LESSON PLAN

Name: Tolisa Khelawan Date: 02/13/2017

Lesson # 1 of 3 Subject: Period/Time: 8:00 A.M. Grade Level: 5th Grade
Literacy Estimated Duration: 55
minutes
Lesson Title: Comparing Text Structures: Chronology and Problem/Solution, Part 1
Central Focus: In this lesson, students will be introduced to chronology and problem/solution text structures.
Students will explore and further their understanding with of determining text structures with the use of signal
words. Students will extend upon this skill by composing their own stories of chronological and
problem/solution text structures. They will practice this skill with group and individual activities.
Structure(s) or grouping for the lesson: Whole class, individually, pairs, small groups

Students will be in a whole class setting for introducing the lesson. They will work individually and in pairs to
understand the material. Students will then be in small groups for activities and to practice the skill.
Prior Academic Knowledge and Experiences: Students must be able to understand that all texts have a
structure that organizes information. Also, students must have a basic understanding of recognizing different
text structures, including chronology, comparison, cause/effect, and problem/solution. Students also know how
to describe a text structure by arranging events, ideas, or information in a text.
Standards:
CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or more texts.
Learning Objectives:
1. Students will compare and contrast problem/solution and chronology text structures.
2. Students will recognize words that signal particular structures.
3. Students will use the structure of a passage to understand the author’s purpose.
Academic Language Demands:

Students will identify the appropriate vocabulary when identifying the text structures: text structures,
chronology and problem/solution, through discussion as a whole class.
Text structure: how the information within a written text is organized.
Chronology: sequence, order
Signal words: first, next, then finally
Problem/Solution: gives information about a problem and explains one or more solutions
Signal words: problem, challenge, conflict, solution, resolution

Students will identify chronological and problem/solution text structures with the use of signal words. This will
take place in a whole class setting.

During the launch of this lesson, students will read the opening question to activate prior knowledge. Students
will share their answers through discussion.

Students will practice the skill and complete the activities in a small group setting.

Students will review the material at the end of the lesson.

Instructional Resources and Materials: Ready Common Core workbook, Electronic inFocus, Power Point
slides, worksheets, pens, pencils, and highlighters
Time Instructional Strategies/Learning Tasks Purpose
(Number of
Minutes)
1
5 This part of the lesson will be in a whole class setting. Launch

Hand out slides and all worksheets. Start introducing the

lesson: “Today, we will be comparing text structures,
specifically problem/solution and chronology. This will
be great practice for your upcoming ELA exams. Before
we move on, what do you think text structure is?” Text
structure refers to how an author organizes the ideas and
details that he or she wants a reader to understand. Give
examples: cause and effect, compare/contrast,
problem/solution, chronology, or sequence.

Have a student come up and read the learning targets.

10 Explain the following to the students: “We all know that Instruction
passages and texts need a structure to organize the
information.” Guided Practice

Switch to the Problem/Solution slide. Read definition to

students. Reminder: When trying to figure out the text
structure, we need to consider clues or signal words
because those will help us determine it. Read off clues
and signal words. Discuss examples together.

Switch to the Chronology slide. (Sequence, Order). Read

definition to the students. Read off the clues and signal
words. Discuss examples together.

Review - Ask students: “What text structure would fixing

a bike be? What text structure would be a recipe to make
cookies?”
15 Direct student attention to the first page of the handout. Class Activity/Turn and Talk
Read the directions. Have a student read passage 1. Ask:
“What are some signal words in this passage?” Underline
them. (First, after, then) Have a student read passage 2.
Ask: What are some signal words here? (Challenge)
Complete the chart together.

Turn the page and complete it independently. After,

assign each student to a partner to share answers. Discuss
the answers.
20 Break up students into groups: 6 groups of four. Each Small Group Activity
student will receive an index card with a number or color
to organize into his or her groups. (Groups will be
arranged by their ability level for differentiation. 2
groups: struggling students, 2 groups: average students,
2 groups: students who can be challenged)

Directions: Complete the last page of the handout in the

groups I assigned. Underline all signal words and clues.
Share answers.

2
 5 Ask students to recall the definition of problem/solution Wrap Up
and chronological text structures.
Differentiation/Extension: To differentiate/extend upon this lesson, students may need a review with different
types of text structures. The teacher can give a brief explanation and discussion to help the students better
understand the procedure. When it comes time for group work, the struggling students will work closely with
the teacher. For students with processing delays, the teacher can use visuals to help students understand how to
distinguish the text structures.

The differentiation/extension will help students who need more practice on the topic. For students who need a
challenge, the teacher will provide a new activity for the students. This new activity will allow students to
complete a worksheet where they match the topic with the correct text structure. In other words, students will
have to match the topic of: recipe of apple pie, to the text structure. This activity allows students to do
independent thinking and practice their skills they learned. For struggling students in this activity, they can
work in pairs to make it a peer effort.

Students with IEP’s/504 Plans: Students with IEP’s will be provided additional assistance during independent
work to ensure they are staying on task and understanding the assignment.

Struggling Students: During Turn and Talk, students will be paired with a higher performing student to
encourage peer collaboration and guidance.

Average Students: Students will be grouped together so they can challenge each other during the group
assignment. This will ensure they are staying on task.

Students Who Can be Challenged: If students finish the assignment early, they will be instructed to assist their
peers and guide them in finishing the assignment successfully.
Type of Assessment Evidence and Description of Assessment of Student Learning Objective(s)
Learning Assessed
Informal Small Group Work 1, 2
During small group time, students will work together on
the handout. The handout will be reviewed together as a
class. This will serve as an informal assessment because
the teacher will be able to see how they work on the topic
with classmates and on their own.
Informal Turn and Talk 1, 2, 3
The teacher will evaluate the students through their
responses.
Informal Informal Evaluations 1, 2
The teacher will evaluate each student through
observations during group work.
Student Supports (Accommodations)
Groups will be chosen based on abilities.
Students with IEP’s will be provided extra help. For example, during group activity, those students will be
working with the teacher. The teacher will make sure the students understand the directions. The teacher will
provide more handouts to the students to enforce the skill with extra practice.

3
 LESSON PLAN
Name: Tolisa Khelawan Date: 02/14/2017
Lesson # 2 of 3 Subject: Period/Time: 8:00 A.M. Grade Level: 5th Grade
Literacy Estimated Duration: 50
minutes
Lesson Title: Comparing Text Structures: Chronology and Problem/Solution, Part 2
Central Focus: In this lesson, students will be introduced to comparing chronology and problem/solution text
structures. Students will explore and further their understanding with comparing text structures. Students will
concentrate on chronological and problem/solution text structures. They will practice this skill with group and
individual activities.
Structure(s) or grouping for the lesson: Whole class, individually, small groups

Students will be in a whole class setting for introducing the lesson. They will work individually to understand
the material. Students will then be in small groups for activities and to practice the skill.
Prior Academic Knowledge and Experiences: Students must be able to understand that all texts have a
structure that organizes information. Also, students must have a basic understanding of recognizing different
text structures, including chronology, comparison, cause/effect, and problem/solution. Students also know how
to describe a text structure by arranging events, ideas, or information in a text. Students understand the text
structures of chronology and problem/solution.
Standards:
CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or more texts.
Learning Objectives:
1. Students will identify problem/solution and chronological text structures.
2. Students will use signal words to create text structures.
3. Students will explain the author’s purpose using text structures.
Academic Language Demands:

Students will identify the appropriate vocabulary when identifying the text structures: text structures,
chronology and problem/solution, through discussion as a whole class.
Text structure: how the information within a written text is organized.
Chronology: sequence, order
Signal words: first, next, then finally
Problem/Solution: gives information about a problem and explains one or more solutions
Signal words: problem, challenge, conflict, solution, resolution

Students will identify chronological and problem/solution text structures with the use of signal words. This will
take place in a whole class setting.

During the launch of this lesson, students will read the opening question to activate prior knowledge. Students
will share their answers through discussion.

Students will practice the skill and complete the activities in a small group setting.

Students will review the material at the end of the lesson.

Instructional Resources and Materials: Ready Common Core workbook, Electronic inFocus, Power Point
slides, bag with 10 index cards, worksheets, pens, pencils, and highlighters
Time Instructional Strategies/Learning Tasks Purpose
(Number of
4
 Minutes)

5 Review/Ask: What is problem/solution text structure? Activate prior knowledge

What are some signal words?

What is chronological text structure? What are some

signal words?

Why is it important to understand text structures?

10 Display image of Problem/Solution text structure chart. Instruction
Give students this visual to better understand the usage.

Display the image of Chronological text structure chart.

Discuss both images.

Hand out sheet with all signal words – explain that this
will be an aid for group activity.
10 Direct student attention to activity: Class Activity/Motivation
“I have 10 cards in this bag. When I call on you, you will
come up, pick a card without looking, read the topic or
signal word, and tell the class what the text structure it
is.”
20 Break up students into groups: 6 groups of four. Each Small Group Activity
student will receive an index card with a number or color
to organize into his or her groups. (Groups will be
arranged by their ability level for differentiation. 2
groups: struggling students, 2 groups: average students,
2 groups: students who can be challenged)

Directions: As a group, choose a topic and write a short

story using the correct text structure.
5 Have groups share their stories in front of the class. Wrap Up
Collect all sheets.
Differentiation/Extension: To differentiate/extend upon this lesson, students may need a review with different
types of text structures, The teacher can give a brief explanation and discussion to help the students better
understand the procedure. When it comes time for group work, the struggling students will work closely with
the teacher. For students with processing delays, the teacher can use visuals to help students understand how to
distinguish the text structures.

The differentiation/extension will help students who need more practice on the topic. For students who need a
challenge, the teacher will provide a new activity for the students. This new activity will allow students to
create their own topics. In other words, students will have to come up with a topic of their own to write a short
story. This activity allows students to do independent thinking and practice their skills they learned. For
struggling students in this activity, they can work in pairs to make it a peer effort.

Students with IEP’s/504 Plans: Students with IEP’s will be provided additional assistance during independent
work to ensure they are staying on task and understanding the assignment.

Struggling Students: During the small group activity, students will be paired with a higher performing student
to encourage peer collaboration and guidance.

5
Average Students; Students will be grouped together so they can challenge each other during the group
assignment. This will ensure they are staying on task.

Students Who Can be Challenged: If students finish the assignment early, they will be instructed to assist their
peers and guide them in finishing the assignment successfully.
Type of Assessment Evidence and Description of Assessment of Student Learning Objective(s)
Learning Assessed
Informal Small Group Work 1, 2
During small group time, students will work together on
the assignment. The teacher will be observing the students
while they work. This will serve as informal assessment
because the teacher will be able to see how they work on
the topic with classmates and on their own.
Informal Class Activity 1, 2, 3
The teacher will evaluate the students through their
responses.
Informal Informal Evaluations 1, 2
The teacher will evaluate each student through
observations during group work.
Student Supports (Accommodations)
Groups will be chosen based on abilities.
Students with IEP’s will be provided extra help. For example, during group activity, those students will be
working with the teacher. The teacher will make sure the students understand the directions. The teacher will
provide more handouts to the students to enforce the skill with extra practice.

6
 LESSON PLAN
Name: Tolisa Khelawan Date: 02/15/2017
Lesson # 3 of 3 Subject: Period/Time: 8:00 A.M. Grade Level: 5th Grade
Literacy Estimated Duration: 45
minutes
Lesson Title: Comparing Text Structures: Chronology and Problem/Solution, Part 3
Central Focus: In this lesson, students will be introduced to comparing chronology and problem/solution text
structures. Students will explore and further their understanding with comparing text structures. Students will
concentrate on chronological and problem/solution text structures. They will practice this skill with group and
individual activities.
Structure(s) or grouping for the lesson: Whole class, individually, small groups

Students will be in a whole class setting for introducing the lesson. They will work individually to understand
the material. Students will then be in small groups for activities and to practice the skill.
Prior Academic Knowledge and Experiences: Students must be able to understand that all texts have a
structure that organizes information. Also, students must have a basic understanding of recognizing different
text structures, including chronology, comparison, cause/effect, and problem/solution. Students also know how
to describe a text structure by arranging events, ideas, or information in a text. Students understand the text
structures of chronology and problem/solution. Students can apply the skill of writing text structures with the
correct signal words.
Standards:
CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or more texts.
Learning Objectives:
1. I can identify problem/solution and chronological text structures.
2. I can construct writing pieces based on a given text structure.
3. I can examine the author’s purpose using text structures and evidence.
Academic Language Demands:

Students will identify the appropriate vocabulary when identifying the text structures: text structures,
chronology and problem/solution, through discussion as a whole class.
Text structure: how the information within a written text is organized.
Chronology: sequence, order
Signal words: first, next, then finally
Problem/Solution: gives information about a problem and explains one or more solutions
Signal words: problem, challenge, conflict, solution, resolution

Students will identify chronological and problem/solution text structures with the use of signal words. This will
take place in a whole class setting.

During the launch of this lesson, students will read the opening question to activate prior knowledge. Students
will share their answers through discussion.

Students will practice the skill and complete the activities in a small group setting.

Students will review the material at the end of the lesson.

Instructional Resources and Materials: Ready Common Core workbook, Electronic inFocus, Power Point
slides, worksheets, pens, pencils, and highlighters

7
 Time Instructional Strategies/Learning Tasks Purpose
(Number of
Minutes)
5 Review/Ask: What is text structure? Activate prior knowledge

What is the difference between problem/solution

and chronological text structure?

Why is it important to understand text structures?

What can be used to create text structures?
30 Complete handout independently. Assessment

Handout format: Students will read two

handouts. One passage is chronological and the
other is problem/solution. Then, students will
answer two multiple choice and one short answer
question on both passages. Next, students will list
all the signal words found in each passage under
the appropriate list. Finally, students will come
up with a topic of their own to write a short story
on both chronology and problem/solution, using
the correct signal words. (If needed, I have a
Power Point slide with a list of topics if students
are struggling.)

Then, Turn and Talk with an assigned partner to

discuss answers.
Will be collected and graded.
5 Complete exit slip – to be handed in. Wrap Up

Differentiation/Extension: To differentiate/extend upon this lesson, students may need a review with different
types of text structures. The teacher can give a brief explanation and discussion to help the students better
understand the procedure. When it comes time for group work, the struggling students will work closely with
the teacher. For students with processing delays, the teacher can use visuals to help students understand how to
distinguish the text structures.

The differentiation/extension will help students who need more practice on the topic. For students who need a
challenge, the teacher will provide a new activity for the students. This new activity will allow students to
create two lists of possible chronological and problem/solution topics. This activity allows students to do
independent thinking and practice their skills they learned. Also, it gives students an opportunity to use the list
in the future because they will have it all organized. For struggling students in this activity, they can work in
pairs to make it a peer effort.

Students with IEP’s/504 Plans: Students with IEP’s will be provided additional assistance during independent
work to ensure they are staying on task and understanding the assignment.

Struggling Students: During Turn and Talk, students will be paired with a higher performing student to
encourage peer collaboration and guidance.

Average Students; Students will be grouped together so they can challenge each other during the group
assignment. This will ensure they are staying on task.
8
Students Who Can be Challenged: If students finish the assignment early, they will be instructed to assist their
peers and guide them in finishing the assignment successfully.

Type of Assessment Evidence and Description of Assessment of Student Learning Objective(s)

Learning Assessed
Informal Exit Slip 1, 2, 3
The teacher will evaluate the students through their
responses.
Formal Formal Evaluations 1, 2, 3
The teacher will evaluate each student through the results
of the assessment.
Student Supports (Accommodations)
Students with IEP’s will be provided extra help. For example, during group activity, those students will be
working with the teacher. The teacher will make sure the students understand the directions. The teacher will
provide more handouts to the students to enforce the skill with extra practice.