The Story of the Tuscagee Airmen, written by Mark Spann
Resources

Escape to Danger, written by Betsy Sterman

Catching the Sun: Tales from Asia
Dry-erase board
Dry-erase markers
Dry-erase eraser
magnet
Vocabulary cards

How will you engage students in the lesson?

Opening - Engagement

Quick Scan/ Book Preview

The quick scan/book preview will engage students in the new story that they will
be beginning to read. Students will get the opportunity to look at illustrations,
make predictions, and also learn more about the story from the teacher.
Describe what you and the students will be doing, how they will be active in the learning,
how you will know they are engaged & learning (Your lesson should have a beginning, a
middle, and an end).

Guided Reading Procedures

There are 4 rotations during daily 5.
Rotations occur about every 15 to 20 minutes
The rotations include: read to self, write to self, read with someone, and listen to
reading.
o Read to someone entails students reading TIME articles and answering the
reading guides that accompany them.
Students are divided into four different groups based on their reading level.
Students were grouped based on their Discovery test results in the beginning of
the school year. (Groups are ordered from needing the most support to the least
support when reading and practicing reading skills during guided reading.)
o Red (most support)
o Orange
o Blue
o Green (least support)
The teacher strives to meet with three reading groups each school day. (This
lesson will focus on meeting with the red, green, and blue groups.)

First Rotation
Green Group will be meeting with the teacher for guided reading during this
rotation.
Students will be introduced to If We Had Wings: The Story of Tuscagee Airmen,
written by Mark Spann
Teacher will go over the I Can statements that the students will be working
towards during this school time.
o I Canidentify the cause and effect text structure in a story.
Book Preview/Making Connections
o The teacher will have students read the title of the story and help them to
pronounce Tuskegee.
o The teacher will ask students to look at the cover to predict who the
Tuskagee airmen were and how they took part in World War II.
o The teacher will explain to students that this non-fiction story explores a
historical time period when African Americans had to fight for the right to
fly in the American military and be fighter pilots during World War II. We
will be learning the story of Charles Dryden, an African American who
strived to serve in the American military.
o Teacher will have students physically look through the story, emphasizing
to look at the chapter titles, illustrations, and some of the vocabulary words
(especially in the first chapter)
Teacher will ask students what they found interesting while
Closure How will you close the lesson?

Cause and Effect Organizer (see procedure above)

The specific ways you will meet the needs of all learners.
Modifications/ Differentiation

The needs of fast-paced learners will be met during reading time by asking students to look
back into the story to look for any key words that fit into the cause and effect text structure.

The grouping naturally helps to differentiate students during guided reading. The group that
needs more support during reading time will get it by getting more cause and effect examples,
and practicing how to think when looking for cause and effect.

Off-task students will be asked to move to other tables or spots in the classroom so that they
can focus more on their writing and other literacy activities. The classroom management
system of Class Dojo may be used at this time as needed.

At any time, the teacher may adapt the lesson for the benefit of students learning.
Thinkreadwrite.org
Resources

Good Habits, Great Readers

World Guides (map)