Lesson Plan

Lesson Plan Information

Teacher: Stevie Darling

Title: 2019-2020 Semester 2 Observation
Grade: 5th
Subject: Reading
Topic: Reading Fluency - Expression
Ohio State Standard (CCSS):
● RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

Lesson Objectives

● When given a passage, students will be able to read with an expression score of 2 out of
3.

Required Materials

● Readers’ Theater Script (differentiated reading levels by character)

● Vocabulary cards (differentiated by ability to use context clues to determine meaning)
https://docs.google.com/presentation/d/1J7N7AShxOYvnUN5KJ0s8_uSWWa4wI-
6MO3FzxmrAQe0/edit
● Google Slides presentation for input and preteaching activity
https://docs.google.com/presentation/d/1J7N7AShxOYvnUN5KJ0s8_uSWWa4wI-
6MO3FzxmrAQe0/edit

Body MSTV

Input ● Turn and talk

● Students read objectives and agenda ● Call on all
● Expression definition and examples ● Add on
● Prediction Activity
● Introduce Vocabulary
● Preview lines

Model ● Scaffold
● I will model reading examples sentences using expression
● I will model reading lines from the theaters readers script

Guided Practice / Check for understanding ● Engaging

● Choral read a few lines with each student (all together to give student
practice and ensure all students understand how to use thinking
 expression) ● Avoid
● I will ask questions throughout reading regarding the mood of Judgement /
characters, tone of the passage and use of punctuation immediate and
● Quick write - What is the mood of the text and why do you think specific
that? Write a two sentence summary. feedback
● Students complete a self rating scale on their expression

Independent Practice
● Reading lines independently with expression ● Avoid
○ Stop students for specific and immediate feedback on Judgement /
their expression while reading immediate and
○ “You changed your voice when you read a different specific
character’s lines… Your tone is expressing that this feedback
character is scared.”

Assessment
● Self reflection and teacher fluency rating scale

Differentiated Instruction Strategies & Universal Design for Learning

● Students were assigned characters based off their reading level (early 5th, middle 5th,
end of 5th)
● Vocabulary cards (differentiated by ability to use context clues to determine meaning)
○ Context clues using pictures task cards with fill in the blank
○ Context clues using sentences task cards with short answer responses