Daily Lesson Plan

Name: Madison Miller Date: February 22nd, 2024

Subject: Language Arts Topic: Reading with Vocab.
Grade: 5th Length of Lesson: 1hr. & 15 min.

The Big Idea:

What can people do to bring about a positive change?

Domain: Reading

Cluster: Key Idea and Details

Standard: ELA.5.6
Using an informational text, 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.

Specific Objective: The student will be able to draw conclusions from the character’s actions
with 66% accuracy, as measured by an exit ticket.

Method(s): This lesson involves different strategies of visual, auditory, and kinesthetic learning
modalities. For visuals, the textbook will be used for the story. Auditory modalities are demonstrated
through a read aloud, class discussions, and questions. Kinesthetic learning involves hands-on activities.

Materials/Equipment/Technology/Community Resources:

- Wonders Reading Textbook

- YouTube
- Pencil
- Paper

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

*This portion of the lesson is delivered in front of the class.

Explain to students: We are going to read “Rosa.” Turn to page 262. Ask students: Raise your hand if you
know who Rosa Parks is? *Call on students to answer. Ask students: What is significant about Rosa
Parks? *Call on students to answer. Explain to students: The genre of this story is biography. Ask
students: What is a biography? *Call on students to answer. Explain to students: A biography is about a
person’s life. Ask students: What is the difference between an autobiography and biography? *Call on
students to answer. Explain to students: Let’s look at the essential question. *Call on a student to read the
question. Ask students: What can people do to bring about a positive change? *Call on students to answer.
Explain to students: We are going to listen to this story and I want everyone to follow along with the text.

Guided Practice:
*This portion of the lesson is delivered in front of the class.

*After the reading ask students the following questions:

- Why would Mrs. Parks’s actions lead the bus driver to call the police?
- How did the community respond to Mrs. Parks’s arrest?
- How does the author feel about the citizens’ actions?

*Students can share their answers with the whole class.

Independent Practice:
*This portion of the lesson is delivered in front of the class.

Explain to students: On page 279, I want you to answer the questions.

The questions:
- How does Nikki Giovanni use figurative language to help you understand the theme, or message,
of this selection?
- Talk about what Rosa and others in the community did to bring about positive change.
- Why is it important for people to stand up for what they believe to be right?

Differentiation: (You need to address in your differentiation of the lesson how you will meet the
needs of the 3 Tiers. Be specific!)

Tier 1 Learners: For Tier 1 learners, the lesson is designed to benefit visual, auditory, and kinesthetic
learners. For visual learners, students will be shown images. Auditory learners will be guided with
questions, explanations, and discussions. Kinesthetic learners will have hands-on activities.

Tier 2 Learners: For Tier 2 learners, students can be placed into smaller groups (2 to 5) to receive the
same instruction used in Tier 1. Students are to receive the same instructional materials and methods
that are also to be used for Tier 1 instruction, with more teacher-student interaction that provides specific
corrective feedback. Students can also repeat directions.

Tier 3 Learners: For Tier 3 learners, this could include individual interventions that are evidence-based
strategies that meet the needs of each student. A smaller group size (2 to 3) should also be considered.

Evaluation/Assessment:
Formative: This lesson uses directed questioning, with random students being selected to answer.
Classroom discussions are also available throughout the lesson, as a way to provide explanations for all
students. Students will be assessed by their participation in class, more specifically, how they respond to
the thumbs up/thumbs down strategy when prompted. Lastly, students will complete an exit ticket at the
end of class.

Summative: Students will take a vocabulary/reading test next Friday.

Wrap-Up(Lesson Closure) /Concluding Activity:

*Review the questions from the story.

Ask students: Why would Mrs. Parks’s actions lead the bus driver to call the police? *Call on students to
answer. Ask students: How did the community respond to Mrs. Parks’s arrest? *Call on students to
answer. Ask students: How does the author feel about the citizens’ actions? *Call on students to answer.
Explain to students: Now, I want you to complete an exit ticket before the end of class. You have to do
this on your own.

Name:________________________________

Exit Ticket
1.) When the bus driver told Rosa to leave her seat and go to the crowded black section, what
did she do?
a) She moved to the black section.
b) She moved to the neutral section.
c) She moved to the white section.

2.) When Rosa sighed as she realized she was tired, what was she tired from?
a) Having to stand all day on the bus
b) Work
c) Seperate and not equal treatment.

3.) After Dr. Robinson heard about Rosa's arrest, what did she do?
a) She had women meet her at the college and make posters to boycott riding the bus.
b) She called the police station and paid the bail money.
c) She couldn’t do anything about it.