Daily Lesson Objective



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Date19.05.2016
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Grade Level/Content Area: Grade 5/English

Unit of Study: Eight

Day # 2

Lesson 2 of 5



Name: Elizabeth Dotson-Shupe

School Division: Wise County


Daily Lesson Objective:

By the end of the lesson the student will be able to complete the vocabulary activity with an accuracy of 80%. The student will successfully write a letter about an assigned topic.


Standards to be addressed:
5.4 The student will expand vocabulary when reading.

d) Identify an author’s use of figurative language.

e) Use dictionary, glossary, thesaurus, and other word-reference materials.

To be successful with this standard, students are expected to



  • identify when an author uses language figuratively.

  • use word references and context clues to determine which meaning is appropriate in a given situation.

  • identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.

i) Draw conclusions and make inferences from text.

k) Make, confirm, or revise predictions.

To be successful with this standard, students are expected to


  • draw conclusions/make inferences from text.

  • make, confirm, or revise predictions.

5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.



  • c) Organize information to convey a central idea.

  • d) Write a clear topic sentence focusing on the main idea.

f) Use precise and descriptive vocabulary to create tone and voice.

h) Revise for clarity of content using specific vocabulary and information.

i) Include supporting details that elaborate the main idea.

To be successful with this standard, students are expected to



  • Create a concise topic sentence.

  • Focus on the main idea of the topic.

  • Choose vocabulary that is descriptive and specific.

  • Add supporting details that expand the main idea.



Warm-up:

Time: 2 to 3 minutes
Students will review with a partner the five vocabulary words from the previous day’s lesson.
Introduction/Instruction (Teacher Actions):

Time: 5 to 6 minutes
The teacher will review a short definition for each word. Ask for the correct part of speech as well. Remind students about the features of historical fiction, such as those found in the I Survived series.
Activity/Practice (Student Actions):

Time: 55 to 65 minutes

The students will take a vocabulary quiz on words one through five. Assist as needed.


The teacher will read aloud chapters four to eight. The students will participate in a class discussion about: What kind of man do you think Henry is? What does seceded mean? Discuss other important questions and thoughts from the book as well.
Students will listen to the teacher read aloud the first two pages from the section at the back of the back, Questions and Answers About the Civil War.
Think-Pair-Share: Pretend you are a soldier, from the North or the South. Write a letter home about life in the camp. Share with your partner. Then, volunteers can share with the class.
Closing:

Time: 5 minutes

Review the second set of five vocabulary words, including the part of speech, and let the students know they will have a quiz on the last five words on the following day.



Resources:
I Survived The Battle of Gettysburg, 1863 by Lauren Tarshis and journals.
Home Connection:
Students and families can research Harriet Tubman or the Battle of Gettysburg online.
http://www.harriettubmanbiography.com/

http://www.biography.com/people/harriet-tubman-9511430#synopsis NOTE: This site includes a three minute video.


http://www.civilwar.org/battlefields/gettysburg.html

http://www.history.com/topics/american-civil-war/battle-of-gettysburg NOTE: This site includes a three minute video.


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