Name: Katie Fox

Child’s Name: Ismael

Grade Level: 5th
Lesson Plan #8: Date: November 12th – 15th

Overview

Task Monday Tuesday Thursday

Opening Puppet Pals Puppet Pals Puppet Pals
(5) (5) (5)
Read Newsela Articles Newsela Articles Newsela Articles
(Peer Coaching) What’s In A Most Important…To Hot Seat (15)
Character’s Heart? Whom (15)
(15)

Break Break Break Break

(5) (5) (5)
Read The One and The One and Only Ivan The One and Only
Read Only Ivan (p. 166-177) Ivan
(p. 154-165) Read Like a Storyteller (p. 178-187)
Inside Quotes, (20-25) (p. 123) Know the Word,
Outside Quotes Moved to mon Use the Word

*Thursday!!!!*

From Picture to From Picture to Story From Picture to Story

Story (revise) (revise – To And or Not (revise– To And or
Write to And? P. 330) Not to And? P. 330)

Closing Know the Word Weird but True Hangman (5)

Use the Word (5) (5)

Goal 1: Ismael will improve comprehension by working with strategies that will
Reading help him make inferences, connections, and monitor his understanding.

Goal 2: Ismael will improve his sense of sentence structure to effectively

Writing communicate complex ideas to an audience.

Goal 3: Ismael will write a variety of pieces using specific details and descriptive
Student language to support his main idea.
Negotiated
Monday, November 12th
Agenda
 Puppet Pals
 Peer Coaching – Jamie Becker
 Break
 The One and Only Ivan
 From Picture to Story - Revise
 Know the Word, Use the Word

Opening (5 minutes, Goals 2, 3)

Puppet Pals
Purpose: To allow Paw, Jasmina, and Ismael to be creative by organizing their writing by using
dialogue to create a script within a small group
 Introduction: Last week, we started to write our group script. We didn’t quite finish it so
today we are going to work on writing it so we are ready to record Thursday! Let’s get
writing!
 Procedure:
 1. Do a quick read through of the script so far, with everyone reading their parts.
 2. From there continue to write the script.
 3. Write the script for about 4-5 minutes.
 4. Look over the script one more time so everyone can practice and see if there is
anything else that should be added before being recorded on Thursday.
 5. When time is up wrap up the last thought. Explain to the students that we will
continue writing/editing on Tuesday, and Thursday we will be recording our script!
Transition: How fun was this?! I love the play we created and it was so much fun to watch
back! Comment on one thing or part that was done really well! Now we are going to transition
into our group lesson!

Read (15 minutes, Goal 1) What’s in a Character’s Heart- Individual Practice

Day 4: Monday, November 12th
Teacher: Jamie Becker
Coach: Katie Fox
Recorder: Kennedy Carber
Purpose: Students will read an article and create a Heart Map individually to practice inferring
important details and characteristics of a leader.
Introduction: Welcome back to Reading Club! I’m so glad you’re all here today. On Thursday
you learned how to create a Heart Map, and you will begin reading and creating your Heart
Maps individually today.
Before
Heart Map Recap
 Before you begin reading, put the name of your leader on the Heart Map and don’t forget
to write your name as well.
 Let’s talk about what we did as a group Thursday.
o Looking at our Heart Map, could you tell the story of Gandhi? What do we know
about him?
o How did we choose what we added to Gandhi’s Heart Map?
o What motivates Gandhi?
  Remember to consider what your leader values, likes, dislikes, and their characteristics
as you write and draw in your heart map. Go ahead and get started reading. I’ll be
around to help you out.
During
Student Practice & Application
 Students will begin reading their individual articles and create their own heart map based
on their leader they are reading about.
 Each student has their own article that is unique to them so they will become the experts
who share what they learn with the group.
 I will go around and ask students what they are writing/drawing and why.
 Some questions I will ask include:
o “What important values, likes, dislikes, and characteristics did you find?
o “What motivates them?”
o “Why do you think that is important?”
o “What do you think is a defining characteristic of your leader? Or a characteristic
that is most important”
o “What was surprising about your leader?”
o “What was a challenge they faced?”
o “What are they well known for?
 Students will have time to write and draw in their heart maps. I will help students read
through the article and support them as needed.
After
After writing and drawing for about 10 mins, I will do a group check-in. Then, have everyone
share the leader they chose and what they are well-known for. Now, re-view what you have
on your heart map and get ready to share 2 or 3 items with your group. Whisper practice what
you might say about one idea.
I will have them share 2-3 important things they have drawn/written in their Heart Map with the
group.
 Everyone will share parts of their heart maps and then we will conclude for the day.
 I absolutely love all of the things you have been adding to your Heart Maps! They look
amazing!

Transition: Today was a fun day creating a heart map biography for each of our leaders.
Tomorrow you will get to continue to interact and share information about your leader. Now, we
will head back to our individual rooms and continue with our 1-on-1 tutoring.

Break (5 minutes, go back to our room)

Read (25-30 minutes, Goals 1)

The One and Only Ivan (P. 154-165)
Inside Quotes, Outside Quotes
Purpose: Ismael will read the words inside of the quotes to match the feeling of the character.
This will help his implicit comprehension because he has to pay attention to the rest of the text
(context clues and dialogue tags) to infer the feeling with which he needs to read.
Before:
 Remind me, how would Ivan describe himself?
 Today, Ivan is going to get a special gift from Julia. We are also going to see how some
of the animals are dealing with missing Stella.
 There are a lot of clues that the author gives us about how our characters sound
throughout the story. We can look at the words the character is saying, the context clues
of what is happening in the story, and the dialogue tags (the words just before or just
 after a character speaks). All of these clues help tell us the way we should read the
character’s words, so that we can sound like the character.
 For example, on the first page of this section, Julia says, “It’s okay, baby, it’s okay” to
Ruby. We know that Julia is trying to comfort Ruby. We also know that if Julia is calling
Ruby ‘baby,’ she might even be using a ‘baby voice.’ (Model this example).
 As we read today, we are going to try something new. You will read everything the
characters are saying, and I will read the rest of the story. So you read everything in
quotation marks, and I will read everything outside of the quotation marks. Let’s practice
on the first page.
During:
 P. 158: Why would Julia give Ivan her art homework?
 P. 162 (after “crawled away is more like it”): Why is Ruby having problems sleeping?
 P. 163: Why do you think Ruby asks so many questions?
After:
 All along, Ivan has always corrected other characters when they say they live in cages.
Now, Ivan corrects Ruby for saying she lives in a domain. He tells her they live in cages.
Why do you think Ivan has changed his mind?

Transition: We’re starting to see some changes in Ivan and in the book. I’m excited to see how
the story continues. Now let’s get back to your story!

Write (15 minutes, Goals 1, 2, 3)

Picture to Story - Revise
Purpose: Ismael will revise his story, making
sure that he is using descriptive language
throughout the writing.
 On Tuesday, you started to revise
your story which is really exciting!
 Today, you are going to make a T-
Chart to help you improve the parts
of your writing that you highlighted in
yellow on Tuesday.
 Let’s look at my example.
o I had said that I thought I
could add more detail to the
sentence, “Julia stopped
painting.”
o I will write this sentence in the
left-handed column.
o Then I will think about how I
want to change this sentence
to make it even more
descriptive.
 So I might write in the right-hand
column, “Julia set down her wet
paintbrush. Her painting needed
more work, but Julia felt
overwhelmed. She did not know
where to begin.
 Now it’s your turn!
 o Start by writing your first sentence to improve on the left side.
o Use the chart of descriptive words if you need help.

Vague Descriptive

Transition: Revising is a really important part of writing, and you did great today. Now we just
need to finish up learning the new words you chose last week!

Closing (5 minutes, Goals 2)

Know the Word Use the Word:
Purpose: Ismael will use context clues to determine meanings of unknown words and be able to
use them in his own sentences.

 Yesterday, you found a few words that you wanted to learn. Today, we are going to look
at those words and how they are used in the story to figure out what they mean.
 I will have added pictures to correspond with the words Ismael chose yesterday.
 He will look at the words you wanted to learn, the pictures, and the context from the
story to determine the meaning of each word.
o What do you think this word means?
o Reread that word’s sentence in the book.
o Yes, that is what that word means. Go ahead and add the definition to our Word
Wall (Padlet).
o Move the picture so that it is next to its definition.
o Know that you know what the word means, try to use this word in a sentence.
 I will say an example first if Ismael cannot think of his own.
That was a lot of fun! I hope that you enjoyed all of the reading and writing that we did today.
See you Monday!
Materials:
 Agenda
 Paper
 Pencils/pens
 The One and Only Ivan
 Newsela Articles:
o Ruby Bridges
o Nikola Tesla
o Malala Yousafzai
o Gandhi
 Heart Maps
 Ipad
 Laptop
 Word Wall Padlet
 Anecdotal Notebook
 Lesson Plan

References:
Applegate, K. (2012). The one and only Ivan (p. 154-165). New York, NY:
HarperCollins.

Bridges, R. (2016). Civil rights activists: Ruby Bridges. Newsela.

From Picture to Story. (2018). From Picture to Story. Read Write Think. International
Reading Association and NCTE.

Gandhi, M. (2016). World leaders: Mohandas “Mahatma” Gandhi. Newsela.

Heard, G. (2016). Heart Maps. Portsmouth, NH: Heinemann. (Modified).

Heard, G. (2014). The revision toolbox: Teaching techniques that work. Portsmouth,
NH: Heinemann, 2nd Edition (p. 83).

McLaughlin, M., & Allen, M.B. (2002). Guided comprehension in action: Lessons
for grades 3–8. Newark, DE: International Reading Association. (Modified).

Puppet Pals. (2018). Puppet Pals. Polished Pay. Retrieved

from https://www.educationalappstore.com/app/puppet-pals-hd

Serravallo, J. (2015) The reading strategies book: Your everything guide to developing
skilled readers (p. 118, 171). Portsmouth, NH: Heinemann.

Tesla, N. (2016). Inventors and scientists: Nikola Tesla. Newsela.

Yousafzai, M. (2016). Women leaders: Malala Yousafzai. Newsela.

Tuesday, November 13th
Agenda
 Puppet Pals
 Peer Teaching – Me
 Break
 The One and Only Ivan (p. 166-177)
 Revise – To And or Not to And?
 Weird but True

Opening (5 minutes, Goal 1, 2)

Puppet Pals
Purpose: To allow Paw, Jasmina, and Ismael to be creative by organizing their writing by using
dialogue to create a script within a small group
 Introduction: Yesterday we wrote our group script. We didn’t quite finish it so today we
are going to work on writing it and putting the last finishing touches on it so we are ready
to record tomorrow! Let’s get writing!
 Procedure:
 1. Do a quick read through of the script so far, with everyone reading their parts.
 2. From there continue to write the script.
 3. Write the script for about 7 minutes.
 4. Look over the script one more time so everyone can practice and see if there is
anything else that should be added before being recorded on Thursday.
 5. When time is up wrap up the last thought. Explain to the students that Thursday
we will be recording our script!
Transition I love the script that we have written, all the characters have their own distinct
personality which is cool to see! Now we are going to continue with our small group lessons!

Read (Goal 1): Important… to Whom? to prepare for Hot Seat

Day 5: Tuesday, November 13th
Teacher: Katie Fox
Coach: Kennedy Carber
Recorder: Jamie Becker
Purpose: To prepare for Hot Seat, students will summarize the most important ideas about their
leader.
Before
 You have worked so hard to learn about your leader. You read about your leader, you
filled out a biography sheet with many ideas and details about your leader, and you
created a heart map for your leader. It is almost like you have stepped into their shoes
and by thinking deeply about them, you understand them well.
 On Thursday, you are going to do just that. You will pretend that you are the leader you
have learned all about. When it is your turn, you will step into the ‘hot seat.’ That means
you will tell us the most important things we need to know about your leader. Then,
everyone else will take turns asking you questions. When you are in the ‘hot seat’ you
will answer these questions how you think that your leader would answer them. The hot
seat helps you understand what you read or about your leaders because you will have to
think and talk like your leader.
o Let’s start by doing a quick example of ‘hot seat.’
 I will draw a popsicle stick to choose a student for our practice round of
‘hot seat.’
  ______________ will be in the ‘hot seat’ and he/she is going to pretend to
be a teacher. _______________ is going to start by telling us the most
important things we need to know, as if you were actually a teacher.
 Go ahead and tell us the most important parts about being a teacher,
Mr./Ms. ____________________.
 Student will discuss being a teacher. If needed, I will remind them that
he/she is pretending to be a teacher while they are in the ‘hot seat.’
 Good! Those main points gave us a great idea about what it means to be
a teacher.
 Now, look at this list of questions and pick one question that you want to
ask our teacher. This is the same list that you will use on Thursday to ask
questions about your leaders.
 What is your biggest dream?
 What was your childhood like?
 Why should everyone know who you are?
 What was an obstacle or challenge you had to overcome?
 What is something you like about yourself?
 Where are you from?
 What time period did you live in?
 Students will ask 2 questions and the student in the ‘hot seat’ will answer.
 So when you are in the ‘hot seat,’ you can see that you really need to
understand your leader and take on that role in order to answer the
questions! This will help everyone understand who your leader is.
 Because the first part of the ‘hot seat’ is telling the group the most important details
about your leader, we are going to take some time today to figure what is the most
important information that you want to share.
During
 Modeling: We want to give the best overall picture of our leader. To do this, we will think
of our main idea, and then support that main idea with facts and specific details.
 Let’s look at our article about Gandhi. We have all read it together, and we filled out the
graphic organizer and heart map for Gandhi. Look back at what we wrote and what we
read to find the main ideas. I see that I wrote a lot about Gandhi being peaceful, so I
know should say something about Gandhi being peaceful when I am in the ‘hot seat.’
 For ‘hot seat,’ we are actually pretending to be our leader, so instead of saying “Gandhi
was a peaceful leader.” I would say, “I am a peaceful leader.”
 about Gandhi, what is another main idea?
o What facts support that?
 Now you will look at your own articles and graphic organizers. You know a lot about your
leader, so your most important job right now is to summarize the main ideas about your
leader that you can share with our group.
o Think: What is the most important about my leader for our group to know?
 Write down 3 main ideas about your leader.
o As students are writing, I will circulate and ask students:
 What is your first main idea?
 What facts support that main idea?
 Why is it important to share with our group?
 What is another main idea about your leader?
After
 On Thursday, you will share all 3 of your main ideas during ‘hot seat.’ Let’s have a sneak
peak of what you will say on Thursday. We will go around the circle and share 1 main
idea about each of our leader’s. Could they share with each other and you listen in, there
 is a lot of teacher-student interaction, here is a spot you could build student to
student….one could share and the others could weigh in?
Transition: Finding the main idea is an excellent way to recognize the most important things
you have learned. Thank you for taking the time to think about the main ideas about your leader.
This will help us with ‘hot seat’ on Thursday. We’ll go back to our rooms now. On Thursday,
we’ll meet for our final book club as a group of 3!

Break: (5 minutes, go back to our room)

Transition: Now, let’s get started with The One and Only Ivan!

Read (20 minutes, Goal 1, 3)

Read: The One and Only Ivan (p. 166-177)
Running Record and Read Like a Storyteller
Purpose: I will conduct a running record of Ismael reading The One and Only Ivan to check his
reading progress. Ismael will gain a deeper understanding of the story by paying close attention
to what Ivan is narrating and what the characters are saying.

*Running Record: page 165, then continue reading the next pages

Before:
 To start today, you are going to reread the last two pages that we read the last time we
met. That was a while ago, so rereading these pages will help get our minds back into
the story. After you finish these first two pages, then we will take turns reading every
other page today.
 Running Record
After finishing the running record:
 A narrator is someone who is telling the story. Who is the narrator of our story?
o Ivan
 And what did Ivan tell us last time we read?
 When Ivan narrates, he is letting us know what he is thinking. Our voices change a little
bit if we are reading Ivan’s narration, or when we are reading what the characters are
actually saying out loud.
 Today, you are going to pay attention to what Ivan is narrating and what the characters
are saying.
 Tell me how your voice might sound when you are reading as Ivan the narrator.
During:
 P. 168: “Suddenly I feel as if I could sleep for a thousand days.”
o This is one of my favorite lines! Do you ever feel like that? (I do!)
 End of 173: Who is “the other Ivan?”
After:
 Ivan seems to be painting a lot. What do you think his project is?
 What does Ivan’s project have to do with keeping his promise to Stella?

Transition: We just keep learning more and more about Ivan! I am so glad that he is
remembering more and more about his life. Now, that we have heard from Ivan, let’s get back to
your story!

Write (10 Minutes, Goal 1, 2)

Picture to Story – Revise: To And or Not to And?
Purpose: Ismael will learn a revising strategy. This strategy will ask him to think about all of the
‘ands’ in his writing.
 We are going to start by reading one sentence that we’re going to revise. After I read this
sentence out loud, I’d like you to tell me 1 specific thing that you think I need to revise.
 “Once, a long time ago, I was walking to the park and there were twenty birds and I
went closer to see why they were all gathered together and do you know what I saw?’
o (I will have this sentence printed out for Ismael to look at)
o Possible prompts:
 What stood out to you about this one sentence?
 Is there one word that you see many times?
 Circle all the word ‘and’ every time that you see it in this sentence.
 If we keep the ‘and,’ will this sentence have one clear idea? Or will it be
confusing because it has too many ideas?
 I used the word and three times in one sentence. I know that is too many times to use
the word and, because I actually have a few different ideas that I am saying.
 One way to help smooth out your writing is to reread the sentence. Look before an ‘and’
‘and’ after an ‘and’ to see if the two ideas need to stay connected.
 In my sentence, I’m going to look before and after the first ‘and.’
o I wrote, “Once, a long time ago, I was walking to the park and there were twenty
birds”
o My first idea is “Once, a long time ago, I was walking to the park”
o My second idea is that “there were twenty birds”
o I need to decide if I want to cut the ‘and’ or keep the ‘and.’
 CUT: These two ideas do not connect together, so we need to delete the
‘and,’ add a period, and capitalize the beginning of our new sentence; or
 KEEP: These two ideas are connected, so it makes sense to leave this
‘and’
o I need to decide what I think would be the most clear for my audience.
o These are two different ideas. Looking back, I don’t think it makes much sense to
keep these ideas in the same sentence.
o To make my writing more clear, I’m going to break up these two ideas by getting
rid of the ‘and’ and replacing it with a period.
o Ask Ismael what we need to do with the beginning of our new sentence now that
we have added a period before ‘there.’ (capitalize the ‘T’)
o Model drawing a line through the ‘and’ and writing in the period.
 Okay, I like how my first sentence sounds now. Next, let’s look at the next part of my
writing. Again, we will read before and after the ‘and.’ Then we will decide
 “There were twenty birds and I went closer to see why they were all gathered together”
o Now, you can help me decide which sounds the best to you. Your choices are:
 CUT: These two ideas do not connect together, so we need to delete the
‘and,’ add a period, and capitalize the beginning of our new sentence; or
 KEEP: These two ideas are connected, so it makes sense to leave this
‘and’
 I have one last ‘and’
o I went closer to see why they were all gathered together and do you know what I
saw?’
o What do you need to do to make this sentence easier for someone to understand
it?
 Keep or cut?
  Sometimes when we are writing, we have a lot of great ideas that just flow out, and that
is wonderful! As we revise, we need to make sure our writing makes sense for our
audience. That could mean that we break up some of our sentences that have several
thoughts that don’t connect.

Transition: Today we learned a few ways to help our writing when we use too many ‘ands.’
Tomorrow we are going to check your writing to see if the ‘ands’ are helping your writing, or if
you need to change a few things. The good news is that good writers spend A LOT of time
changing their writing! So I know you are on the right track. Now it is time for our closing!

Closing (5 minutes, Goal 1)

Weird but True
Purpose: Ismael will read a few ‘Weird but True’ Facts to work on comprehension.
 Here is that fun app that we started last week. Let’s see how weird you think our facts
are today!
 Ismael and I will read as many Weird but True Facts as time permits. This will likely be
4-5 facts.
 Ismael will use the meter on the app to rate just how weird the statements are.

I hope you enjoyed those facts, and working with our group as much as I did! Thank you for
another day of hard work! We are all done for today, so I will see you on Tuesday!

Materials:
 Agenda
 Lesson Plan
 Ipad
 Laptop
 Steno Pad
 The One and Only Ivan
 Running Record form
 Newsela Articles:
o Ruby Bridges
o Nikola Tesla
o Malala Yousafzai
o Gandhi
 Ismael’s writing sample to revise

References:
Applegate, K. (2012). The one and only Ivan (p. 166-177). New York, NY:
HarperCollins.

Bridges, R. (2016). Civil rights activists: Ruby Bridges. Newsela.

Clay, M.M. (2013). An observational survey of early literacy achievement (3rd ed.). (p.
82-83). Portsmouth, NH: Heinemann.

From Picture to Story. (2018). From Picture to Story. Read Write Think. International
Reading Association and NCTE.

Gandhi, M. (2016). World leaders: Mohandas “Mahatma” Gandhi. Newsela.

Jones, N. (2013). Weird but True. National Geographic Society.

McLaughlin, M., & Allen, M.B. (2002). Guided comprehension in action: Lessons
for grades 3–8. Newark, DE: International Reading Association. (Modified).

Puppet Pals. (2018). Puppet Pals. Polished Pay. Retrieved

from https://www.educationalappstore.com/app/puppet-pals-hd

Serravallo, J. (2015) The reading strategies book: Your everything guide to developing
skilled readers (p. 118, 171). Portsmouth, NH: Heinemann.

Tesla, N. (2016). Inventors and scientists: Nikola Tesla. Newsela.

Yousafzai, M. (2016). Women leaders: Malala Yousafzai. Newsela.

Thursday, November 15th

Agenda
 Puppet Pals
 Peer Teaching – Me
 Break
 Read The One and Only Ivan
 From Picture to Story - Revise
 Hangman

Opening (5 minutes, Goal 1, 3)

Puppet Pals
Purpose: To allow Paw, Jasmina, and Ismael to be creative by organizing her writing by using
dialogue to create, revise, and record a script within a small group
Introduction: Monday we finished up writing our group script. Today we are going to read
through it one more time to practice, and to make sure our script is written the way we want it.
Then we are going to record our script and watch our finished product. It will be so rewarding to
see our script all put together! Let’s begin!
Procedure:
1. Do a read through of the script so far, with everyone reading their parts. As the
reading is happening stop and talk about any parts that may be unclear to our audience,
and clarify those parts.
2. After the read through is done, explain how the recording process with work:
a. We are all going to read the title together
b. Then when your character comes in you are going to drag your character
into the scene
c. When your character is talking, bounce your character up and down so we
know who is talking
d. Try and read with expression to make the play more interesting for our
audience!
e. And have fun!
 3. Record the script and then watch it back!
Transition: How fun was this?! I love the play we created and it was so much fun to watch
back! Comment on one thing or part that was done really well! Now we are going to transition
into our group lesson!

Read (Goal 1):

Read (15 minutes, Goal 1) Hot Seat
Teacher: Katie Fox
Coach: Kennedy Carber
Recorder: Jamie Becker
Purpose: Students will impersonate their leader giving an opening statement and answering
questions as their leader would in order to gain a deeper understanding of their leader.

Introduction: Hot Seat is a strategy that requires deep understanding of the text. If the student
is unsure how to answer, they must work to fill in the gaps in their understanding (through
drawing inferences, making their own connections, trying out different interpretations, and a
variety of other strategies). This deeper understanding will lead to deeper comprehension.
Before
 On Tuesday, you summarized the main ideas about your leader. Reread your list of
ideas, and get ready!
 Today, we are going to play a fun game called ‘Hot Seat.’ And it can help you
understand someone else’s perspective, which is really important when you are
reading. In this game, you will pretend to be your leader. You will start by telling us who
you are and the 3 most important things we need to know about you as [Gandhi,
e.g.]. Then, we will use our list of questions to ask each other questions. Each leader
will have 4 minutes in the ‘hot seat.’
During
 Modeling: Let’s do a practice round where I am in the ‘hot seat.’ Because we read about
Gandhi together, I will answer all the questions as if I were Gandhi, not how I would
answer them as Ms. Fox.
 Because I am in the ‘hot seat,’ I will start by telling you the most important things you
need to know about me as Gandhi.
o My name is Mohandas “Mahatma" Gandhi. I am a peaceful leader. I used non-
violence to try to bring India together. When Britain was controlling India, I fought
peacefully for independence while respecting and caring for leader of all
backgrounds.
 Now, that I’ve told you the most important things about me, it is your job to ask me
questions. Use the list for ideas and ask me questions.
o Question list:
 What is your biggest dream?
 What was your childhood like?
 Why should everyone know who you are?
 What was an obstacle or challenge you had to overcome?
 What is something you like about yourself?
 Where are you from?
 What time period did you live in?
After
 Thank you so much for sharing all about your leader! Let’s go around the circle and
share 1 new thing that you learned about one of the leader. For example, I learned
 _________________. (student)_________________, you start. Tell us something that
you learned about (leader)_________________.
Transition: This was so great to learn about all of your leader and to work with you for the past
2 weeks to think deeply about what you read so you understand it well. . I hope that you all
learned something new. Anytime you are reading about a character or a leader, you can use the
strategies, make a chart, create a heart map or play “hot seat” that you learned with us to help
you dig deeper and make inferences beyond what is written. This will help you better
understand the character and make the reading more interesting.

Break (5 minutes, go back to our room)

Read (Goal 1, 3)
The One and Only Ivan (p. 178-187)
Know the Word Use the Word
Purpose: The One and Only Ivan. Ismael will pay attention to the words he reads, looking out for
unknown words that he can learn.
Before
 What is Ivan working on?
o Some sort of project to keep his promise to Stella and get Ruby out of the circus.
 Just like we have in the past, I want you to be on the lookout for new words that you
don’t know what they mean. As you find these words that you don’t know, you are going
to type them on our Padlet Wall with their page number. Tomorrow, we will come back to
these words and try to figure out what they mean.
 Your challenge today is that I want you to notice the words that should go on your word
wall. Don’t wait for me to ask if you should put the word on. That means you really have
to think about what you are reading. You have to ask yourself if all the words make
sense. If there is a word you don’t know what it means, go ahead and add it to your word
wall.
 Try to find 3 new words today.
During
 181: If Tag was Ivan’s sister, who is Not-Tag?
o Ivan’s stuffed animal
 End of P. 183: What do you think Ivan would do right there if he were the sheriff?’
 Ismael will identify unfamiliar words and type them on his word wall as he reads.
After
 By the end of this section, Ivan has a more clear idea of what his project is. What is he
trying to do now?
Transition: Ivan seemed very focused and determined by the end of our reading today. I can’t
wait to see how his plan unfolds. Next, we’re going to continue working on your own story.

Write (10 minutes, Goals 2 and 3)

Purpose: Ismael will revise his story, making sure that his ideas connect when an ‘and’ is
present.
 Yesterday, you learned about keeping or cutting the word ‘and’ when you use it too
many times in one sentence.
 Now it is time to think about how you use ‘and’ in your own writing.
 Today you will:
o Highlight each ‘and’ in your writing.
o Look before and after each ‘and.’
o Decide if you want to keep or cut each ‘and’
 (I will have this printed out as an anchor chart to remind Ismael)
 Let’s look at this first part of your writing.
o Find your first ‘and.’ Highlight the ‘and.’
o Read before and after your ‘and.’
 Do these ideas connect?
 Would you like to keep or cut this ‘and?’
 Why?
 Alright, you’ve looked at your first ‘and.’ Now you can start the process again with your
next ‘and.’
o Prompts:
 What is your first step?
 You’ve found the ‘and,’ what do you do next?
 If you keep this ‘and,’ will your sentence have one clear idea in your
sentence?

Transition: Looking at the ‘ands’ in your writing will help you present clear ideas to your reader.
This will help you make sure that each sentence you write is about the same idea. Revising is a
really important part of writing, and I hope you’re happy with the progress you made today! Let’s
play a game of hangman and then we’ll be done for the day!

Closing (5 minutes, Goals 2)

Hangman
Purpose: Ismael and I will play hangman. I will observe how Ismael chooses letters to learn
more about his word sense.
 Ismael and I will take turns choosing words and guessing letters.
 If he needs inspiration, I will suggest that Ismael think about some words from our book
that he could use.

Transition: That was a lot of fun! I hope that you enjoyed Hangman and all of the fun reading
and writing that we did today. See you Thursday!

Materials:
 Agenda
 Paper
 Ipad
  Laptop
 Pens/Pencils
 Anecdotal Notebook
 Lesson Plan
 The One and Only Ivan
 Newsela Articles:
o Ruby Bridges
o Nikola Tesla
o Malala Yousafzai
o Gandhi
 Ismael’s writing sample
 Padlet Word Wall

References:
Applegate, K. (2012). The one and only Ivan (p. 144-153). New York, NY:
HarperCollins.

Bridges, R. (2016). Civil rights activists: Ruby Bridges. Newsela.

From Picture to Story. (2018). From Picture to Story. Read Write Think. International
Reading Association and NCTE.

Gandhi, M. (2016). World leaders: Mohandas “Mahatma” Gandhi. Newsela.

Heard, G. (2014). The revision toolbox: Teaching techniques that work. Portsmouth,
NH: Heinemann, 2nd Edition (p. 10).

McLaughlin, M., & Allen, M.B. (2002). Guided comprehension in action: Lessons
for grades 3–8. Newark, DE: International Reading Association. (Modified).

Puppet Pals. (2018). Puppet Pals. Polished Pay. Retrieved

from https://www.educationalappstore.com/app/puppet-pals-hd

Serravallo, J. (2015) The reading strategies book: Your everything guide to developing
skilled readers (p. 171, 313). Portsmouth, NH: Heinemann.

Tesla, N. (2016). Inventors and scientists: Nikola Tesla. Newsela.

Yousafzai, M. (2016). Women leaders: Malala Yousafzai. Newsela.

Your Name:__________________________________
Leader’s Name:__________________________________