Language Arts Lesson Plan

Grade Level: 5th/6th grade
Subject: Language Arts
Concept: Vocabulary Instruction and Reading
Standard:

A.8.1 Use effective reading strategies to achieve their purposes in reading
A.8.2 Read, interpret, and critically analyze literature.

Materials:
o Basal reader: Dear Mr. Henshaw by Beverly Cleary
o Scratch Paper
o 10 pieces of 11" x 17" paper
o Markers
o Vocabulary list
o Note cards to split up groups

Outcomes/Objectives:
o The students will be able to correctly define vocabulary words from Dear Mr. Henshaw.
o The students will learn extensively about each word, including antonyms, synonyms and the dictionary definition of the word.
o Students will write what they think the author's purpose is for writing Dear Mr. Henshaw.

Steps in Preparation:

Motivation Set:
o Tell the student to take out a piece of scratch paper.
o Ask them to write a juicy secret, or a problem they might be having that they would write only in a diary that no one else would see.
o Ask them to hide it, and inquire as to how they would feel if someone else got to read it.
o Explain that we as a class get to read someone else's diary.
Outline of Steps- Preview the Literature:
o Ask them to page through the story, introduce the story to them:
* How do you act when dealing with a problem? Can you concentrate easily?
* When does the story probably take place?
* What is realistic fiction?
* How is the story organized?
Outline of Steps- Vocabulary
o Split the students up into 7 groups of four students each using the index cards.
o Give each group a piece of paper; ask them to fold the paper to make four equal size boxes (Show an example)
o Next give each group one vocabulary word off of the list.
o Explain to the students that they will be exploring the words. In each box they will write something different about the vocabulary word they were given. Tell the students that they will share their findings with the rest of the class as a large group.
o Their role in the group is determined on their note card (A=antonym, D=definition, S=synonym and SE=sentence).
o In the first box students should write the word and definition (nice and large). In the second box students should write a synonym of the word. The third box should contain an antonym of the word. The fourth box should have a sentence with the word used in it.
o Give the class approximately 5-10 minutes to work on their word.
o Ask the class to take notes on their classmate's presentations
o Each group member will get up to present their word to the rest of the group.

Outline of Steps -Author's Purpose and Perspective
o 3 common purposes authors have for writing (have them takes notes on this part-explain that they will need to refer back later)
* To entertain
* To persuade
* To inform
o Define Perspective: the authors opinion or attitude about a subject (this can help determine the author's purpose)
* Are there personal opinions in the writing?
* Did the author use emotion?
* Did the author use facts?
* Is the passage objective?
o Explain that they should think about this while reading the passage.

Outline of Steps- Reading the Story
o If time allows, the teacher should read a selection of Dear Mr. Henshaw to the class. If not, students should begin reading the passage (may choose cooperative reading with a partner or silent reading).
Closure:
o Bring students together with 5 minutes remaining in the class. Ask questions about the author's perspective so far in the story:
o Did the author use opinions, facts, persuasion, story telling?
o What might be the author's purpose?

Extension Activity:
o Students will be assigned the rest of the reading.
o The students will have a writing assignment due the following day.
o The students should name which of the three purposes they think Beverly Cleary used to write her story.
o They should write a few sentences to explain their reasoning, and include specific examples of the author's perspective

Assessment of Learning
o Observe students working in groups.
o Determine whether students are correctly defining/exploring each word
o Assess writing assignments to see if students understand concepts of purpose and perspective.

Accommodation for Special Needs:
o With the students being in groups, it will help any remedial students or physically disabled students who may have difficulty writing or reading.
o Gifted students could explore a favorite story they read in the past to see if they can determine the author's purpose and perspective.
o Cultural/ELL students will also be in groups which will enable them to learn from others in the group who may be familiar with the material
o The teacher should go around to each group individually to provide guidance.