Differentiated Lesson Plan

ELD Advertisement Lesson pt 3

Grade: 5
Subject: ELD Topic: Fluency
Time Allotted: 30 minutes
Lesson begins at: 12:30

Content Objectives:

At the end of this lesson, the students will be able to:

Students will be able to identify the author’s purpose/opinion and cite text evidence.

California ELD Standards:

Part 1.C. Productive 12. Selecting and applying varied and precise vocabulary and language
structures to effectively convey ideas

Part 2. B. Expanding and Enriching Ideas

3. Using verbs and verb phrases
4. Using nouns and noun phrases
5. Modifying to add details

Section 2 Part 1. Bridging 1: Exchanging information/ideas. Contribute to class, group, and

partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant
questions, affirming others, adding relevant information, building on responses, and providing
useful feedback.
California Common Core State Standards:

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 5 topics and texts, building on
others' ideas and expressing their own clearly.

ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

Materials: Answer the question: What will you need throughout this lesson?
Notebooks, Sentence Frames, excerpts of article: Advantages of Using Cell Phones in
the Classroom”

Academic Language Rigors:

Compelling, most/best

Anticipatory Set - Hook How much time will be allocated to this section? 5 minute
● The teacher will ask the students to recall the previous lesson, and have them share a
response on what the purpose of the author was
 ● Students will share their response with a partner and with the whole group.
● The teacher will assess students by observing them as they share their ideas with the
small group.
● The students with needs are placed in an ELD small group with other students that are
at their level for differentiated instruction.

Modeling How much time will be allocated to this section? 5 min

● The teacher will model by rereading a paragraph and selecting a sentence as a sample
for something that was a very convincing argument and put a star next to it.
● Students will follow along with the article and ask clarifying questions if needed.
● The teacher will assess students as they follow along with the reading.

Guided Practice How much time will be allocated to this section? 10 minutes

● The teacher will have students reread the article and put a star next to what they felt the
most convincing or most compelling argument/reason in the article was.
● Students will put a star next to the reason they think is the best/most compelling.
● The teacher will assess students by observing students as they share their responses.
● Students in the ELD group will have sentence frames to support their fluency.

Independent Practice How much time will be allocated to this section? 5min

● The teacher will have the students reread the article, and then divide into small groups to
share what they thought was the most compelling argument/reason in the article. While
the students are sharing, the teacher will then have the students fill out a Give One, Get
One sheet and record down their peers' responses as well as their own response.
● Students will reread the article, and then get into small groups to share what they
thought was the most compelling argument. While sharing students will fill out a Give
One, Get One sheet to record their idea and their peers ideas.
● The teacher will assess students by observing students as they work in their groups.
● Students in the ELD group will have sentence frames to support their fluency.

Closure How much time will be allocated to this section? 5 min

● The teacher will have students reflect on what was shared in their small groups. The
teacher will provide a model and frame the sentence “person X shared ____. I chose to
share her/his idea because ___.
● Students will reflect on the ideas they shared during their small groups.