Reading Lessons

Estimated Time: approximately 1 hour and 10 minutes
Lesson Topic/Subject: Oceans/Reading
Grade Level: 5
Oceans and nonfiction text structure

• I. Goal: Learn how to analyze the organizational structure of nonfiction text and strengthen their knowledge of ocean waves and tides.
  
• II. Objectives:
  The students should be able to:
  (5)1.5 use context clues such as restatement, definitions, and examples to determine the meaning of unknown words [NS/PS 1.5.5]
  (5)1.12 build vocabulary by expanding knowledge of word meanings
  a. multiple meaning words
  b. synonyms
  c. antonyms
  d. homonyms
  e. content area words
  (5)1.10 develop vocabulary through meaningful experiences (e.g. wide reading, discussion of word meanings, interactive activities, examples and non-examples)
  (5)2.3 locate words and/or sentences to answer questions
  (5)2.4 determine importance in stories
  a. recall important details/facts of the text while reading
  b. recall sequence of events
  c. identify purpose
  d. recall the main idea of text while reading
  (5)4.1 use knowledge of format, graphics, sequence, diagrams, illustrations, charts, and maps to comprehend text [NS/PS 4.5.1]
  (5)4.6 read and follow multi-step directions in order to perform procedures and complete tasks[NS/PS 4.5.6]
  (5)5.8 use expanded vocabulary in writing
  a. action verbs
  b. adjectives
  c. figurative language
  d. transition words
  e. synonyms/antonyms
  (5)6.7 edit for use of Standard English [NS 6.5.5]
  (5)6.9 share final drafts with a designated audience [NS 6.5.7]
  (5)9.1 use specific and varied vocabulary and apply standard English to communicate ideas[NS 9.5.1]
  (5)9.3 give organized reports that demonstrate a clear point of view and incorporate multi-media aids as needed for enhancement [NS/PS 9.5.3]
  (5)11.5 present research findings using charts, maps, or graphs with written text [NS 11.5.5]
  (5)3.1 organize an information product that presents different types of information in the most effective ways [NS 3.8.3]; [ELA/PS 2.5.3, 2.5.4, 4.5.2, 4.5.6, 5.5.1, 9.5.3]
  (5)9.2 help to organize and integrate the contributions of all the members of the group into information products [NS 9.B.3]; [ELA/PS 10.5.4, 11.5.2]
  (5)9.3 devise solutions to information problems that integrate group members’ information and ideas while participating actively in discussions with others, in person and remotely through technology with teacher’s assistance [NS 9.D.2]; [ELA/PS 10.5.1, 11.5.2]
• III. Prerequisite learning or experiences: Students should know the basic information presented in the story Oceans.
  
• IV. Materials:
  One reading textbook for each student
  One instructional reference card for each group (8) along with additional sheets for brainstorming and final copies (at least 1 per group)
  One large butcher paper titled OCEANS for class spread
  Glue or adhesive to mount student contributions to spread
  One television, digital camera, and cords to project videos on screen
  One pencil for each student
  Whiteboard markers and whiteboards for role play (6)
  Puzzles for each table cluster (6)
  Book: What Makes an Ocean Wave? By Melvin and Gilda Berger and Tsunamis Killer Waves by Michele Ingber Drohan
  
• V. Procedures:
  a. Introduction: (5 minutes)
  Students will assemble one simple puzzle at their desk without speaking to each other. These read: Main idea, supporting detail, supporting detail, graphic aid, sequence and vocabulary: multiple-meaning words. The students, when finished, will discuss what they believe their puzzle to mean and to determine how all the words relate to each other.
  I will ask the Question of the Day: If you were writing an essay about the moon, what might be your main idea and supporting details?
  b. Developmental Activities (40 minutes):
  i. Overview (5 minute):
  I will explain the different components of nonfiction texts with brief detail and examples, focusing on structure and organization.
  ii. Activity Instructions (5 minutes):
  Students will be given the instructions for the assignment. As a class we are to construct a "page" for an Oceans book to hang in our classroom. We will need the components we just reviewed.
  Divide the class into 8 groups. Groups 1-4 will remain in the class, groups 5-8 will meet in the great room.
  Instructional cards will be administered to the corresponding groups.
  Groups 1/5: Comprehension; main ideas and supporting details
  Groups 2/6: Graphic Aids
  Groups 3/7: Sequencing
  Groups 4/8: Vocabulary; multiple-meaning words
  Groups 1-4 will work on the components that will be pasted on the class page while groups 5-8 will record a skit that describes and gives examples of the topic.
  iii. Activity Development (30 minutes):
  I will walk around the classroom and assist the students if they have any questions. I will remind them of the time they have left and ensure that all students are participating.
  Fifteen minutes until the end of the activity I will record short videos of the groups in the great room.
  c. Culminating activities:
  - Students will sit back at their desks and we will look over the class page that we created. If there is time, some students from each group (1-4) may explain the content they covered.
  - Students will watch the video recorded of groups 5-8 as a review and summary.
  d. Extension:
  - Students who finish early will work on enrichment worksheets that accompanied the text. They may also write sentences with the vocabulary words from the chapter.
  
• VI. Student Evaluation:
  During group work I will walk amongst the students and answer any questions they may have. In addition, I will offer suggestions to students who are struggling with ideas for their part. At this time, I may also reinforce the content for the students to gain deeper understandings. I can determine whether they have learned the content through their planning and discussion and I will intervene if I come across students who have confused the topic.