Week 10 Assignment 4

Candidate’s Name: Michael Ambrogio

Grade Level: 5

Title of the lesson: Thoughts on Paper

Length of the lesson: 45 mins

Central focus of the lesson: ·       Respond to a text by analyzing an author’s viewpoint Key Questions: ·       Why do we think that journal writing is so important? What can personal experiences can we use to influence our writing?

Knowledge of students to inform teaching: Students have collaborated to brainstorm ideas and thoughts. Students have knowledge of citing evidence.

Common Core State Standards: ·       CCSS.ELA-Literacy.W.5.1 o   Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ·       CCSS.ELA-Literacy.W.5.1.a o   Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. ·       CCSS.ELA-Literacy.W.5.1.d o   Provide a concluding statement or section related to the opinion presented. ·       CCSS.ELA-Literacy.W.5.4 o   Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Support literacy development through language: Interpret the author’s viewpoint in “Lewis and Clark” Have collaborative discussions to support the writing and text. Students use text-talk language such as: “I think, the author thinks, and the text says”…… Vocabulary: ·       General academic terms: author’s viewpoint, text evidence, analyze ·       Content specific: explore, viewpoint Sentence Level: ·       Sentence structure, transitions/connectives, complex verb tenses Discourse: ·       Text structure, message, conversation, discussion with reading partners.

Learning objectives: ·       Students will work together to establish a definition for: main idea, viewpoint, textual evidence and reasoning, direct quotes, and supportive thinking.  ·       In groups, students will be able to support a topic with concrete details and information.  ·       Students will support a topic with details from the text.

Formal and informal assessment: ·       ELL students are given the opportunities to express oral language Students will all participate in whole group tasks. Independent and small group time will be given to focus on struggling readers. Students will apply text-based evidence to support his/her thoughts using prompts.

Instructional procedure: ·       After reading and discussing “Lewis and Clark” o   “What is a viewpoint”? Allow students to respond.  o   “How does the author feel about Lewis and Clark”? ·       “Let’s talk about our ideas to get our brain ready for writing” ·       As the whole group works independently, I will give ELL small group guided instruction. ·       “What’s one good starting sentence”? ·       I will guide students through questions by allowing them access to use writing prompts on sentence strips or chart paper: o   “The author thinks exploring is _________”. o   “On page _____ it says……..,”   o   “I think Lewis and Clark were _______ because____________”. ·       Students share their responses with a partner. ·       Oral language to develop writing development. ·       Accommodations and modifications: ELLs/struggling readers: o   Visual and technology, paraphrasing, and prompting.  Allow more opportunities to use oral language.

Instructional resources and materials used: Luis and Clark Journals Large pieces of paper to reflect on Pencils White Board Sentence strips

Reflection: ·       I think my instruction supported learning for whole class and struggling students. ·       Clear instruction and objectives.