Sheltered Lesson Plan Template

Topic: Class: 5th Grade Reading Date: 12/3/17

Reading: Esperanza Rising

Preparation
Standard: RL 5.4 : Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.

Content Objectives: Language Objectives (identify language

By the end of this lesson, students
will be able to describe the
geographical setting of Esperanza
Rising after reading the pre-chapter.
Students will be able to create a
visual representation of the
vocabulary terms mentioned.
levels here):
Students will read independently
the shared reading then reread the
text in groups of 4.
Students will discuss ideas on the
meaning of the descriptive
vocabulary from book
Students will draw on paper their
visual representation of the setting
being described

Learning Strategies: Materials (supplemental and adapted)

Group Discussion Esperanza Rising
Hands on activity Chart Paper
8x11 paper

Key Vocabulary (student-friendly definitions)

Vineyard- Plantation of grapevines

Slopes- surface that is slanted

Time: 11:35 Motivation (explicitly describe) INPUT

am (60
minutes) Building Background Knowledge
Links to Experience:
Links to Learning:

Who in here knows where Aguascalientes, Mexico is? Who in here has
ever been to Mexico? Raising your hand, who here wants to take a
guess where the setting of our new novel is?
Key Vocabulary:
Vineyard- Plantation of grapevines
Slopes- surface that is slanted

Presentation (explicitly describe) MODELING/I Do

* Thinking with the end in mind, what content and language do you
need to model?
I will lead the lesson by having students read the first three pages of the
book alone. I will then split them in their groups so they reread it
together. I will engage the students with questions about what certain
setting features are such as to discuss.
What are slopes?
What characters have been presented to us?
Where are they located?
After asking each question I will have groups spend about three
minutes discussing each answer then as a whole group share out their
groups findings. Through a class discussion we will use context clues
to define the content vocabulary words and understand these
definitions.

Practice (explicitly describe) GUIDED PRACTICE /We Do

* Thinking with the end in mind, what content and language do
students need to practice here to receive feedback from the teacher
before they work independently? Am I gradually releasing students
toward what they are expected to do independently?
As a group after rereading, I will have them list on their chart paper
characteristics of the setting they noticed from the reading. I will read
out key sentences which provide descriptors then have students turn
and talk to group members about what they notice as key features to
understanding the setting.

Application (explicitly describe) INDEPENDENT

PRACTICE/ASSESSMENT/You do
* Does this opportunity give students the opportunity to demonstrate
language and content mastery?
Students will be asked to independently create a visual of what they
think the setting looks like. I will ask them to draw the slopes, the
vineyard, as well as other key characteristics they noticed from their
reading. I will ask them to label parts of their creation with vocabulary
from the text. I will have a list on the board for spelling purposes.

Review (explicitly describe)

Key Concepts: Determining the meaning of vocabulary words using
context clues.