Teacher Names: ____Lewis, Gordon, Egan_____________________________________________________________ Week of _Oct 27-31_______________________________________________________________________________________
I Can Statements: -I can determine the theme of a story from details in the text -I can quote accurately when explain what the text says and when drawing inferences -I can use text details to visualize a storys settings and events -I can acquire and use vocabulary, including figurative language
CCSS: RL.5.1, RL.5.2, RL.5.3, RL.5.4 RL.5.1, RL.5.2, RL.5.3, RL.5.4 RL.5.1, RL.5.2, RL.5.3, RL.5.4 RL.5.1, RL.5.2, RL.5.3, RL.5.4 RL.5.1, RL.5.2, RL.5.3, RL.5.4 Monday Tuesday Wednesday Thursday Friday Lesson Title Painting a Picture with Words Understanding and Using Context Clues Identifying Text Details Theme Review and Test Opening Bell Ringer- Grammar Review Mini-lesson SPI 0501.1.6, (15 mins) Bell Ringer- Grammar Review Mini-lesson SPI 0501.1.8 (15 mins) Bell Ringer- Grammar Review SPI 0501.3.3 mini- lesson (12 mins) Bell Ringer- TCAP Practice Questions (7 mins) Bell Ringer- TCAP Practice Questions (7 mins) I Can Statements Discuss I Can Statements (5 mins) Discuss I Can Statements (5 minutes) Discuss I Can Statements (5 minutes) Discuss I Can Statements (5 minutes) Discuss I Can Statements (5 minutes) Madison Middle Prep Lesson Plan Template
Teacher Names: ____Lewis, Gordon, Egan_____________________________________________________________ Week of _Oct 27-31_______________________________________________________________________________________ Work Time Whole Group Page 12 Getting the gist. (15 mins) What is the gist of page 12? Record the gist and share with the partner
(20 mins) I can explain how the Blue Creek rainforest is biodiverse, and I can explain how Kathryn Lasky uses language to paint a picture for the reader about biodiversity in the Blue Creek rainforest. Ask several students to share the meaning of the word explain (describe; give details; clarify).
Introduce the expression paint a picture to students. Ask them to think about what it means for an author to use language to paint a picture for the Whole Group Pages 13-16 Getting the Gist: (20 mins)Ask students to open their books to page 13 and follow along silently. Read pages 13 16 aloud (start with Meg Lowman believes that science is the machinery and read through a web for commuting life. Ask students to turn and talk to a partner about what they think this part of the text is mostly about. (15 mins)
Center 1- Using Context Clues (40 mins) Do a second read of pages 13-16, stopping at the following words. What do the most likely mean as they are used? How do you know? invincible, gigantic, emergent, drizzling, Ormosia, glide,
Continue with Kite Fighter Center from Monday: Center 2- Reteach from ANET Assessment The Kite Fighters- Whole Group: Pages 17- 20 Getting the Gist. (20 mins) Consider the gist of these pages-what they are mostly about.
Identifying Text Details: (20 mins) As I read aloud, follow along silently and pay attention to what the text tells us about Meg Lowmans process for conducting experiments in the rainforest. I will stop after each chunk of text and let you fill in your Note- catcher. Explain that in the left column, they will list the process or steps Meg followed in just one or two words. Then in the right column, they will write a brief description of the purpose of each step: Why does Meg do this step?
Whole Group-Reteach from ANET Assessment The Kite Fighters Theme- (40 mins) What does the author want me to learn from this story? How do character responses and other character traits help me understand the authors message? Whole Group: Read pages 21-23 Getting the Gist (40 mins) of The Most Beautiful Roof in the World. Consider the gist of these pageswhat they are mostly about. Answer text-dependent questions Circle the letter next to the name of the tree or plant that is not found in the area Meg Lowman is studying. A. lianas B. Nargusta tree C. Christmas cactus D.bromeliads E. Kapok tree
In the sentence, From this platform she has a good view of four ant gardens she is monitoring, what does the word monitoring mean? Support your answer with evidence from the text.
Fill in the blank: Epiphytes are________ vines and lianas because they usually start growing from the canopy down.
The author states: Scientists think that the ant ANET Assessment
Review any lessons that were not mastered Madison Middle Prep Lesson Plan Template
Teacher Names: ____Lewis, Gordon, Egan_____________________________________________________________ Week of _Oct 27-31_______________________________________________________________________________________ reader. Invite several students to share ideas, listening for suggestions such as: uses descriptive words that help me make a picture in my mind; uses interesting words that describe specific plants, animals, colors, shapes, light, etc. Make a distinction for students that this book has many beautiful and informative photographs that can help them better understand the text. For this lesson, they will be focusing on the words the author uses, not the pictures.
Model two examples of how the author uses words to paint a picture
Finish up noticing character responses and traits and making character inferences, Highlight brothers point of view differences and purposes of specific paragraphs and inferences. Example questions: What do paragraphs 2, 3 and 4 describe? What is the purpose of paragraph 5 and 28? What do the authors comments in paragraph 22 suggest?
Center 3 TCAP Practice Questions out of TCAP Coach book Students will write answers to questions on index card
Center 1-TCAP Practice Questions from TCAP Coach book
Center 2 Technology Center (Buckle Down) gardens themselves may be of benefit to more than just the ants. What does the word benefit mean in this sentence? In what way(s) do the ant gardens benefit more than just the ants? Quote the text in your answer.
Center 1 Reteach from ANET Assessment The Kite Fighters Theme from those who got the previous days exit ticket wrong-(30 mins)What does the author want me to learn from this story? How do character responses and other character traits help me understand the authors message?
Center 2 Technology Center (Buckle Down)
Center 3 Using Context Clues- Use context Clues to define vocabulary from pages 21-23 Madison Middle Prep Lesson Plan Template
Teacher Names: ____Lewis, Gordon, Egan_____________________________________________________________ Week of _Oct 27-31_______________________________________________________________________________________ Have students read through the rest of the paragraph, writing descriptive words and drawing a picture of the visual they have of the authors words using a foldable. (20 mins) Second- Read Answering Text-Dependent questions: Center 1 1.The text says that in Blue Creek there are more varieties of living things than perhaps any other place on earth. What does the word varieties mean in this text? What details from the first paragraph on page 12 support this statement?
2. According to the second paragraph, what types of animals live in the Blue Creek rainforest? Support your answer with evidence from the
Madison Middle Prep Lesson Plan Template
Teacher Names: ____Lewis, Gordon, Egan_____________________________________________________________ Week of _Oct 27-31_______________________________________________________________________________________ text.
3. The third paragraph describes how When a tree falls new creatures move in and take over the altered habitats. What does the phrase altered habitats mean in this sentence? Support your answer with evidence from the text.
Center 2-Reteach from ANET Assessment The Kite Fighters Character Traits- (30 mins) Noticing character responses and traits and making character inferences (examples of what to highlight: differences between the brothers reactions, brothers responses to each other, how Madison Middle Prep Lesson Plan Template
Teacher Names: ____Lewis, Gordon, Egan_____________________________________________________________ Week of _Oct 27-31_______________________________________________________________________________________ they respond to things, how we know certain things based on what the text says, their points of view)
Center 3 Continue working on/Finish descriptive words/picture activity
Assessment
Exit Ticket-(7 mins) How does the author use language to paint a picture of the biodiversity of the rainforest? Use text evidence to support your answer. Exit Ticket (3 mins)Fist of Five- Students will give a fist of five on their understanding of what they learned in their center. 1=no understanding 5=complete understanding (Note students who indicate little to no understanding) Exit Ticket (5 mins) What is one theme in the passage? A. Flying kites can be a challenging activity for older children. B. Follow the instructions of others to learn how to do a task. C. Sometimes you have to feel through a situation instead of thinking through it. Correct Answer D. Brothers must be given the same gift to avoid jealousy.
Part B. Evidence Based Selected Response Exit Ticket (7 mins) Teacher will choose a text- dependent question from Engage NY Lesson 7 to use as an exit ticket ANET Assessment Madison Middle Prep Lesson Plan Template
Teacher Names: ____Lewis, Gordon, Egan_____________________________________________________________ Week of _Oct 27-31_______________________________________________________________________________________
Part B
Which paragraphs best support the answer to Part A? A. paragraphs 14 B. paragraphs 78 Correct Answer D. paragraphs 2526