Nelson_08_Language+Arts

[|lesson plan EDC 425.doc]


 * Grade Level:** 5


 * Content of Lesson:** This lesson plan is based on the book Maniac McGee. The lesson was created to utilize a comprehension strategy, more specifically of summarizing. The lesson also included major themes of the story, in which I chose the theme of homelessness, or being without a home. I also utilized literature circle groups to give students academic responsibility. The projects or response activities I created were based on creativity and personal responses to the story. I asked students to create a collage/poster, to write a journal entry in the perspective of the main character, and a homework assignment to reiterate the important methods of summarizing.

(1.) **Comprehension**: Students will appropriately use the summarizing strategy to understand a key element of the story such as homelessness introduced in chapters 1-3. Students will be able to successfully complete a handout that helps students choose important events in the story in order to summarize each chapter for chapters 1-3. By summarizing each chapter in 5 events, students will be able to keep track of the events that occur that relate to homelessness. The handout would be completed within students’ literature circle groups. (a.) **Reading GLE: R-5-4.1** Demonstrate initial understanding of elements of literary texts by…Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over (b.) **Reading GLE**: **R-5-4.2** Demonstrate initial understanding of elements of literary texts by….Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (c.) **Writing GLE: W-5-3.3** In response to literary or informational text, students make and support analytical judgments about text by… Using specific details and references to text or citations to support focus ** (d.) ****RIBTS: Standard 2.2:** Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach. Teachers design instruction that addresses the core skills, concepts, and ideas of the disciplines to help students meet the goals of the Rhode Island Common Core of Learning. (e.) **RIBTS: Standard 2.3** Teachers select instructional materials and resources based on their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
 * Objectives:**

(2) **Response**: The students will demonstrate an understanding of what it means to have a home and how it affects Magee in Chapters 1-3 through the creation of a poster. Students will divide the poster in half and on one side, students will make a collage of things that come to their minds when they hear the word “home”. The other half will be in the perspective of Maniac Magee and they must make a collage of what Magee would think of when he heard the word “home”. Students will write a one page paper, explaining what they chose for both sides and must relate it to any aspect presented in chapters 1-3 that deal with the idea of home. Students will also show an understanding for the concept of being without a home by creating a journal entry in the point of view of Magee. They would need to include descriptions of places they would go and the feelings they would feel on their journey to finding a home. It should be at least one page. (a.) **Writing GLE**: **W-5-11.2 3** Demonstrates the habit of writing extensively by… Sharing thoughts, observations, or impressions (b.) **Writing GLE**: **W-5-2.3** In response to literary or informational text, students show understanding of plot/ideas/concepts by…Connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas. (c.) **RIBTS: Standard 2.4:** Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach. Teachers incorporate appropriate technological resources to support student exploration of the disciplines. (d.) **RIBTS:** **Standard 3.2:** Teachers create instructional opportunities that reflect an understanding of how children learn and develop. Teachers design instruction that meets the current cognitive, social, and personal needs of their students.


 * Assessment Criteria and Instrument**: I used a 4 point rubric for the collage. I graded the journal entries on a 10 point scale, in which students had to use proper grammar and punctuation as well as include descriptions of things using their senses. The homework was based on a check minus, check, and check plus scale. A student would receive a check minus if they did not complete the assignment or left blanks, a check if they did the assignment, but it needed some adjustments and a check plus if it looked complete and well put together.

[|Making A Posterrubric.doc] [|Frame_It_in_5_Homework_on_Summarizing.jpg] [|Journal_Entry_Example_for_Students.jpg]

Student Work**: N/A
 * The following could not be assessed because I did not complete this lesson in my cooperating classroom.
 * Analysis of Data:** N/A
 * Recommendations for future instruction for entire class:** N/A
 * Recommendations for future instruction for sampled student**: N/A