Intern Name:

22,2013
Topic:
minutes

Samantha Arias

Speech/

Lesson Date: January

Grade:

5th

Duration of Lesson: 30

Goal: Students will use a persuasive form of writing in order to demonstrate the main
events of the book they have read.
Subject: ELA
Standards: Common Core Standards- Literature Standards K-5
Grade 5

Write opinion pieces on topics or texts, supporting a point of view with

reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the
writers purpose.
Academic & Content Language:
Vocabulary:
Connections
Vocabulary
Summarize
Setting

Language Function(s):
Analyze
Justify
Connecting
Applying

Language Demand(s) on
students:
Reading- students will read
each others work
Listening- students are
require to listen to each
other
Writing- students will write a
description of the book they
have read
Speaking- students will hold
a discussion about their
book

Objectives: There are various objectives that determine a students role. These objectives
can be found below:
1. Connecter- students will identify a connection using their book
2. Vocabulary- students will identify key words
3. Summarize- students will write a description about the book
4. Travel Tracker-students will identify the setting
5. Discussion- students will develop questions
Assessment:
1. Connecter- Students will write five connections using the text-to-text, text to self,
and text to world concept
2. Vocabulary- Students will identify words they didnt understand or striking words
3. Summarize- Students will write a details description about the book that capture the
main idea of the book
1

4. Travel Tracker- Students will identity the setting and describe how the setting holds
a purpose to the book
5. Discussion- Students will develop questions that help identity key moments in the
book

Materials (attach copies of any worksheets or other print materials; include PPT
or SMARTBoard app, etc):
Worksheets for each individual role
Technology: PowerPoint
Internet Source (if any):
http://www.abcteach.com/free/c/connector1.pdf
Teaching Models (Check one or more)
___X_Direct Instruction

__X__Discussion

_X___Cooperative Learning

____Inquiry

Teaching Strategy:
Grouping (check one or more):
__X__whole group
__X__small group homogeneous
____small group heterogeneous
____ Other (describe):

____flexible
____ pairs

Students are seated according to the book they have choice.

GETTING STARTED:
Procedure:
1. Anticipatory Set: I will ask my students, what is the purpose of an
advertisement? Then the discussion will be directed
towards the idea that advertisements are suppose to
persuade the audience to buy a particular item. I will
inform my students that they are all going to become
advertisers!
2.
I am going tell my students that they must persuade the
audience by selecting their favorite book. I will inform
them later in the week that they will present the
advisement to the class.
3.
I will provide my students with a list of options to help
them persuade the audience to read their book. The
options are: advertisement poster, PowerPoint, a
commercial, or a song.
4.
I will also inform my students that they will vote on the
person who had the most persuasive form of advisement
based on his or her book.
5.
We will discuss the different components that they must
include in their advisement. They will have to be the cool
connecter. The students must make connections between
what they are reading and other materials. I am going to
ask my students what are the three types of connections
you can make. I am going direct the conversation to the
concepts of idea text to self, text to text and text to world.
I am going to remind them to make interesting
connections because that will help them get more votes.
8.
I will inform they must become the sassy summarize. I am
going to tell them not to tell the whole story but leave the
audience wanting to know more.
9.
The travel tracer is another role that one of the students
may receive. I will tell my students that this person needs
to inform the audience about the setting and if the
character moved around. I will explain to them that the
setting is extremely important and I want them to write a
detailed description of the setting.
10.
I will inform my students that they must become the
vocabulary chaser. This person must find words that they
didnt understand or look for words that engage them. I
will remind my students that the more powerful the words
are the more votes they will receive.
12.
I will ask my students what are their thoughts about the
story The True Story of the Three Little Pigs. Students will
be provided with wait time to help them think of a
respond. Students will be given the opportunity to share

their thoughts. I will proceed with instruction by

presenting the PowerPoint to my students. I will model
how my advisement persuades the reader.
Closure: Students will be provided the opportunity to share their form
of advisement they want to use for their next lesson.
Students will also be given the opportunity to look over
the rubric.
Modifications/Differentiation/Adaptations:
Students who struggle with writing will be provided prompt
sentences. Theses students will also be provided with a
dictionary to help with their vocabulary. Students who
are academically advanced will be required to write
paragraphs for each part of the advertisement.
Transitions
Students will be seated at their assigned seat.

Name:_____________________________________
Student presenting: __________________________
The name of the book:_________________________

Yes- write an explanation for

your decision
Advertisement
discussed
connections
Advertisement
mentioned usage of
vocabulary words
Advertisement
summarized the
book
Advertisement
discussed setting

Include how:

Persuaded the
audience

Include how:

The members were

energetic

Include how:

Speech consists of
effective eye
contact appropriate
volume, body
movement, and
language is
professional. The
presenter also

No- write an explanation for

your decision

listens to their
peers.

ConnectorLiteratureCircles
Name:_________________________Book:
______________________________Date:__________________
Assignment:_______________________________
Connector:Yourjobistofindconnectionsbetweenthebookyou
arereadingandtheoutsideworld.Thismeansconnectingwhat
youreadwithyourownlife,towhathappensatschoolorinthe
community,tosimilareventsatothertimesandplaces,ortoother
peopleorproblems.Onceyouhavesharedyourconnectiontothis
sectionofthebook,eachmemberofyourgroupwillalsorelate
theirownconnectiontothebook,althoughtheymayrefertoa
differentpassage.
Describethepartinthebook,andthenexplainyourconnection.
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SummarizerLiteratureCircles
Name:_________________________Book:
______________________________Date:__________________
Assignment:_______________________________
Summarizer:Yourjobistoprepareasummaryofthereading.
Donttellthewholestory,justfocusontheimportantparts.The
othermembersofyourgroupwillbecountingonyoutogivethem
aquickstatementthattellsaboutthestory(thesummary),andthe
keypoints.

Summary:
______________________________________________________________________________
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_____________

TravelTracerLiteratureCircles
Name:_________________________Book:
______________________________Date:__________________
Assignment:_______________________________
TravelTracer:Inabookwherecharactersmovearoundalotand

thesceneschangefrequently,itisimportantforeveryoneinyour
grouptoknowwherethingsarehappeningandhowthesetting
mayhavechanged.Evenifthescenerydoesntchangemuch,the
settingisstillaveryimportantpartofthestory.Yourjobisto
trackwheretheactiontakesplace.Describeeachsettingindetail,
eitherinwordsorwithapicturemapthatyoucanshowand
discusswithyourgroup.Besuretogivethepagenumbers.
Wheretheactionbegins:

Wherethekeyeventshappened:

Wheretheeventsended:

Vocabulary Enricher-Literature Circles

Name: _________________________ Book:
______________________________Date: _______________________
Assignment: _______________________________

VocabularyEnricher:Yourjobistolookforafewimportantwordsinyour

reading.Ifyoufindwordsthatarepuzzlingorunfamiliar,markthemdownonthis
pagewhileyouarereading.Later,youcanlookthemupinadictionaryandwrite
downtheirdefinitions.Youmayalsofindwordsinthereadingthataresignificant
tothestory.Markthesewordstoo,andbereadytopointthemouttothegroup.
Whenyourcirclemeets,helpmembersfindanddiscussthewords.

Words and Definitions:

Page and Number

Word

Definition/ Why