Guided Highlighted Reading Lesson Plan Name: Krista Miller!

! Date: 3/13/14! ! Grade Level: 5! ! Unit Topic: Historical Fiction Genre Unit! ! !

Lesson Focus: ! The goals for this activity are to prepare for reading a selection, to build reading uency, to determine what is important in a text, and to make inferences.! Standard/Benchmark: ! " RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.! " RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reects upon a topic; summarize the text.! " RL.5.4 Determine the meaning of words and phrases as they are used in a text, including gurative language such as metaphors and similes.! " RL.5.6 Describe how a narrator's or speaker's point of view inuences how events are described.!

Motivation/Accessing Prior Knowledge (The Hook):! Share the following video with students, asking them to identify the person lming the video. http://www.hu#ngtonpost.com/2012/03/12/afternoon-at-the-playground_n_1340150.html! Ask students how a description of an event or place can change based on a persons perspective. How would that scene di$er if you were the childs mom, one of the older kids? Have students grab clipboards and nd a new perspective by moving somewhere else in the room. !

Learning Activities/Assessments! 1. Review yesterdays guided highlighted reading lesson, which was from the perspective of an American. ! 2. Introduce todays passage, pointing out that this passage is the British account of the Battle at Concord Bridge.! 3. Ask students to monitor their comprehension by recording their thinking in the margins as the text is read aloud. Students should focus on similarities and di$erences between the two accounts.! 4. After the read aloud, students will participate in the Guided Highlighted Reading for Summary lesson that is attached. Encourage students to make sense of this

challenging text by reading closely and highlighting the key information that they are being asked to nd.! 5. Have students discuss their understanding with partners and gather their thoughts for an oral summary using their highlighting as a guide. Monitor discussions for formative assessment.! 6. Have students complete a brief oral summary together as a class.!

Closure:! Before sending students o$ to their readers workshop stations, remind them to consider di$erent perspectives as they read. Also remind them to monitor their comprehension and use the strategies that we have practiced over the past few weeks. Students will then proceed to their readers workshop stations. At the guided reading station, these ideas will be reinforced in a small group setting.!

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