Ed 468 Lesson Plan

Candidate Name:
Lauryn Maloney

Date:
2/3/2016

Lesson Title:
Diary Connection

Grade Level:
5th

Type of Lesson: Cooperative

Instructional Strategies/Method of Delivery: Direct instruction with the introduction to
the game, Modeling how the game is played, Guided practice, Independent practice,
Discussion circles, Game
Content Area: English Language Arts
Subject Matter: Reading Comprehension with Narrative Biography
Content Standard:
5.RI.2.4 Draw inferences, conclusions, or generalizations about text and support them
with textual evidence and prior knowledge.
ELD Standard:
Lesson Objective(s): Students will connect evidence from the text to fictional diary
entries.
Assessment:
Formative: Diary Connection Game with teams of 2-3. Students will be playing with
their team as they listen to the diary entry and attempt to link it to textual evidence. They
will work with their team to show that they understand how to link the connections
between the text and the diary entries.
Summative: Students will be read a short passage from Ruby and write a 2-3 quality
sentence diary entry. The Ruby Bridges diary entry (written at home) will also be
collected and both diary entries will be used as an assessment.
Lesson/Assessment Modifications: The students have previously been split into groups
based on their reading levels. Therefore, the students that will be participating in this
lesson have been matched with students similar in performance and ability. I will not
need to make any modifications for specific children in this lesson.
Technology: None Applicable. Students will be in a small discussion circle in their usual
meeting area. They will be playing a game with manipulatives, while using their books

and letters they have written. There would be no use for technology.
INTO
In the prior lesson taught on 1/27/16, Students were asked to read pages 44-50 for todays
discussion group. In the lesson, we discussed the points listed below and students wrote a
practice diary entry for the character of Barbara Henry. Students were asked to write a
diary entry from the perspective of the author and main character, Ruby Bridges as their
homework. Students were expected to link evidence from the narrative text to their diary
entry. They will write the links on the right-hand side of the paper. The diary entries will
be used for a discussion and game during this lesson.

During the lesson on 1/27/17, we discussed the following to prepare for todays lesson:
What a diary entry is and what it looks like
How to cite evidence when writing a diary entry
How to use phrases such as I feel when inferring a characters perspective and how to
connect a characters feelings to evidence from the text
-----------------------------------------------------------------------------------------------------------Read objective in student-friendly terminology.
Objective: Students will connect evidence from the text to fictional diary entries.
Discuss what we learned about diary entries, citing evidence, inferring perspectives etc.
during the lesson on 1/27/6.
Activate background knowledge: Ask the students to summarize the reading of pages 4850.

THROUGH

Introduce game
Split discussion group members into teams of 2-3.
Give each team 5 game cubes, all of one color to tell them apart from the other team.
Model/think aloud game concept:
Teams will listen to the diary entry, listening for text connections
Look in the book to find the connection as fast as you can
pages 48-50
Once found, throw a cube in the center of the circle and show the connection between the
text and diary. If correct, they leave the game cube (manipulative) in the center of the
circle.
Guided Practice: Play 1 practice round
Diary Connection Game: Read a few diary entries slowly so students have time to
recognize and connect the diary thoughts with the evidence. Stop and pause if they do not
recognize the connection on their own.

BEYOND
Check for understanding/ Summative Assessment: Inform students that you will read a
passage from Ruby. They will write a 2-3 quality sentence diary entry based on what they
hear from the passage.
Read the following passage:

I was upset to learn that Mrs. Henry would no longer be my teacher.

Another white teacher was in charge. I wanted to run down the hall and ask
everyone I saw, Where is Mrs. Henry? I felt very alone again. There was
no one to talk to, no one to explain things. My heart was broken.
Collect the summative assessment given in class as well as the Ruby Bridges diary entry
they wrote at home. Use both diary entries for a summative assessment.