Teaching Strategy #4

Group One
Jessica Rupersburg
Amelia Jackson
Jenna Belloli
Adrianne Bronikowski
Kyera McClinic
Topic: Reading
Grade Level: 5th Grade
Brief description: Students will read for comprehension and make connections to the world,
themselves, as well as other texts they have read. Students will have the opportunity to read for
enjoyment and to make connections with the world around them.
Objectives:
Students will be able to summarize a story and tell different themes using details from the text.
Students will be able to describe how a series of chapters provide structure for the story.
Core Curriculum State Standard(s):
CCSS.ELA.RL.5.2 Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
CCSS.ELA.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide
the overall structure of a particular story, drama, or poem.
Time Needed: 6 weeks

Materials:
Book: Wonder by R.J. Palacio
Literature circle materials: Job descriptions, and a folder with work for each chapter.
Dictionary
Pencil
Vocabulary sheet
Summary sheet
Mentor Text: Wonder by R.J. Palacio. This is a good text to show how kids are self-conscious,
but their real worth is through what a person is like on the inside. Students may be able to relate
to their own personal insecurities.

Procedures:
To:
1. Introduce the book and literature circle jobs.
2. Read the first couple chapters as a class, model each literature circle job during the reading.
3. Assign students to jobs.The job positions are the following: summarizer, vocabulary finder,
question writer, and story mapper.
With:
4. Read the story aloud for the days reading.
5. Have students start on their jobs for the days reading in their groups. Make sure they
understand what they are doing as they review the text that was read for the day.
6. Sit with each group to supervise and help students wherever they may need it.
By:
7. Have students rotate jobs, and give them a worksheet to fill out based on assigned duties.
8. Have students read aloud in their assigned groups. Within their groups, each student reads a page
for the days assigned reading.
9. Students perform their literacy circle jobs and they will write their responses on the group
section response sheet.
10. The class comes together to discuss the lesson learned from the assigned reading of the day.
Assessment:
1. Students will decide and explain what kind of graphic organizer they should use for that days
reading like a character map, a venn diagram, story elements map, or some other graphic
organizer.
2. Create a Matchbook for chapter summaries. Students will use a manila filing folder to create a
cover. On the inside of the index cards, they will fold it in half, and glue it to the inside of the
folder. On the outside of the index cards, they will color a picture to go with the chapter. Lastly,
students will write a brief summary of the section inside the flap.
3. Have students create a poster, with an inspirational quote from the story. Have them illustrate a
picture of one of the main characters. Have the students present their poster, and tell why that
part of the story stood out to them.