UNLV/Department of Teaching & Learning

UNLV Student:
Lesson Plan Title:
Date:
Grade Level:

Stephanie Killian
ELA Review Centers
February 25, 2016
5th Grade

PSMT Name:
Lesson Plan Topic:
Estimated Time:
School Site:

Klaus Friedrich
Language Arts
60 Minutes
Walter Bracken ES

1. State Standard(s):
CCSS.ELALITERACY.RL.5.1Quoteaccuratelyfromatextwhenexplaining
whatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
CCSS.ELALITERACY.RL.5.3Compareandcontrasttwoormorecharacters,
settings,oreventsinastoryordrama,drawingonspecificdetailsinthetext(e.g.,
howcharactersinteract).
CCSS.ELALITERACY.RL.5.9Compareandcontraststoriesinthesamegenre
(e.g.,mysteriesandadventurestories)ontheirapproachestosimilarthemesand
topics.
CCSS.ELALITERACY.RL.5.10Bytheendoftheyear,readandcomprehend
literature,includingstories,dramas,andpoetry,atthehighendofthegrades45
textcomplexitybandindependentlyandproficiently.
CCSS.ELALITERACY.L.5.4Determineorclarifythemeaningofunknownand
multiplemeaningwordsandphrasesbasedongrade5readingandcontent,
choosingflexiblyfromarangeofstrategies.
2. Teaching Model(s): Direct and Indirect
3. Objective(s):
Demonstrate skills of character analysis
Review fifth grade vocabulary
Perform inference skills
Demonstrate knowledge of literary elements
Practice reading strategies to illustrate comprehension
4. Materials and Technology Resources: Expository texts, comprehension game board, game
pieces, dice, sticky notes, inference triangles, inference cards, game markers, narrative texts with
multiple characters, flashcards, writing utensils, character analysis worksheets, two narrative
texts to be compared, side-by-side story analysis
5. Instructional Procedures:
a. Motivation/Engagement: As you all know, we have our end-of-the-year,
standardized tests coming up. Even though I am confident that you all are going to do
amazingly, today we are going to focus on reviewing some reading skills and strategies.
b. Developmental Activities or Learning Experiences:

T will go over the rules for behavior during centers and then go over each centers
instructions
T will pass out independent work
T will explain groups and center rotations (half of the class will do independent
work while the rest of the class will work in groups of 3 or 4 and will complete
their center work)
T will explain how much time will be allotted for the centers
T will send students off to get started
Center #1: Incredible Inferences Game
- S will get into pairs and will take turns playing the game
- S will grab an inference card on their turn. S will try to find an answer to their
drawn card on their inference triangle.
- If the answer is on their inference triangle, they will place a marker on that
answer and place the card in a discard pile.
- If the answer is not on their inference triangle, the card goes to the bottom of
the deck.
- S play as a pair, taking turns until they get through the whole deck of cards.
Center #2: Vocabulary Flashcards
- S will be given a list of fifth grade vocabulary words that will be expected on
their end-of-the-year test.
- S will look up the definitions for the words and create their own set of flash
cards.
- These flashcards will later be used for an around-the-world vocabulary review
game.
Center #3: Side-by-Side Stories Analysis
- T will guide S through this activity
- T explains analysis worksheets and story elements that S need to search for in
the narrative texts.
- T and S will read both narrative texts.
- S will use the worksheets to guide their reading while recording their findings
in the worksheets.
- T will assess S understanding while they work. T will give one-on-one support
to those students who need differentiated instruction.
Center #4: Comprehension Game Board
- S will have copies of a short expository text
- S will roll the dice to move their game pieces along the game board\
- S will answer the comprehension questions on their space
- S will check each others answers. If they disagree on a question, they will
write it down on a piece of paper for later review.
Independent Work/ Character Consideration Activity:
- S will each be given a copy of a narrative.
- S will be assigned different characters from the narrative.
- S will read the text and then begin analyzing their characters.
- S will record their findings in their Character Consideration worksheets.

c. Closure: S will collect all of their materials together and hold onto them for the next
day. That is when the class halves will switch. One half of the class will be performing
the centers and the other half working on their independent work. The T will inform the S
that there will be a brief review in a few days.
d. Extension: T can create any type of review game focusing on the same standards. It
can be a jeopardy game that puts the group in teams and keeps track of points. This will
be a fun way to further understanding.
6. Accommodations, Modifications and Differentiations for Diverse Learners: The teacher
can put any students who need accommodations with another student or group that can properly
help them. In addition, the teacher can assist students at any point in the center rotations.
Materials can be provided in Spanish for ELLs and those students can work with bilingual
buddies as well. Groups will be divvied up with one low, medium-low, medium-high, and high
students per group. This will help to meet the students needs because the students will help each
other.
7. Assessment and Evaluation of Learning:
a. Formative: This activity, as a whole, is a formative assessment. This will help the
teacher to understand their students strengths and weaknesses before going into their
standardized tests.
b. Summative: The summative test would ultimately be the SBAC test; however, the
teacher should have summative assessments for each one of these standards separately
before this review lesson.
8. Homework Assignment: N/A
9. Reflection:
a. Strengths: N/A
b. Concerns: N/A
c. Insights: I, unfortunately, did not have the opportunity to teach this in class. I had
planned to three weeks ago and, at the time, Mr. Friedrich was willing to entertain the
idea of centers, but with all of the events that were going on, we ran out of time. I was
really excited to arrange this lesson for the kids, because I love a fun review. However, I
was more eager for the opportunity of small groups. Mr. Friedrich does not utilize small
groups in his classroom, but I have been eager to use them because I have not been
exposed to them in either of my practicums. I think that a rotation of small groups is one
of the best means of differentiated instruction, especially with a busy school like this one.
I have also seen a lot of fun centers or small groups games that teachers can use to
arrange a fun review tournament, race, or celebration to make last minute reteaching and
studying for standardized tests more bearable. I love that idea and I will definitely try it
again once I have my own class.