Mini Lessons 8

Jessi Kubiak 1
USFSM COE
Abbreviated Lesson Plan Format
Candidate: Jessica Kubiak Grade Date: 1/25/2017

Level: 5 Duration of Lesson:60 min
Instructional Design (ID) Framework, Type of lesson, and Content area:
ID Framework(s): Direct Instruction
Type of lesson: Practice for Mastery
Content area: Language Arts
Standard(s):
The student develops and demonstrates expository writing that provides information related to real-
world tasks. (LA.5.4.2)
Objective(s): After the PowerPoint presentation of the three main parts of an introductory paragraph,
students will be able to write a clear introductory paragraph for a expository essay that includes all
three parts of an effective expository introduction.
Formative Assessment :
Students will be given the following prompt at the beginning of the class:
People often help one another. Write to explain how you or someone you know helps others.
The students will be asked to start an introductory paragraph if they has to write a five
paragraph essay on this prompt.
At the end of a lesson, students will be given the same prompt and they will need to write a
new introductory paragraph to start this essay.
Essential Question (s):
Sequence of Activities
Opening: Students will sit at their desks and get 2 pieces of paper and pencil out. The students will be
asked to look at the prompt and begin their brainstorming process (covered previously). After
brainstorming (5-10 mins) takes place, they will begin their formative assessment.
Development: (30-40 minutes) Students will turn in their formative assessment paragraph. Students will
be shown a PowerPoint Presentation over the information on introductory paragraph: the
intent/purpose behind an intro paragraph, the three main parts (opening sentence, lead in, and thesis
statement), and multiple samples. Then, we will work on creating examples of each of the three parts.
We will approach the following prompt: Think about a pet you would like to own. Write to explain
what you would choose and why. As a class, we will brainstorm and come up with what we want to
write about. Students will have a minute to think of an opening sentence and write it down. Then,
students will volunteer their ideas and the class will discuss and agree on the best idea. Students will
create their own examples of lead ins. Those will also be shared in a think-pair-share with table mates.
Partners who want to share their ideas will do so to the class. Lastly, teacher will comprise four options
for a thesis statement (2 of which have obvious errors, 1 with minor errors, and 1 best example of
thesis) for students to choose from.
Closing: (10-15 minutes) Students need to revisit original prompt: People often help one another. Write
to explain how you or someone you know helps others. Students must write an introductory paragraph
using the guidelines discussed in the previous presentation.
Materials: Paper, Pencils, PowerPoint
Technology Integration (include ESOL supports): ESOL students are able to use a Spanish/English
dictionary. PowerPoint will include all of the necessary terms for 3 parts of an introductory paragraph
and will include picture aids for words.
USFSM COE
Candidate: Jessica Kubiak Grade Level: Date: 1/25/2017
5 Duration of Lesson:60 min
Standard(s):
The student uses combined knowledge of all letter sound correspondences, syllabication patterns, and
morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of
context. (LACC.5.RF.3.3.a)
Objective(s): After the creation of their Affix Book, students will be able to use prefixes, suffixes, and root
words to create 5 new words and use word parts and outside sources (dictionaries, etc.) to define 10 new
words.
Before beginning the lesson, pose the following questions to students:
What is a prefix? What is a suffix? What is a root word? What is an example of a word that has a
prefix? What is an example of a word that has a suffix? Can you think of any words that have both a
prefix and a suffix?
After asking each question, allow students to participate in a "Think, Pair, and Share."
Students will be asked at random to share their responses.
Essential Question (s):
Opening: (5-10 min) Before beginning the lesson, pose the following questions to students:
What is a prefix? What is a suffix? What is a root word? What is an example of a word that has a prefix?
What is an example of a word that has a suffix? Can you think of any words that have both a prefix and a
suffix? After asking each question, allow students to participate in a "Think, Pair, and Share."
Development: (30-40 minutes) Students will turn in their formative assessment worksheet. After, the
teacher will lead a class discussion of prefixes, suffixes, and root words. Students will be grouped in 3-4
students and be assigned an affix (Mis-, Un-, -able, -less, under-). Each group must come up with 5 words
using the affix and write the word and attempt to define it. Each group will be called on and asked to share
their work. If group work is successful, class will move on to independent Affix Book creation. Students will
be assigned one affix each. They must create and define 5 words. Using their words and definitions, the
students should create their Affix Book. The Affix Book should contain one word on each page, the definition
of the word, identification of each word part (prefix, root word, or suffix), a meaningful sentence that uses
the word correctly, and an illustration.
Closing: (5-10 minutes) Students will be encouraged to share what they have created with the class and
include one new word they learned with their affix book. They will be asked to define 10 new words from
their classmates books.
Materials: Paper, Pencils, crayons, affix lists
Technology Integration (include ESOL supports): ESOL students are able to use a Spanish/English dictionary
and will be provided with the words and required to determine definitions and create meaningful sentences
independently. ESOL students may be given more common prefixes and/or suffixes (i.e.- Student would be
given the prefix "un-" rather than "ir-"). Students may use laptop to create final book.
Office of Clinical Education 2014-

2015
USFSM COE
ID Framework(s): Exploratory Lesson & Cooperative Learning
Content area: Science
Standard(s):
Students will be able to represent data in graphical displays to reveal patterns of daily changes in length and
direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (5-ESS1-2)
Objective(s): After demonstration of the moon collars that represent the multiple phases of the moon in
the night sky, students will be able to recognize 8 phases of the moon in pictures and place them in their
proper order in a graphic organizer.
Before beginning the lesson, show students the following picture:
Then, have students fill out a K-W-L chart based on what they know about this
picture.
Essential Question (s): What causes the changing moon phases?

Opening: (5-10 min) Before beginning the lesson, Before beginning the lesson, show students the picture
above. Then, have students fill out a K-W-L chart based on what they know about this picture. While the
students are filling out the chart, ask probing questions like: What do you notice about the moon? Does it
always look like this? Does I ever change? Where can you find the moon? Where does it go if you cant see it?
Development: (30-40 minutes) Teacher will pose and discuss the question: What causes the phase in the
moon? Teacher will show the eight phases of the moon and describe each phase. Students will split up into
groups of 4 to 5 students. Each student switches off roles: Moon viewer, moon mover, phase fixer, collar
holders. Moon viewer puts their head through the hole in the moon collar and holds it in place. The Moon
mover will place the table tennis ball with the alignment square in one of the outlined squares on the large
circle, making sure the sunlight arrows add up. Moon viewer must determine what phase the moon is in
based on the pictures shown by the phase fixer. Student will repeat the process until the moon completes
the phase around the collar. All students must agree to which phase picture will be glued onto the
alignment squares (worksheet). Student will be asked to come together as a whole class when finished to
share their answers.
Closing: (5-10 minutes) Teacher will put a moon phase calendar on the ActivBoard so students can see the
dates of the month where each phase is visible. Then, students will share what they learned about the moon
in their K-W-L chart.
Materials: Moon collar, tape, table tennis ball, scissors, alignment square, moon phase pictures.
Technology Integration (include ESOL supports): ESOL students are able to see each phase visually
throughout the lesson. Students will also be able to look up pictures of each phase on their iPads if they
need more support. The ActivBoard will be used throughout the lesson to teach the opening and the
development to see the visual examples of each part. The closing will also require the use of the NASA
website on the ActivBoard.

2015
USFSM COE
Candidate: Jessica Kubiak Grade Date: 2/6/14
Level: 5 Duration of Lesson:20 mins
ID Framework(s): Exploratory/inquiry lesson
Type of lesson: Review/practice for mastery
Content area: Reading
Standard(s):
LACC.5.RI.2.6 Describe how a narrators or speakers point of view influences how events are
described.
LACC.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a
text identifying which reasons and evidence support which point(s).
Objective(s): After the discussion and model of how to determine authors point of view, the students
will be able to look at the biography of Frederick Douglass (p.267-268) and determine authors point of
view along with least 2 details that support their determination.
Students will be asked What is authors point of view? and What is the difference between
authors purpose and authors point of view? in the beginning of the lesson.
As students move along the lesson, they will continually be asked what details they found to
support their conclusion on the authors point of view for various short passages.
At the end, the students must come up with the authors point of view and two supporting details
[from the text] on the biography of Frederick Douglass.
Essential Question (s): How can we use text evidence and support to identify the authors point of
view? How does that point of view affect the text?
Opening: (2-3 minutes) Students will sit at the round table with a paper and pencil. They will be asked
what they think authors point of view is. They will also be asked what they think the difference between
authors purpose and authors point of view is. Next, we will come up with a working definition for
authors point of view [Goal: Authors point of view is the authors attitude toward the person/subject
he/she is writing about. It can be found through details, descriptions, reasons, and evidence in the text].
Development: (4-5 minutes) Teacher will model ways to find the authors point of view in a simple
passage and show how to support the conclusion using text evidence. Then, teacher and students will
look at one more short passage and complete it together.
Closing: (4-5 minutes) Students will read the first paragraph on page 267 and determine what they think
the authors point of view is according to the first paragraph. They will fill out the chart in front of them
using text evidence to support their answer. Students will share answers.
Materials: Textbook, worksheet, pencil

(ESOL supports): ESOL students will be given the opportunity to have the passage read to them. They
will be able to highlight or star any word(s) they do not understand. They may use their peers or a
Spanish/English dictionary to help with understanding of text.

2015
USFSM COE
Ice Cream
It was the day of Judys tenth birthday party and I was awake
extra early. My friends at school had been talking about this party for
weeks now and the day was finally here! The invite said to bring our
appetite because we would be cooking some fun foods in the kitchen! I
heard Judy say that her parents were bringing in a world-famous chef;
I could hardly wait!
As we pulled up to the house, I saw all my friends were there.

The kitchen was decorated with all kinds of balloons and party posters.
Once all the guests arrived, we started cooking. We made salsa, pizza
bites, fruit dip and soft pretzels! Everything I tasted was delicious-
until they brought out the dessert: ice cream.
As Judys mom brought out the tub of disgusting ice cream, I

suddenly felt sick. I didnt want to taste that horrible dessert. I
couldnt believe Judy was serving it at her birthday party! Every time I
ate that gross ice cream, I got a stomach ache and I didnt like getting
brain freezes.
We sang happy birthday to Judy and she blew out the candles on
top of her ice cream. I looked at her bowl and saw her favorite flavor,
mint chocolate chip. I wanted to be a good friend for her and not
throw a tantrum, so when Judys father asked me how many scoops I
wanted, I smiled and reluctantly said Just one for me, please.
2015
USFSM COE
Name:________________________________________________ Date:_______________
Authors Point of View

LACC.5.RI.2.6; LACC.5.RI.3.8
How can we use text evidence and support to identify the authors point of view?
What is Authors Point of view?

The authors point of view is __________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Lets look at an example in the passage Ice Cream.
Supportive Text Evidence/Details Authors Point of View

1.
2.
3.
Now look at the passage on page 267. Read the first paragraph and determine
the authors point of view. Find at least two details from the text to support your
answer.
Supportive Text Evidence/Details Authors Point of View
1.
2.

2015
USFSM COE

Standard(s):
Determine the main idea of a text; recount the key details and explain how they support the main idea.
(LACC.3.RI.3.2)
Objective(s): After the modeling of how to find the main idea and key details in a text, students will be able
to identify one main idea and three key details from the story on their graphic organizer.
Ask students to tell me the main idea of the story of their favorite movie and give three scenes that
support that main idea. Then, ask them to tell me the main idea of the current book they are
reading is. Last, ask them what the main idea of their last writing assignment was. Any answer is
acceptable as they have not yet bet taught how to find the main idea in a text.
At the end of the lesson, ask the students the last two questions (above) again. Looking for
improved answers.
Essential Question (s): How can the main idea and key details of a story help readers to comprehend what
they are reading?
Opening: (5-10 min) Students will be sitting at their desks. Teacher asks the class what their favorite cookie
is to begin the discussion. Then, teacher makes a connection to a cookie- main idea- and chocolate chips-
key details. You have to have both to have a strong cookie/story.
Development: (30-40 minutes) Teacher will model how to use the cookie analogy in their quest to find the
main ideas and key details based off of the current class read aloud (Junie B Jones). The teacher will make
clear that a blank paper plate is the cookie and it represents the main idea and describe the steps to find it:
When I am done reading me story, I want to be sure to ask myself the following question: What do I think
that the WHOLE story is about? That is what will go in my cookie- main idea- part on my paper plate.
Process is repeated for chocolate chips- key details- but they are placed on scraps of brown/tan paper to be
glued on the paper plate. Then, students will work on a new cookie together from their Scholastic news
text with an article that their group chose.
Closing: (5-10 minutes) Have students share their findings with the class for each article. Tell students that
when they begin to independently reading, they should make cookie graphic organizers. This will help you
understand what you are reading and why you are reading it.
Materials: Paper, Pencils, paper plate, brown construction paper pieces, Scholastic news, glue
and will be guided by teacher with any additional help. They will be working with students that are friends
with them to help ensure understanding.

2015
USFSM COE
Standard(s):
The student Explain the relationships or interactions between two or more individuals, ideas, events, or
concepts in a historical, scientific, or technical text based on specific information in the text. (LACC.5.RI.5.3)
Compare and contrast the overall structure (e.g. chronology, comparison, case/effect, problem/solution) of
ideas,, concepts, or information in two or more texts. (LACC.5.RI.5.5)
Objective(s): After the discussion and modeling of steps to organize a text in chronological order, students
will be able to independently complete a worksheet that explains five accurate events that retell the events
in an informational text.
Before beginning the lesson, pose the following questions to students:
How do we know what we have read? How do we organize stories? What are some key words that
tell us distinguish what way a story could have been read?
After asking each question, allow students to participate in a "Think, Pair, and Share."
Students will be asked at random to share their responses.
Essential Question (s): How can the organizational structure of a text help us to understand what we have
read?
Opening: (5-10 min) Students will be sitting at the round table with their reading journal. Before beginning
the lesson, complete the formative assessment. Then, teacher will introduce the concept of chronological
order. The story will be based on their day (i.e. first, I wake up in the morning. Then, I stretch and get out of
bed. Once I am out of bed, I go down stairs and make my breakfast... etc.). Point out to students that the
day was organized based on what time certain events happened. (The story would not make sense if I made
my breakfast then got out of bed).
Development: (30-40 minutes) Teacher will model a story clearly organized in chronological order. As
readers, its our job to construct a time line of events to better understand the material and how the events
relate to each other. Teacher will model in the first part of the informational text of Lights, Camera,
Action! Students will then complete the second heading together with teacher. Students will lead a
discussion on how that part of the text follows chronological order. Students will be asked to complete the
worksheet on their own for the rest of the story.
Closing: (5-10 minutes) Tell students that when they begin to independently reading, they should pay
attention to see if their text is organized chronologically. Everyone should have sticky notes on their desks,
when they come to a part of their story that is organized chronologically place a sticky note on that
page. Then, teacher should come around to talk to students about what they are posting in your book.
Materials: Paper, Pencils, Lights, Camera, Action! Book, journals, post-its,
and will be provided numbered steps with prompts: first (what is the event that happens 1st?).

2015
USFSM COE

2015
USFSM COE
Rubric:
Checklist
Yes No Skill
Student read text.
Student was on task.
Student used effective communication when participating in small group.
Student completed worksheet.
Student wrote steps clearly.
Student recalled main idea of each step.
Student used key details in their steps.
Students summarized each step thoroughly.
Student wrote each step in order.

2015
USFSM COE
Grading Scale:
Skill: Excellent Proficient Good Needs Work

Student read text.
Student was on task.
Student used effective
communication when
participating in small group.
Student completed
worksheet.
Student wrote steps clearly.
Student recalled main idea
of each step.
Student used key details in
their steps.
Students summarized each
step thoroughly.
Student wrote each step in
order.

2015
USFSM COE
Type of lesson: Review/Practice for Mastery
Standard(s):
Determine the main idea of a text; recount the key details and explain how they support the main idea.
(LACC.3.RI.3.2)
Objective(s): After showing students how to put main idea and key details in a graphic leveled graphic
organizer, students will be able to t
Ask students what they know about finding main idea and how to spot a key detail. Ask students if a
passage, story, or book can have more than one main idea?
Repeat this questioning in the middle of the lesson and at the end.
Essential Question (s): How can a story be organized to find main idea and supporting details? What is the
difference between a detail and a key detail?
Opening: (5-10 min) Ask students their current knowledge of the main idea/key details topic. Remind
students that the main idea is what the story is mostly about and the key details are evidence from the text
that support the main idea. Guide students to the fact that some passages have more than one main idea
and we can organize them to help follow along with what we are reading.
Development: (30-40 minutes) Teacher will model how to use the bubble map. At the top, there will be two
bubbles and each bubble will have three supporting spaces. This will be for the main ideas and the key
details that support each of those ideas. Complete a sample instruction model for students from the
passage, Pets! Pass out two copies of the graphic organizer. With the first copy, have a guided discussion to
fill out the map based on the Rosa story read in class. Be sure to find two main ideas and students should
only be using key details to fill out the bottom bubbles. Then, present students with three main ideas and six
supporting details from the passage
Closing: (5-10 minutes) Have students share their findings with one other group. Remind students that every
piece of informational text has at least one main idea that can be supported by key details. They can always
use graphic organizers like the one completed in class to summarize a difficult or lengthy passage.
Materials: Paper, Pencils, paper plate, brown construction paper pieces, Scholastic news, glue
and will be guided by teacher with any additional help. They will be working with students that are friends
with them to help ensure understanding.

2015
USFSM COE

ID Framework(s): Exploratory Lesson
Content area: English Language Arts
Standard(s):
LAFS 5.RF.4.4a: Read with sufficient accuracy and fluency to support comprehension. Read on-level
text with purpose and understanding.
Objective(s): After reading the text Mars in small group through group discussion, students will
be able to answer the stop and check questions with 100% accuracy.
Students will be asked what types of reading strategies they can use to improve
comprehension. At the end of the lesson, students will be asked if fluency improves their
comprehension.
Essential Question (s): How does reading for fluency help readers better comprehend the text?
Opening: (2-3min) Students will discuss helpful ways that can improve reading comprehension. All
strategies will be written down on board.
Development: (10-12 minutes): Teacher will write down all strategies discussed that can be used to
improve reading comprehension and emphasize why it is important to understand what we read in
a text. Then, the teacher will introduce the informational text and talk about the genre. Students
will engage in a short discussion on reading fluency and how to become more fluent readers. Then,
students will popcorn read their leveled reader: Mars and answer the Stop and Check
questions when reading is completed. Teacher will ask the students to summarize in their own
words what they have read in a discussion.
Closing: (2-3 minutes) Students will be asked how fluency helps them read better and if they can
find ways to improve their fluency/reading comprehension.
Materials: Leveled Readers, paper, pencils

Technology Integration (include ESOL supports): ESOL students are given on level text with to read
in small group. Students may use iPad or tablet if book is available.

2015

Mini Lessons 8

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Jessi Kubiak 1

Candidate: Jessica Kubiak Grade Date: 1/25/2017

Office of Clinical Education 2014-

Essential Question (s): What causes the changing moon phases?

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Materials: Textbook, worksheet, pencil

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As we pulled up to the house, I saw all my friends were there.

As Judys mom brought out the tub of disgusting ice cream, I

Authors Point of View

What is Authors Point of view?

Lets look at an example in the passage Ice Cream.

Supportive Text Evidence/Details Authors Point of View

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Candidate: Jessica Kubiak Grade Level: Date: 2/23/2017

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Skill: Excellent Proficient Good Needs Work

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Office of Clinical Education 2014-

Candidate: Jessica Kubiak Grade Level: Date: 4/18/2017

Materials: Leveled Readers, paper, pencils

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