1. Text: How are Living Things Grouped?

Harcourt School Publishers

2006

5th Grade

2. Readability:

# of Syllables # of Sentences Readability

Beginning Page # 68 144 8.4 Seventh Grade
Middle Page # 70 170 9.7 Eleventh
Ending Page # 72 170 8.5 Tenth
Averages 161 8.7 Ninth Grade

A. Samples were taken beginning with the first word of my lesson, starting on page 68.
I then took a sample beginning under the heading Smaller Groups on page 70, this
was roughly midway through the lesson. My final sample came from page 72 and
ended only a few words before the ending of the text.
B. Prior knowledge would play a large role in the readability of this lesson. The
understanding of vocabulary words such as characteristic and classification would
make the reading easier to comprehend. These words in particular, especially when
repeated add several syllables to the overall amount, therefor increasing the
readability a great deal. In addition the use of illustrations and organizers
throughout the lesson help to make the readability level easier than when the text is
considered by itself.
C. The use of visuals help to make the readability easier than indicated above. In
addition, the repetition of words and concepts repeatedly increase the readability
grade level of the lesson, however when looked at outside of the Fry Formula, these
things actually make the reading easier.
D. Building of background knowledge and ensuring that all students are familiar with
the words presented in the lesson will help my students read the lesson easier. In
addition a discussion of the tables and charts before reading will help the children to
have some prior knowledge of what is being discussed, therefor making the
readability of the lesson easier for the students.
3. Objectives:
Knowledge- Students will correctly label a reproduction of the chart on page 70,
showing the different stages of classification, with fewer than two mistakes.
i. Language Arts/Reading- 5.1. Quote accurately from a text when explaining
what the text says explicitly and when drawing inferences from the text.
ii. Science- 5.4.1. Report data using tables, line, bar, trend, and/or simple circle
graphs.
 Comprehension-Students will describe the lesson in their own words, using at least
one of the vocabulary words from the lesson, in the correct context in their journals.
i. Language Arts/Reading- 5.1 quote accurately from a text when explaining
what the text says explicitly and when drawing inferences from the text.
ii. Science- 4.3. Living organisms may be grouped by various characteristics or
the environment in which they live. (e.g., habitats, anatomy, behaviors.)
Application- Students will classify 10 objects, provided by the teacher, into the
smallest groups possible. They will do this in groups of 3 and describe in their own
words the qualities of each group.
i. Language Arts/Reading- 5.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in the text.
ii. Science- 5.2.1 Classify a set of objects, organisms, and/or events using no
more than three observable properties.

Analysis- Students will independently classify pictures on a worksheet into one of

the 5 Kingdoms, using the information presented on page 69 with 12 out of 15
correctly categorized.
i. Language Arts/Reading- 5.4 Determine the meaning of general academic
and domain-specific words and phrases in a text relevant to a grade 5 topic
or subject area.
ii. Science- 5.2.1 Classify a set of objects, organisms, and/or events using no
more than there observable properties.
E. Synthesis- Students will develop their own mnemonic for remembering the
different stages of classification and orally explain it to the class, in addition to the
importance of a classification system. This should be done with 100% accuracy, in
regards to the mnemonic.
i. Language Arts/Reading- 5.3 explain the relationships or interactions
between two or more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in the text.
iii. Science- 5.5.1 Use different ways to investigate questions and evaluate
materials.
F. Evaluation- Students will assess the importance of a classification system and create
three possible problems that would arise if such a system were not in place. These
ideas should be recorded into their science journals.
i. Language Arts/Reading- 5.5 Compare and contrast the overall structure
(e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information.
ii. Science- 4.4.3 Make predictions based on patterns

Prereading Strategies
4. I would use an activity to develop some background concepts of organization for this lesson.
In the activity the students will be asked to take off one shoe off and then group all of the
like shoes together. Ex. (Tennis shoes and Sandals.) they would then be asked to make
 smaller groups within the larger ones, (ex. Tennis shoes with strings and ones without.) This
process would continue until each shoe had a specific place. This activity would introduce
students to a classification system that builds upon itself, just as the one we are studying in
the lesson. We would also read All Bennys Animals and memorize the poem Many
Creatures in order to introduce the different vocabulary and means of classification.
5. Vocabulary Words:
Classification
Kingdom
Species
Organisms
Characteristic

I would use the prior knowledge and the literature to introduce the vocabulary words.
An oral discussion would also take place, in which I asked students to tell me what they
thought the words meant, followed by myself giving the actual meaning of each. The
power point would also give knowledge and reinforcement in learning the vocabulary
words. While I would like to be able to use flash cards, and/or Concrete examples, these
words are more abstract, and therefore these strategies would be minimally effective.

6. I would assess the students knowledge of vocabulary words by asking them to give
examples of the Vocabulary words. Ex. (Classification= What we did with the shoes,
Kingdom= A group that things are organized into, Characteristic= I have brown hair.

I chose this strategy because it requires a deep understanding of the Vocab word to be able
to provide a unique example. In addition, examples can be given no matter what the
students background, so for ELL students they can think of things in their native schemata
and still meet the requirements.

If students were unable to give examples I would provide examples and place them with the
correct vocabulary word, and then provide another example which the students would have
to place correctly. I would also use the book Classification of Animals to help reinforce the
meanings.

During Reading Strategies:

7. I would use the trade books and Power point before reading and then present the lesson. I
would then have students write in their journals what they predict the lesson will be about,
judging from the Power Point and literature introduced so far. I would then have students
read the lesson popcorn style, stopping after each section and asking students to identify
the main idea of the section that was just read, once the main idea was correctly identified, I
would ask another student to give 1 supporting detail and continue this process up to 3
supporting details for each small section throughout the lesson. We would also stop and
have an oral discussion as a class regarding all of the charts and illustrations, and what they
add to the text throughout the reading.
 Post Reading Strategies:
8. After we were finish reading I would ask students to write down three characteristics that
could be used to classify the students in the class. Ex. (gender, age, hair and eye color, shoe
size, wearing pink/blue/yellow etc.) We would then proceed to act out the exercise while
using and reviewing the knowledge gained throughout the lesson. We would also create our
own mnemonics to memorize the order of classification and write these down on a
Language Experience Chart which would be posted in the room.

I chose these Strategies because they allow students to get involved and have their own say,
rather than the entire lesson being teacher led. By creating the mnemonic, the students will
be more likely to remember it for future use. The LEA chart will also help to reinforce what
we have learned.

9. Assessment:
Knowledge- Worksheet (provided at the end of lesson plan)
Comprehension- I will grade the Journals, using a rubric. The rubric will address the
use of at least one vocabulary word in the correct context, as well as an overall
understanding of the material.
Application- I will use observation to assess the students for this objective. I will
keep notes of the students and use these to determine if I need to clarify anything
for certain students.
Analysis- Worksheet (provided at the end of lesson plan) Students should complete
this with the accuracy presented in the objective.
Synthesis- Mnemonic will be used for assessment. Students should demonstrate
100% accuracy presenting the mnemonic. Ex. Students should have Kingdom listed
first Phylum second and so on
Evaluation- I will grade the journals and check for clarity of understanding. At least 2
of the 3 problems that the students listed should accurately demonstrate a
knowledge of the materials in the lesson.

Additional Requirements:

10. In the teachers addition, it directs teachers to have students write a paragraph explaining
how a grasshopper, a turtle, an elephant, a dog, and a polar bear could be classified into
one, two, three, four, or five groups. I promoted writing throughout the lesson when I had
students write in their journals. I also promoted it when we did the LEA chart during our
post reading strategies.
11. The strategies I have chosen promote diverse students in the following ways:
Students below reading level: I will read most of the literature books to the class,
therefore preventing any miscommunications due to lack of reading skills. I will also
have the book Fur and Feathers available in the literature center for reading and
reviewing, this book is intended for grades 2-5 so its readability would be more
appropriate for those reading below grade level.
Students above reading Level: because the readability of the overall lesson is above
the intended grade level, those students who are reading above grade level should
 not get bored with the text. In addition, exercises such as the creation of the
mnemonic will challenge students.
Special Needs: Ell students will be able to draw from their past schemata to answer
questions and do worksheets, because things are classified no matter what the
language is. In addition, copies of a few of the integrated literature will be available
in the Ell students native language. Students with special needs will be required to
meet objectives with less accuracy than those without.

12. Literature was used in both my pre reading and post reading strategies. I would also have all
of the books related to my lesson displayed and available to all students.
13.
The Animal Book: Non-fiction
Published by DK Publishing on August 19, 2013
Reading level for ages eight and up
Lets Classify Animals: Non-fiction
Published by Rourke Pub Group on August 1, 2011
Reading level for ages 10-12
Many Creatures: A poem/song about animals: Poetry
By: Laura Prudie Salas
Illustrated by: Sergio De Giorgi
Published on January 1, 2010
Reading level 6 and up
All Bennys Animals: fiction
Published by Harper & Row in June 1966
Reading level age 7 and up
Classification of Animals: non-fiction
Published by Sci-Hi on June 14, 2009
Reading for grade level 4th & 5th
Fur and Feathers: Fiction
By Janet Halfmann
Illustrated by Laurie Allen Klein
Published by Sylvan Dell Publishing on August 10, 2010
Reading level for grades 3rd 5th
14. Visual Organizer- Attached at the end of the lesson plan
15. Power Point- Attached at the end of lesson plan
 VISUAL ORGANIZER

Classifyiing Living Things

Vocabulary
Shoes Activity
Words

Reading of
Lesson
Reading of
Literature
Post Reading
Activites
Class discussion

Review of charts
Vocabulary
and During
Worksheets
Reading Activites
Journals &
Assesment