Lesson Plan

Teacher: Islam Nasr Grade: 5 Date: 11/12/2013

Period:
Subject: Reading Unit:3 Lesson: Being
CCSS RL.5.7-RL.5.10 - L.5.5a Resourceful
Learning objectives: Material and resources:
By the end of the lesson, students will be able to: - Reading & Writing Workshop
- Determine the meaning of words and Book
phrases figurative language such as - Whiteboard.
metaphors and similes. - Graphic Organizers
- Identify the kid of story: Fantasy - You Turn Practice Book.
- Determine a theme of a story

(Lead in) (3 min.)

Share with students the following characteristics of a fantasy.
- A Fantasy usually takes place in made-up or magical settings.
- A Fantasy has characters that are impossible to exist in real life.
- A Fantasy contains sensory language and Personification.

(Activities) New
Genre: Fantasy Vocabulary
- Select the genre mini-lesson.
- Use “Survivaland” to model how to identify the characteristics
of a fantasy. Click through the mini-lesson or use the tools to
model identifying the fantasy characteristics.
- After modeling, go to the Your Turn section of the mini-
lesson.
- Ask partners to list five details in “Survivaland” that show it is
a fantasy.
- Call volunteers to the whiteboard to point out the details they
found.
- Have students compare what they wrote to the volunteers’
responses.
- Or you can choose to assign the Your Turn for independent
practice or a computer center activity with a partner.

- Your Turn: Answer

These are examples of fantasy:
- they were back in Raul’s game room
- All the mud was gone
 - the electric blue sky had become four white walls
- Why it could not happen in real life
- People can’t be transported from an island to a game room
- Mud does not disappear instantly
- Blue sky can’t become four white walls
Vocabulary Strategy
Context Clues
- Select the vocabulary strategy mini-lesson.
- Use page 181 of “Survivaland” to model using context clues to
determine the meaning of the word immobile. Click through
the mini-lesson or use the tools to point out and discuss the
context clues.
- Have partners use comparisons as context clues to determine
the meanings of the words listed in the Your Turn activity.
Have students record their responses at their desks.
- Then call volunteers to the whiteboard to discuss the meanings
of the words.
- Have students compare what they wrote to the volunteers’
responses.
- Or you can choose to assign the Your Turn for independent
practice or a computer center activity with a partner.

- Your Turn: Answers

The word
ascends is being contrasted with the word “sets” and compared
to the word “rising”. Ascends means “rises.”
- The word
hovering is the opposite of “fly down and land” and the word
“above” is used to describe the action, so it must mean “flying
in one place above something.”
- The word
perplexed is being compared to “confused” and it is being
contrasted with the word “knew.” Perplexed means “to now
know or be confused.”
-

Evidence of learning Reflection

(assessment)  Having the students to summarize what
 Guided Practice they understood. (5 min)
 Independent Practice
through encouraging them to
work in groups.
Home Work