Daily Lesson Plan

Name: Madison Miller Date: March 21st, 2024

Subject: Language Arts Topic: Comprehension
Grade: 5th Length of Lesson: 30 mins.

The Big Idea:

What is an example of a relationship in informative text?

Domain: Reading

Cluster: Key Ideas and Details

Standard: ELA.5.6
Using an informational text, explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific information in
the text.

Specific Objective: The student will determine the relationship between two characters with 100%
accuracy, as measured by an exit ticket.

Method(s): This lesson involves different strategies of visual, auditory, and kinesthetic learning
modalities. For visuals, the whiteboard will be used to show examples. Auditory modalities are
demonstrated through class discussions, questions, and read aloud questions from the worksheet.
Kinesthetic learning involves hands-on activities.

Materials/Equipment/Technology/Community Resources:

 Whiteboard
 Marker
 Pencils
 Bears - Explaining Relationships Worksheet
 “Separate But Equal No More” - Explaining Relationships Worksheet
 Exit Ticket

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

*This portion of the lesson is delivered in front of the class.

Explain to students: Today, we are reviewing relationships in informative texts. The type of relationship
that I want to focus on is events. Explain to students: The events in the text are the things that happened.
If we were reading a historical text, these events would be key moments during that time in history. Or if
we were reading a scientific text, the events might be the steps a scientist took in an experiment. Ask
students: Put a thumbs up if you understand. Put a thumbs down if you do not understand.

Guided Practice:
*This portion of the lesson is delivered in front of the class.

Explain to students: As a class, I want us to look at how we can describe relationships from the text.
*Pass out Bears - Explaining Relationships Worksheet. Explain to students: Let’s read about different
species of bears. *Call on students to read each paragraph. *Once the paragraphs are read, work on
Questions #1 with students. *When answering questions, have students underline the relationship of the
different bear species, such as how they are alike and different. Ask students: Put a thumbs up if you
understand what to do. Put a thumbs down if you do not understand what to do.

Independent Practice:
*This portion of the lesson is delivered in front of the class.

Explain to students: With a partner, you are going to complete this worksheet. *Pass out “Separate But
Equal No More” - Explaining Relationships Worksheet. Explain to students: I want you to first read the
passage, then you will answer the question. Also, I want you to underline the relationship between the
five court cases. Ask students: Put a thumbs up if you understand what to do. Put a thumbs down if you do
not understand what to do.

Differentiation: (You need to address in your differentiation of the lesson how you will meet the
needs of the 3 Tiers. Be specific!)

Tier 1 Learners: For Tier 1 learners, the lesson is designed to benefit visual, auditory, and kinesthetic
learners. For visual learners, the whiteboard will be used to show examples. Auditory learners will be
guided with questions, explanations, and discussions. Kinesthetic learners will have hands-on activities.
Tier 2 Learners: For Tier 2 learners, students can be placed into smaller groups (2 to 5) to receive the
same instruction used in Tier 1. Students are to receive the same instructional materials and methods that
are also to be used for Tier 1 instruction, with more teacher-student interaction that provides specific
corrective feedback. Students can read the directions.
Tier 3 Learners: For Tier 3 learners, this could include individual interventions that are evidence-based
strategies that meet the needs of each student. A smaller group size (2 to 3) should also be considered.
Students can have the directions/questions read aloud.

Evaluation/Assessment:

Formative: Students will be assessed by their participation in class, more specifically, how they respond
to the thumbs up/thumbs down strategy when prompted. The students will fill out an exit ticket at the end
of class. Once students have completed their ticket, I will collect and then sort them into different piles.
This will measure how many students understood the topic and those who did not.

Wrap-Up (Lesson Closure) /Concluding Activity

Review the concepts with the students and before the period ends, students will either: (1) fill out an exit
slip; or (2) orally dictate their responses.
Exit Ticket:

Name: _____________________________________

Exit Ticket

Read the paragraph. Circle the relationship between Charles Darwin and
Russel Wallace.

Darwin published a collaborative report on evolution in 1858 with another

naturalist, Alfred Russel Wallace, who had made similar observations as
Darwin. Darwin’s famous book, The Origin of Species by Natural Selection was
published in 1859. Before the publication of Darwin’s book, people believed
that every species on earth had always been there and had never changed in
form. But Darwin showed that all living creatures on earth are descended from
common ancestors and are still evolving today.