Good pet bad pet by elizabeth schleichert

Modified ELA Lesson Plan

2

GCU College of Education

LESSON PLAN TEMPLATE

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

5th Grade

01/22/2021

ELA

Main Idea and Supporting Details

I. Planning

Lesson summary and focus:

We will read the “Good Pet, Bad Pet” article by Elizabeth Schleichert. After reading the intriguing article that all students can relate to, whether they like pets or have one, the children will summarize the text and identify key details in the story. The article depicts the pros and cons of having a pet.

Classroom and student factors:

There are nine 5th grade children with IEP who are reading levels 2 -3 years below grade level. The classroom comprises of nine students total with a deficit in reading, eight boys and one girl.

National / State Learning Standards:

CCSS.ELA-Literacy.RI5.2 :The students will be able to identify and describe two or more main ideas of a reading with supporting reference.

Specific learning target(s) / objectives:

· Students will be able to identify the bad and good qualities of a pet.

· Students will be able to identify at least two main ideas and have supporting details that back up their findings.

Teaching notes:

· Revise the previous reading with the student and motivate the student before the class with all the exciting ideas in the text.

Agenda:

Intro: 5 minutes

· Here the teacher will access prior knowledge and ask by building on what they know about pets.

Lesson: 45 minutes

· Then we will discuss what is considered a bad and good pet by introducing pictures

· The teacher will go over vocabulary words

· Read the story as an audiobook

· Definition of the main idea will be explained, and as a class, we will find the main idea.

· Then we will, as a class, find a detail that supports the main idea, and then the children will find the rest of the supporting details in groups.

Closing: 10 minutes

· Share their finding with the class.

Assignment:

· Use the information from the graphic organizer and write the main idea along with details from the story that support it in a paragraph of 4 to 5 sentences individually.

Formative assessment:

· Give children worksheet to complete in their various groups and allow the group to write a 4-5 sentences about the text.

Academic Language:

Key vocabulary:

“Good”

“Bad”

“Time”

“Space”

“Spend”

“Money”

Function:

Before playing the assistive technology (audiobook), the vocabulary words will be introduced with a simple definition along with a p icture.

Form:

Collaborate with students to fill out some of the worksheets to use as a reference and have the children complete the rest in groups.it. teacher must model how to find the main idea from the text and one detail that support that main idea.

Instructional Materials, Equipment, and Technology:

The Good pet Bad pet Article, audiobook, worksheet, Smart board and communication device.

Grouping:

Whole Group: The beginning of the lesson and the end of the lesson.

Small Groups: completing the main idea worksheet

Individualized work: writing a paragraph of 4-5 sentences

II. Instruction

A. Opening

Prior knowledge connection:

The teacher will ask the students and if the student have a pet at home, and the students explain why they think their pet is a good pet to have.

Anticipatory Set:

Teacher will create a worksheet that is differentiated for the learners the classroom and add lines in the boxes to support the children writing.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

-I will access prior knowledge by asking the following questions

1. Who has pets?

2. What kind of pet do you have?

3. Why is this a good pet to have?

-Then the teacher will then post pictures of animals that are not suitable pets like a cheetah, a donkey, a horse and ask the students questions about whether they feel these animals would make good or bad pets and why.

-Read the story as an audiobook as a whole group.

-After reading the story, the teacher will explain the definition of the main idea, which is what the author wants us to learn about the story.

- Then the teacher will explain that they will complete a graphic organizer based on the main idea together. I will put it on the smartboard, and they will write it down.

-I will model how to find one detail that supports the main idea of the story. Then they will have to find the other two on their own by filling out a worksheet.

- After reading the story, the teacher will explain the definition of the main idea.

-I will model how to find details that support the main idea of the story.

The children will answer the following questions:

1. Who has pets in the house?

2. What kind of pet do you have at home?

3. Why do you describe your pet as a good pet to have?

Children will observe picture cards with animals that are not seen as pets and explain why they think that is difficult to use as pet.

The children will find the main idea in the reading and support that idea with details.

Students will fill out the rest of the worksheet by adding other details to support that main idea in the text.

Students will work independently to write a paragraph using the main idea.

1. Students can answer the intro questions by using their communication devices

2. Students will be provided with lines in the boxes of the main idea chart to help the students stay on track with their writing

3. Reading the book as a class using an audiobook

4. Having students get into groups for peer support and having teachers model parts of the lesson first so that they are equipped to find the main idea and supporting details on their own.

III. ASSESSMENT

Summative Assessment:

The summative assessment will be the paragraph that the students wrote with the help of the worksheet. The worksheet guides them to write a well thought out paragraph.

Differentiation:

Provide the children with a worksheet to write the paragraph on the main idea and supporting details of the text.

Closure:

The children will discuss with their group get feedback from the educator.

Homework:

The passage and multiple-choice questions that ask the children about the main idea of the text.

Rationale

A successful teacher is the one who is aware of the needs of all the students in his/her classroom. Students needs can be met through the differentiation of instruction and the introduction of assistive technologies that help students succeed. Students who need more assistance can still be assessed formally and informally.

For my lesson, my instructional choices include a whole group reading using an audio device where students can be engaged and build a love for books. With audiobooks, students do not have to feel the pressure of decoding words, which seems to be the issue for many of the students in this 5th-grade classroom. They can still be apart of the class and grasp the content without having to feel bad about what they are not able to do.

Another instructional choice was the idea of modeling for students. Students can comprehend things better when they are being walked through the process. In my lesson, the teacher models how to find one main idea and detail that supports that idea. Then the student will fill out a worksheet and complete it by adding to more supporting details in groups of 2 to 4 students. Once the students are done, the students will present to the class. This is a great opportunity for the teacher to give feedback on the details the students choose. Students who still struggle with finding these items from informational texts can gain knowledge from their peer and build communication skills.

Adding students in groups is a great way to informally assess students in order to figure out future groups or to see if the teacher would have to reteach a lesson. The formal assessment in my lesson plan would be the completion of a paragraph that they can use the main idea worksheet for. The paragraph is an on-grade level activity to do and is doable due to the supports given to the students. As for the summative assessment, I will have the students come up with the main idea and supporting details about a text that interests them. By introducing texts that interest the students in this classroom, the students will be motivated to showcase what they learned.