Miss Gorda, Miss Brubakers Fifth Grade Class

Lesson Plans for Week of February 15th- February 19th, 2016 and February 22nd- February 26 th, 2016
Reading Comprehension Lessons for READ 590 Class

Day 1:

Day 2:

Day 3:

Date: February 18th, 2016

Date: February 23rd, 2016

Date: February 25th, 2016

Time: 8:35-9:50am

Time: 8:35-9:50am

Time: 8:35-9:50am

Topic: Interest Survey, Purpose of Writing

Summaries with Guided Notes, and Writing
Personal Summaries

Topic: Continuation of Writing Personal

Summaries, Reading of Nonfiction Text,
Guided and Independent Practice of Writing
Summaries with a Nonfiction Text

Topic: Continuation of Guided and

Independent Practice of Writing Summaries
with a Nonfiction Text, Introduction to
Writing Summaries with a Fiction Text

SOLS:
5.6: The student will read and demonstrate
comprehension of nonfiction texts.
a) Use text organizers, such as type, headings,
and graphics, to predict and categorize
information in both print and digital texts.
b) Use prior knowledge and build additional
background knowledge as context for new
learning.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction
texts.
l) Use reading strategies throughout the
reading process to monitor comprehension.

SOLS:
5.6: The student will read and demonstrate
comprehension of nonfiction texts.
a) Use text organizers, such as type, headings,
and graphics, to predict and categorize
information in both print and digital texts.
b) Use prior knowledge and build additional
background knowledge as context for new
learning.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction
texts.
l) Use reading strategies throughout the
reading process to monitor comprehension.

SOLS:
5.5: The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction, and poetry.
g) Identify main idea.
h) Summarize supporting details from text.
l) Use reading strategies throughout the
reading process to monitor comprehension.

5.7: The student will write for a variety of

purposes: to describe, to inform, to entertain,
to explain, and to persuade.
c) Organize information to convey a central
idea.
d) Write a clear topic sentence focusing on

5.7: The student will write for a variety of

purposes: to describe, to inform, to entertain,
to explain, and to persuade.
c) Organize information to convey a central
idea.
d) Write a clear topic sentence focusing on

5.7: The student will write for a variety of

purposes: to describe, to inform, to entertain,
to explain, and to persuade.
c) Organize information to convey a central
idea.
d) Write a clear topic sentence focusing on
the main idea.
i) Include supporting details that elaborate
the main idea.

i)

the main idea.

Include supporting details that elaborate
the main idea.

Obj: (SWBAT): The students will

understand the purpose of writing summaries
and will be taught and modeled strategies for
how to write summaries for nonfiction texts.
High Cognitive Skills: construct, organize,
proofread, design
Low Cognitive Skills: draw, write, discuss, ask
questions
Vocabulary: nonfiction, summary, retell, details,
main idea, topic sentence, interest, hobby,
survey
Before: Activate Prior Knowledge:
1) Complete an Interest Survey (approx.
30-40 minutes): T-shirt Activity that
Displays their Personal Interests
3) Use their prior knowledge of how to
write a summary for their personal
interest summary based off of their
Tshirt Activity after Guided Notes/ I
model my own personal summary and
tshirt, They will highlight their main
idea sentence in pink and their
supporting details in yellow. (approx. 20
minutes)

During: Practice New Skill:

2) Guided Notes on Strategies to Write
Summaries with Nonfiction Text and
Modeling of my Own Personal Summary
based off my own Tshirt Activity, to
show them what I am looking for, for

i)

the main idea.

Include supporting details that elaborate
the main idea.

Obj: (SWBAT): The students will understand

how to write nonfiction summaries through
independent and guided practice in small groups.

High Cognitive Skills: construct, organize,

proofread, design
Low Cognitive Skills: draw, write, discuss, ask
questions
Vocabulary: nonfiction, summary, retell, details,
main idea, topic sentence, interest, hobby,
survey
Before: Activate Prior Knowledge:
1) Students will work on/ finish up their
personal interest summary/tshirt
activity if need be
2) Read their Vomit Munchers story from
the Animal Grossology Nonfiction text
once with a partner and once by
themselves before they come to their
small group so that we can read it
together as we fill in our graphic
organizer.

During: Practice New Skill:

Guided Practice Reading Groups with 3 groups of
5 students and 1 group of 7 students for about
18-20 minutes for each group,
1) First, we are reading the entire story
once as a group. Students will then fill

Obj: (SWBAT): The students will understand

how to independently write a summary for
fiction texts by comparing and contrasting it to
their nonfiction text summaries.

High Cognitive Skills: construct, organize,

proofread, design
Low Cognitive Skills: draw, write, discuss, ask
questions
Vocabulary: fiction, summary, retell, details,
main idea, topic sentence

Before: Activate Prior Knowledge:

1) Work on /finish up their graphic
organizer and summary of Vomit
Munchers story in Animal Grossology
Nonfiction Text
2) Read the fiction story insert here
once with a partner and once on their
own before they meet with me in a
small group to read it once again
** Refer to handout to see questions that were
asked during the lesson, since we referred to
them in reading groups in order to guide them on
how to write their written summaries for their
(insert here) fiction text.

During: Practice New Skill:

their activity (approx. 20 minutes)

** Refer to handout to see questions that were
asked during the lesson
After: On Their Own: 4) Read Vomit
Munchers story in Animal Grossology Nonfiction
Text, 3 times for good comprehension practice:
Once as a Whole Group, Once with a Partner,
and Once on Own (last 10 minutes of the lesson,
if summary and survey are finished after we
have completed the notes in between them)
(most will have to start here tomorrow)
Nonfiction Text:
Branzei, Sylvia. (1996). Animal grossology.
Canada: Planet Dexter: Addison Wesley
Longman.

Assessment: Written Personal Summaries as a

pre-assessment to see what they know, and
Interest Survey to see what their interests are
as readers

Differentiation: Interest, Content

Students are able to choose what content to
include in their personal interest summary and
on their interest survey.
All Done Now What?? Begin Reading Vomit
Munchers story in the Animal Grossology
Nonfiction Text 3 times Once as a Whole
Group, Once with a Partner, and Once on Own

out their graphic organizer and

highlight the main idea in pink and their
supporting details in yellow along with
me for two sections of the story.
** Refer to handout to see questions that were
asked during the lesson, since we referred to
them in reading groups in order to guide them on
how to write their written summaries for the
Vomit Munchers Nonfiction text.
Groups:
1) Jermaine, Marjorie, Addi, Jenna,
Celeste
2) Giovany, Joshua, Keren, Jake, Heaven
3) Codi, Margaret, James, Brandon,
Nathaly, Farrah, Tristan
4) Conner, Allie, Elsie, Daniele, Sam

After: On Their Own: Students will complete a

graphic organizer (half with guided practice)
and then the other half of the reading
independently and then transfer their
information into a written summary of the Vomit
Munchers story in the Animal Grossology
Nonfiction text.

Assessment:
1) Graphic Organizer (oral check during
reading groups to make sure they grasp
how to find main ideas and supporting
details (at least 1 paragraph out of our
2 for practice correctly before they
can move on to independently working
on it) **practice with three paragraphs
in group if needed, two together as a

1)
2)
3)

4)

Read story once as whole group.

Model the purpose for fiction with
graphic organizer.
Do Guided Groups with Fiction Story,
model some of it with them with the
graphic organizer first before they
work on it independently
Finish their Graphic Organizer with
Fiction Story on their own

After: On Their Own:

Depending upon how much they have completed:
1) Finish Up Nonfiction Handout with
Vomit Munchers story from Animal
Grossology Nonfiction text
2) Read fiction story and practice with
handout and complete a graphic
organizer as they did for their
nonfiction text.
Fiction Text:
Assessment:
1) Graphic Organizer (oral check during
reading groups to make sure they grasp
how to find main ideas and supporting
details (at least 1 paragraph out of our
2 for practice correctly before they
can move on to independently working
on it
2) Then, Independent Practice on
remainder of text and Written
Summary of the Entire Text

2)

group, and 1 I monitor them doing

before independent practice
Then, Independent Practice on
remainder of text and Written
Summary of the Entire Text

Differentiation: Readiness, Process

Students are constructing their graphic
organizer for each paragraph and based upon
their previous knowledge of the purpose of the
summary and from their thought process when
constructing their own personal interest
summary in order to construct their summary
for the Vomit Munchers story in the Animal
Grossology Nonfiction text.
All Done Now What?? If students finish,
they will work on reading a fiction text once
with a partner and once on their own that has
been picked for them along with working on
writing a summary of that text with the same
graphic organizer from the previous day.

Differentiation: Readiness, Process

Students are constructing their graphic
organizer for each paragraph and based upon
their previous knowledge of the purpose of the
summary and from their thought process when
constructing their own personal interest
summary in order to construct their summary
for their fiction text.

All Done Now What?? Students will complete

any of the work they have not completed above
whether it be pertaining to their nonfiction or
fiction text and ask questions along the way.