UNLV Student: Reina Claus PSMT Name:

Lesson Plan Title: Comprehension Lesson Plan Topic: Reading

Mini Lesson

Date: March 22, 2017 Estimated Time: 55 Minutes

Grade Level: 5th School Site: Somerset Stephanie

1. State Standard(s):

CCSS.ELA-LITERACY.5.RL.3: Compare and contrast two or more characters, settings, or

events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

CCSS.ELA-LITERACY.5.RF.3: Know and apply grade-level phonics and word analysis skills
in decoding words.

CCSS.ELA-LITERACY.5.RF.4: Read with sufficient accuracy and fluency to support

comprehension.

CCSS.ELA-LITERACY.5.RL.10: Read and comprehend complex literary and informational

texts independently and proficiently.

2. Teaching Model(s): Whole group, individual and partner work.

3. Objective(s): Students will be able to discuss specific elements of the weekly genre, expository
text; students will be able to read the weekly Literature Anthology story and be able to ask and
answer questions with text evidence, compare and contrast and use context clues.

4. Materials and Resources: Smartboard, Literature Anthology textbook.

5. Instructional Procedures:

a. Motivation/Engagement: TW begin this lesson by displaying the weeks essential question

What changes in the environment affect living things? TW ask students if they have anything to
add to our class graphic organizer based upon stories we have read thus far in the week. TW
review skills and strategies that have been covered Monday and Tuesday including
 the qualities of an expository text, how to compare and contrast, how to use context clues and
the benefit of asking and answering questions while reading. (15 minutes)

b. Development Activities or Learning Experience: TW display the Literature Anthology

story for the week Global Warming while students follow along in their copy of the text and
popcorn read. TW start the story and then select the next reader. TW stop to ask questions
every few paragraphs that are checking for understanding, comprehension, as well as practicing
this weeks skills and strategies throughout the story. Questions will include turn and talk to a
partner, individual thinking and whole group discussion. (30 minutes).

c. Closure: SW complete a worksheet that checks for comprehension understanding of

the read text. (10 minutes).

d. Extension: Students who finish early will be asked to complete unfinished centers that
were introduced earlier in the week or read a book of their choice.

6. Accommodations, Modifications and Differentiation for Diverse Learners: Students

who are struggling will be given comprehension homework packets for extra practice on this
necessary skill. Comprehension packets consist of a reading passage with corresponding
comprehension questions. In addition, small groups will be pulled to read through leveled
readers with comprehension questions later in the week.

7. Assessment and Evaluation of Learning:

a. Formative: TW make note of students participating in popcorn read and those that are
following along as well as through the responses to questions asked throughout the weekly
story.

b. Summative: At the end of the week, SW take a weekly assessment on these skills and
strategies as well as the phonics pattern and vocabulary words and comprehension questions
specifically related to reading passages.

8. Homework Assignment: Weekly comprehension homework packets are sent home on

Thursdays for those students who need the extra practice. These consists of a reading passage
with specific comprehension questions, both multiple choice and short answer questions.

9. Reflection:

a. Strengths

b. Concerns

c. Insights