Lesson Plan for Dual Language Develompent

5th Grade Dual Language Instruction 50/50 Ms. Luna – Ms. Calvillo
English Language Arts / ELD 11:50 – 12:50

Date: February 12, 2019; Week # 26

Quarter III

Standards for English Language Arts

5.RL.2 Students will determine a theme of a story, drama, poem from details of the text; they will include how
characters in a story or drama respond to challenges, how the speaker in a poem reflects upon a topic, and a
summary of the text.

5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and
problem/solution) of events, ideas, concepts, or information in two or more texts.

5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast,
especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

5.SL.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.

5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.

Standards / Performance Indicator for English Language Development:

Grammar & Writing

III-LS-1:B-HI-2 Students will summarize main ideas/concepts and supporting details from read-aloud in complete s
 III-W-1:B-HI-4 Students will write an expository essay and informational reports that include a topic sentence, m
supporting details, using appropriate transitions, varied sentences structure and precise vocabular

III-W-1:B-HI-1 Students will write one or more narrative paragraphs based on imagined or real events that includ
sensory details, appropriate word choice and logical sequencing to develop the plot using transition
structure.
III-L-1(N):B-HI-3 Students will identify the meaning/usage of high frequency words and utilizing them in context.

Oral English/Conversation and Vocabulary & Reading

III-R-4:B-HI-3 Students will answer literal (i.e., Yes/No, who, what, where, when, why, which, and how) and/or pe
about text.

III-R-4:B-HI-4 Students will ask who, what, where, when, why, which, and how questions about text.

III-LS-1:B-HI-5 Students will respond to academic discussions by sharing one’s view on facts, ideas and /or events

III-LS-1:B-HI-6 Students will respond to comprehension questions by demonstrating relationships among facts, ide
the information to other relevant contexts using appropriate academic vocabulary (e.g., problem/s
compare/contrast, etc.).

Content Knowledge Objectives: ELA 2/11: Language Objectives (ELD) 2/11:

5.RL.2 Students will determine a theme of story “Those III-LS-1:B-HI-2: I will summarize main
Shoes” from details of the text. Students will include how ideas/concepts and supporting details from read-
characters in the story respond to challenges and write a aloud in complete sentences as I analyze
summary of the text. informative – literary text.

5.RI.5 Students will compare and contrast the overall
structure (e.g., chronology, comparison, cause/effect, and
problem/solution) of events, ideas, concepts, or information
of texts “The Breadwinner” & “The Shoes.
5.W.2 Students will write informative/explanatory texts to
examine a topic and convey ideas and information clearly
based on idea of needs and wants.
Students will introduce a topic clearly, provide a general
observation and focus, and group related information
logically as they analyze the idea of needs and wants.
III-W-1:B-HI-4: I will write an expository essay
and informational repots that include a topic
sentence, main ideas and relevant supporting
details, using appropriate transitions, varied
sentences structure and precise vocabulary.
III-W-1:B-HI-1: I will write one or more
narrative paragraphs based on imagined or real
events that includes characters, setting, sensory
details, appropriate word choice and logical
sequencing to develop the plot using transitional
words and varied sentence structure.

Students will link ideas within and across categories of
information using words, phrases, and clauses as they write
comparison of needs and wants of main characters in the
story.
Students will use precise language and domain-specific
vocabulary of the story to inform about or explain the idea
of needs and wants.
III-R-4:B-HI-4: I will ask who, what, where,
when, why,
which, and how questions about informative text.
III-LS-1:B-HI-5: I will respond to academic
discussions by sharing my view on facts, ideas and
/or events as I analyze informative text – literary
text.

Students will engage effectively in a range of collaborative
discussions as analyzing text “Those Shoes”.
Students will summarize a written text read aloud.
III-LS-1:B-HI-6: I will respond to comprehension
questions by demonstrating relationships among
facts, ideas or events and extending the
information to other relevant contexts using
appropriate academic vocabulary, such as
problem/solution, cause/effect &
compare/contrast as I will analyze informative –
literary text.

Vocabulary: 2/03-07/2020 Materials:

Fad – A current fashion, notion, or behavior that is followed Those Shoes picture book by Maribeth Boelts
by a large number of people
Social Studies notebook
Need – Requiring something because it is essential or
necessary Pencil

Want – Having a desire or wish to possess or do something

Wednesday, February 11, 2020 (11:50am - ¡2:50pm)

Before the read-aloud students will be presented the vocabulary words. Students will write the vocabulary
words and their definitions in their social studies notebook. As a class we will discuss the meaning of fad
and the variety examples witnessed. Students will discuss the difference between needs and wants.

After a class discussion student will be given a few minutes to draw a T chart titles Needs Vs. Wants in
which they will be given time to write their personal needs and wants.

During the read-aloud students will be asked questions. Students will answer the questions in their
notebooks or through think-pair-share moments.

After the reading students will create the following chart:

Jeremy Parvana _______

Needs

Wants

Students will compare the needs and wants of the main character to those of Parvana from the
Breadwinner book. (Must have 3 items in each box).

Following the chart students will be given a shoe print out where they will write their needs v. wants on
one side and thier personal reaction on the other.