Ela Lesson Plan Nov

USF Elementary Education Lesson Plan Template Name: __Autumn
Handin________________________
Grade Level Being Subject/Content: ELA Group Size: Dates of Lesson: 11/9-
Taught: 5th 21 11/10
Lesson Content
What Standards (national LAFS.5.RL.1.2: Determine a theme of a story, drama, or poem from details in the text,
or state) relate to this including how characters in a story or drama respond to challenges or how the speaker in
lesson? a poem reflects upon a topic; summarize the text.
(You should include ALL
applicable standards. Rarely LAFS.5.RL.2.4: Determine the meaning of words and phrases as they are used in a text,
do teachers use just one: including figurative language such as metaphors and similes. (Day 2 only)
theyd never get through
them all.)
Essential Understanding How can we use text evidence to identify and support a theme? (Day 1)
(What is the big idea or
essential question that you How can we use text evidence to identify and support a theme? (Day 2)
want students to come away How can figurative language help us to better understand a text? (Day 2)
with?)
Objectives- What are you Given a story, students will be able to identify at least three
teaching? thoughts/actions/feelings/words to determine the theme. (Day 1)
(Student-centered: What will
students know and be able to Given song lyrics, students will be able to identify at least three examples of text
do after this lesson? Include evidence to support the theme they identified. (Day 2)
the ABCDs of objectives:
action, behavior, condition, Given song lyrics, students will be able to identify at least two examples of figurative
and degree of mastery language. (Day 2)
Rationale I am teaching theme because my students in my second class had an average of 58% on
Address the following the reading interim and 57% correct on their theme test on October 14. My 5 students
questions: who scored 80-100% on the test could benefit from extra practice with it, especially in a
Why are you teaching this different context. They will be asked to connect to another text with a similar theme for
objective? enrichment, and come up with their own questions with theme stems if extra time. The
Why are you teaching it song will provide a challenge for all of my students because it is presented in a different
this way? context (song) and they struggled with identifying the theme of a simple poem last
Why is it important for month. The song also has figurative language in it, which may increase the difficulty.
students to learn this
concept? I am teaching theme using a childrens book and song lyrics to expose students to
different types of text and engage my students with music.
Handin________________________
It is important for students to learn this concept because identifying the message of the
story is important to make sure students are walking away from their books knowing the
lesson behind it to better relate/connect to their lives.
Evaluation Plan- How will Formative Day 1:
you know students have -Theme on graphic organizer in notebook
mastered your objectives?
Summative Day 1:
Address the following: -Completed graphic organizer in notebook (I will take pictures for my record/evidence)
What formative evidence
will you use to document Formative Day 2:
student learning during -Students thoughts about what song means
this lesson? -Meaning of stanza with partner
What summative evidence -Identified theme
will you collect, either
during this lesson or in Summative Day 2:
upcoming lessons? -Text evidence to support theme
What misconceptions Students may have misconceptions about what theme is, what figurative language is
might students have about being used, what are actions, how to relate graphic organizer features with theme, and
this content? what the song is about.
(What might students struggle
with?)
Lesson Implementation
Teaching Methods Day 1:
(What teaching method(s) will Book hook
you use during this lesson? Read-aloud with stopping points
Examples include guided Model/demonstrate example on graphic organizer
release, 5 Es, direct Partner work to fill in graphic organizer
instruction, lecture,
demonstration, partner word, Day 2:
etc.) Connect prior knowledge by reviewing lesson from day before
Demonstrate & model how to break down text with part of song
Work on identifying meaning of stanza with partner
Review whole group what meaning may be
Handin________________________
Step-by-Step Plan Time Who is

(What exactly do you plan to responsibl Day 1:
do in teaching this lesson? Be e? 1. Directions on board to get in circle on floor with reading
thorough. Act as if you needed notebook and pencil
a substitute to carry out the 1 min 2. Purpose for todays lessonHow can we use text evidence to
lesson for you.) Teacher identify and support a theme?
2 3. Review what theme is (and how it is different from the main
Where applicable, be sure to mins Both idea)
address the following: a. Why do we need to know the theme of a text?
What Higher Order 1 min Teacher 4. Book hook: Have you ever felt like you didnt fit in? Have
Thinking (H.O.T.) questions you ever pretended to like or not like something just to
will you ask? 10-15 Teacher seem cool?
How will materials be mins 5. Read A Bad Case of Stripes
distributed? Students a. Review expectations as listener
Who will work together in b. Stop to ask questions
groups and how will you 3 Students c. CHAMPS level during turn and talk
determine the grouping? mins Teacher 6. Identify theme with a partner
How will students 3 Students 7. Model/demonstrate example of filling in graphic organizer
transition between mins 8. Fill in text evidence with partner and explain how/why it
activities? 5-10 supports theme
What will you as the mins a. Directions on board
teacher do? 9. If finish earlyhow does the evidence connect to the theme,
What will the students do? Both connect to another text with similar theme and come up with
What student data will be own questions about text with theme stems
3-5 10.Review text evidence and theme, focusing on how they
collected during each
mins? connect with one another and what we can take away from
phase?
What are other adults in the theme, how it connects to us (after guided)
Both
the room doing? How are
they supporting students Day 2:
2 Students 1. Review yesterdays lesson to connect prior knowledge about
learning?
mins theme, and our essential question
What model of co-teaching
4 Teacher 2. Listen to song: Am I Wrong? with lyrics in front of each
are you using? mins student
2 a. Ask students to write down their initial thoughts on what
Handin________________________
mins Students they think the song is about

Both b. Share some of their initial thoughts with class to help
2 Students others who were not sure about the meaning
mins c. What do we need to do before we can identify the theme?
3. Demonstrate/model identifying meaning behind text
(figurative language) with part of song
5 a. Review expectations as I modeljust them watching
mins b. Ask students to point to where figurative language anchor
3 chart is
min? c. Review what an idiom is
10 d. Ask students to explain what I did to determine the
min meaning of the song
4. Work with partner to break down meaning of another part of
song
a. Each table group will work with a different stanzadraw
and number sections so students know what they are
working with
5. Share meaning with whole group
a. Discuss why it is important to listen to the other groups as
they share
b. Each table shares some things to help us understand the
meaning
c. I will write down some notes for my students to copy down
on their papers to refer to
d. Ask students to write at the bottom of their paper if they
think the song means something differently
e. Quickly share if opinions changed
f. Copy down graphic organizer in notebook
6. Identify theme with partner and write in notebook using
examples from text of how they identified it
a. Finish copying down graphic organizer in notebook
b. Share themes as a class, and choose one to model with on
the graphic organizer (because I wrote comments on
11/18 of my students papers from day before asking how
Handin________________________
their text evidence supports their theme)

c. How am I going to find text evidence to support my
theme?
7. Students will write at least two examples of text evidence and
explain how each connect to their theme on graphic organizer
with partner
a. When donework independently to identify and explain
one example of figurative language in song
8. Discussion:
a. How does theme from song connect to theme from story
yesterday?
b. How do the themes relate to you?
9. Exit ticket on sticky note: How can you use evidence to
identify and support a theme?
a. How confident do you feel with identifying theme and
finding text evidence to support your theme?
3: I can teach a friend
2: I still some need practice
1: I need help from the teacher
What will you do if a student struggles with the content?

Scaffold and discuss
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners This lesson connects to my students interests because it is a popular song and about a
third of my students in my homerooms strengths lie in music according to multiple
intelligences survey.
The book and song also relate to them by encouraging them to be themselves and how it
is okay to be different.
Handin________________________
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)/masters the content quickly?
-Students will explain why evidence relates to the theme
-Connection to another text with similar theme
-Students can come up with their own questions with theme stems about text
How will you differentiate instruction for students who need additional
language support?
Reviewing figurative language as whole group
Monitor and check on ELL student to make sure he understands figurative language
Accommodations (If My students can listen to A Bad Case of Stripes again via audio book, which is available
needed) through audio book on hoopladigital.com through public library or on storylineonline.net.
ESE students will be given a graphic organizer to glue into their notebook
Materials Day 1:
(What materials will you use? Copies of A Bad Case of Stripes
Why did you choose these Computers to listen again if needed
materials? Include any Graphic organizers in notebooks
resources you used. This can
also include people!) Day 2:
Speakers to play song
Copies of song lyrics
Graphic organizers in notebooks

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Ela Lesson Plan Nov

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USF Elementary Education Lesson Plan Template Name: __Autumn

Step-by-Step Plan Time Who is

mins Students they think the song is about

their text evidence supports their theme)

What will you do if a student struggles with the content?

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