Week 10 - Assignment 4

Candidate’s Name: Shulamith Elias

Grade Level: Five

Title of the lesson: Analyzing Texts: Putting Thoughts on Paper

Length of the lesson: 45 Minutes

Central focus ●    Students will learn how to write about a complex text.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) ●     Students are familiar with what they read in class, and can hold group discussions. They are now learning how to write about the text. ●     Aside from a group of ELLS who receive specialized instruction, most students can work independently.

Common Core State Standards ●     ELA.W.5.2b- Develop the topic with facts definitions, concrete details, quotations, or other information related to the topic. ●     ELA.W.5.9b- Apply grade 5 reading standards to a text

Support literacy development through language ●     Students will analyze, interpret, and retell what they've read before beginning to write. ●     Students will use evidence from the text to support their writing.

Learning objectives ●     Students will write about a complex text, using evidence from the text to support their writing. Students will understand the author's point of view.

Formal and informal assessment Formal: Teacher will assess student work. Informal: Teacher will gage the students' participation / comprehension throughout the lesson.

Instructional procedure: Students complete their reading in groups and discuss their findings together. The teacher gives the students a specific question to focus on. Then, using the whiteboard, the teacher models how to present their thoughts through writing. Students then divide up, and work individually to answer the questions. Students are assessed using the same set of comprehension questions, based on the text. ELLs complete the assessments in small groups, with help from the teacher.

Instructional resources and materials used to engage students in learning. Text, Whiteboard

Reflection ●   I think this is a great example of a well-balance lesson. It is sufficiently stimulating for all students, yet does not overwhelm or ignore the needs of the diverse learners within the class.