Topic: ELA - on Dark Water Rising

Grade: 5th

Objectives:
Students will be able to listen to chapters in the books and identify key details
Students will be able to summarize the chapter read
Students will be able to sketch key points of the chapter, and write a gist statement
Students will describe the narrators point of view hand out
Students will identify, and describe new characters introduced and relevance
Standards: Reading Standards for Literature Grade 5 Standards 2,5 & 6
Reading Standards for Informational Text Grade 5 Standards 2,3,4, and 8
New York
Common Core Curriculum

ANTICIPATORY SET:
Teaching model used:

PROCEDURES:
Teaching model used:

Responsibility
Teacher 1

Responsibility
Teacher 2

Responsibility teacher 3 (if needed) or teacher

aide
Mrs. Steger (third teacher)

Mrs. Theophilus

Me

The three of us
prompted student about
events that have been
going on in the book,
who is the narrator,
characters, and what
student think will be
happening next.

The three of us
prompted student about
events that have been
going on in the book,
who is the narrator,
characters, and what
student think will be
happening next.

The three of us prompted student about events that

have been going on in the book, who is the
narrator, characters, and what student think will be
happening next.

The three of us took

turns reading a page in
each chapter to
complete the first

The three of us took

turns reading a page in
each chapter to
complete the first

The three of us took turns reading a page in each

chapter to complete the first chapter.
All teachers would respond with positive feedback,

chapter.

chapter.

and drive class discussion.

Next, Mrs. Theophilus

directed the students to
think of what would be
the most important
even in the chapter, or
the gist. To write the
gist and sketch a
picture.
The three of us took
turns reading a page in
each chapter to
complete the first
chapter.

After sketching the gist

from the chapter, I cold
called students to share
their gist statements
and sketches on the
ELMO.

The three of us took turns reading a page in each

chapter to complete the first chapter.

All teachers would

respond with positive
feedback, and drive
class discussion.

After sketching the gist

from the chapter, I cold
called students to share
their gist statements
and sketches on the
ELMO.

Students worked in
groups (with mixed
ability levels) to add
new characters,
relevance of
characters, key events
of chapters, and
described Seths
character development.
Groups then shared
with the class. All
three teachers
circulated groups,
shared in praise,
guidance, and
prompting students to
expand.

The three of us took

turns reading a page in
each chapter to
complete the first
chapter.

Next, Mrs. Steger directed the students to think of

what would be the most important even in the
chapter, or the gist. To write the gist and sketch a
picture.
Mrs. Steger would re-explain directions for even
more understanding. (Many students have
following directions in their IEP)
Students worked in groups (with mixed ability
levels) to add new characters, relevance of
characters, key events of chapters, and described
Seths character development. Groups then shared
with the class. All three teachers circulated groups,
shared in praise, guidance, and prompting students
to expand.

I explained the
directions. Students
All three teachers walked through groups to guide
repeated directions.
students, and assess understanding.
Mrs. Steger would reexplain directions for
even more
understanding. (Many
students have following
directions in their IEP)
Students worked in
groups (with mixed
ability levels) to add
new characters,
relevance of characters,

All three teachers

walked through groups
to guide students, and
assess understanding.

key events of chapters,

and described Seths
character development.
Groups then shared
with the class. All
three teachers
circulated groups,
shared in praise,
guidance, and
prompting students to
expand.
I explained the
directions for the
Narrators POV
Analysis.
All three teachers
walked through groups
to guide students, and
assess understanding.

ADAPTATIONS or UDL
connections

Worked with students

who are more on a
gifted level. Asking
student to delve deeper
into the events, and
writing a gist
statement that shows a
deeper understanding.

I circulated with all the

groups. I prompted
groups about events
that were most
important to the
chapter. Groups were a
mix of high, general ed,
and students who have
IEPs. The group would
each share an idea, and
work together in
determining the most
important events.
Enrichment for the

Worked with lower level students in groups to try

and provide a more clear understanding of events,
and determining which events were important to
the chapter, rather than events that happened in
sequence, or miniscule events.

three students
performing high above
grade level broke into a
group and wrote a
journal entry taking on
the point of view of
characters within the
text. These students
used sensory details to
describe their role in
the text. Students also
wrote a prediction
piece as the character
for what would happen
next. These students
needed to utilize
context clues, in order
to complete the
prediction piece.
CLOSURE:
Teaching model used:
ASSESSMENT of STUDENT
LEARNING:
Teaching model used:

MATERIALS:

Mrs. Theophilus asked

students to share key
details from the
chapters today.

I asked students what

they think will happen
next in the novel.

Mrs. Steger would prompt students to explain their

answers.

Teachers will listen for

student understanding
while in groups.
Teachers will engage
in group conversation
to guide students.

Teachers will listen for Teachers will listen for student understanding
student understanding
while in groups. Teachers will engage in group
while in groups.
conversation to guide students.
Teachers will engage in
group conversation to
guide students.

Dark Water Rising

(novel)

Dark Water Rising

(novel)

Dark Water Rising (novel)

Sketch Handout

Sketch Handout

Sketch Handout
Summary Note Handouts

Summary Note
Handouts

Summary Note
Handouts

Narrator POV Handout

TECHNOLOGY:

Narrator POV Handout

Narrator POV Handout

ELMO

ELMO

ELMO