WEEK 10- Assignment 5

Candidate’s Name: Gitel Itzkowitz

Grade Level: 5

Title of the lesson: Analyzing Texts: Putting thoughts on Paper

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) The central focus of this fifth grade lesson is for the students to be able to write a informative/explanatory response to a text after analyzing a topic and discussing author’s viewpoint. They should be able to convey ideas and information clearly.  Also, this lesson will have students draw evidence from literary or informational texts to support analysis, reflection, and research.

Knowledge of students to inform teaching: Students needs the requisite skills of grade appropriate levels of Phonemic awareness, phonological awareness, writing skills, and be able to construct a writing a response to a text they can proficiently read and comprehend. Knowledge from previous lessons on the passage on Lewis and Clark is required for this lesson as well.

Common Core State Standards Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.5.9.B Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"").

Support literacy development through language (academic language) ●      language functions: Students will analyze and discuss author’s viewpoint which will help support their written response ●      Class will have collaborative discussions to support the writing and text. Vocabulary ●      General academic terms: analyze, describe, explain, interpret, retell, summarize ●      Content specific vocabulary: viewpoint, writing response, author’s viewpoint Sentence Level ●      Sentence structure, transitions/connectives, complex verb tenses Discourse ●      Text structure, message, conversation, discussion

Learning objectives 1.     Students will be able to support a topic with concrete details and information by analyzing the text and constructing a written response. 2.     Students will be able to draw evidence from the text to support thinking and reflection of the text during collaborative discussions.

Formal and informal assessment: ●      The written responses of the students will be used as the formal assessment for this lesson.  Additionally, observations of responses during small group discussion, which include students’ thoughts and opinions on lesson concepts, will add to the assessment of ELL students.

Instructional procedure: ●      Begin by reviewing previous lesson and concept of ‘viewpoint’. Facilitate group discussion that will provide opportunities for all students to share their opinions on ‘viewpoint’ and what their take on the concept is. ●       Present class assignment and explain they will compose written responses that will demonstrate what they understood of the text on Lewis and Clark. Explain some students will be completing the assignment independently on their own and some will join with teacher to complete assignment. Everyone will be completing the same assignment. Review instructions to ensure understanding of what is expected of the students regarding the task.   ●      Gather the ELL students into small group and have the rest of the students begin task as well. ●      While working with group, initiate group discussion on what was just discussed previously during the whole class discussion regarding author’s viewpoint as a review. List ideas on chart as visual aid that will help organize information. ●      After reinforcing concept, collaborate with students to begin assignment, starting with first sentence. Provide time to complete task and support where and when necessary. ●      Collect the completed tasks from students and discuss/review the work as well to ensure overall comprehension of lesson and task. Accommodations and modifications: ELLs/struggling readers: Small-group discussions and more opportunities for oral expression and support during actually writing when necessary.

Instructional resources and materials used to engage students in learning. ·       Sentence strips to guide discussion on author’s viewpoint on Lewis and Clark passage. ·       Whiteboard, markers, chart paper ·       Writing assignments sheets/journals

Reflection I feel the instruction supported overall learning for the class, especially as it was differentiated according to students literacy levels and abilities. ELL students were given support by completing the assignment with the teacher via a small-group discussion. There is a balanced approach of both whole class instruction and individualized independent instruction. Engaging students in discussion will help them be able to develop their writing as when students speak their thoughts and ideas it is easier to form the writing.  Even more time devoted to discussion and development of ides would’ve been beneficial for students to be able to analyze and speak so writing response to text  could be even more developed and thought out.

Dr. Hui-Yin Hsu Spring 2014