Teacher Candidate: Lauren Gullotti Date: 03-08-18

THE UCI LESSON PLANNER

Part 1: Classroom Information

Grade: 5 Content Area: English Language Arts

School: Lincoln Elementary School Mentor Teacher: Claire Winder

Group Size: 29 Lesson Length: 30 minutes

Student Context:

Identified Needs Accommodations

Students with Special Needs NA

(IEP and/or 504)

Students with Specific 1 ELL student-bridging Follow-up with directions and

Language Needs (ELL) ensuring student can access the
task at hand.

Students with Other Learning NA

Needs (Behavior, Struggling
Reader, Struggling Math)

Part 1: Planning for the Lesson

A: Standards

i. Key Content Standard:

CCSS.ELA-LITERACY.RI.5.2. Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
 ii. Math Practice Standard or ELA Capacity: CCSS-M Standards for Mathematical
Practice, or NGSS Science and Engineering Practices, CCSS-ELA Capacity of Literate Individuals
Not applicable

iii. Related ELD Standard (must be included when using an ELA Standard):
ELD.PI.5.6.A. Explain ideas, phenomena, processes, and text relationships based on close reading of a
variety of grade-level texts and viewing of multimedia, with moderate support.

B. Objectives

i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).

The students will annotate and complete a story map of “Brushfire” text to summarize a play.

ii. Language Objective (transfer this from "Incorporating Academic Language"):

Students will construct a summary of a play using their annotations and story map as an aid.

C. Assessments:

i. Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
- Anecdotal notes of student work during their annotating and filling out of the story map

ii. Written assessment you will use to determine, for each individual student, to what extent they
have met your learning objectives. (What evidence will you collect?)
- Individual summary of Brushfire

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

- Brushfire text
- Story map

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Optional: Starter and/or Homework Discussion (___ min.)

N/A

Introduction (10 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a “hook”, AND 2) let students know what the objective of the lesson is.
 - Begin with completing a bubble map of the important features of a summary (title/author, setting,
characters, plot); we have already completed this when working on summaries prior, so this
should be a refresher.
- Have students use the sentence frame, “In a summary, ____ needs to be included because
______.”
- Tell students that the learning objective is to summarize Brushfire using annotations and a story
map as a form of prewriting.

Body of the Lesson (30 minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
● As a class, reread Brushfire (we read the first half of the text but did not read the ending). Have
students discuss the ending in comparison to what they wrote for the ending (this was an ELD
lesson from last week, where they created their own ending, wrote a script, and acted it out for the
class). Ask students if the ending of this play was similar to the ending of their play.
● After discussing, have students go through and annotate the main features of a summary in the
Brushfire text. Have them label each main idea with a 1, 2, 3, etc. as an aid so students keep the
main ideas in sequential order.
- Assess student work during their annotation time. Check to make sure that they are including the
most essential details of the text, and are not writing minor details. Check for sequential order.
- Work one-on-one with the ELL to ensure she can access the text and comprehends it.
● Project the story map diagram on the overhead board, have students copy the diagram in their
journal. Instruct students to work individually on their story map. After the allotted time, have
students compare their story map and discuss the differences. Instruct students to justify why they
felt X was a main idea while Y was not.
● Lastly, instruct students to use their annotations and story map to write a 2-3 sentence summary
of Brushfire.
- This is the formative assessment
- Provide ELL with the sentence frames “First ____. Then _____. Finally _____.” to use in
her summary. Or, instruct her to use “In the beginning ____. In the middle _____. In the
end _____.” which was used on the story map.

Homework (if you are assigning homework, what will it be?):

NA

Closure (3 minutes): Describe how you will prompt the students to summarize the lesson and restate the
learning objective.
● Lead a discussion on the helpfulness of annotating and a story map as a form of prewriting.
Discuss students comfort level in summarizing (this is a skill the class has been working
extensively on lately).

Part 3: Incorporating Academic Language

 (to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.

Students will annotate and create a story map of Brushfire, highlighting the title/author, setting,
characters, and main ideas.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in your
lesson plan that will scaffold students to stronger disciplinary discourse. The language function will
always be a verb. Some examples are: describe, identify, explain, justify, analyze, construct, compare, or
argue.

Construct

3. Language Demands: Looking at the specific function (purpose or genre) your students will be using,
what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: setting, characters, plot, annotating, main ideas, key features

Syntax[1]: “In a summary, ____ needs to be included because ______.”

“First ____. Then _____. Finally _____.” (used in summary)
“In the beginning ____. In the middle _____. In the end _____.”

Discourse[2]: Annotating the key features of the text (setting, characters, and main ideas)
Creating a story map
Constructing a summary

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words such as
similarly, different from or by contrast. Note: be sure to copy and paste this into the top of the lesson
planner.
Students will construct a summary of a play using their annotations and story map as an aid.

5. What does your language objective sound like/look like for different levels of language learners? Ask
yourself, “What would the students say/write when using the language function.” Remember to consider
the language demands while creating sample language that the students might use.
 Emerging Expanding Bridging

The play is about a man and
woman and a fire. The man wants
to stay home because of his piano
but his wife wants to leave to be
safe.
The play is about Ed and
Meg, a couple whose home
is in danger because of a
fire. Ed doesn’t want to
leave, but his wife knows it’s
the safest thing to do, so they
go.
Brushfire is about Ed, a
man who loves his piano,
and Meg. When a brushfire
approaches their home, Meg
begs Ed to evacuate their
home, but he refuses. Meg
and the two kids leave
without him, and he realizes
the danger too late.

6. Language Support: What instructional strategies will you use during your lesson to
teach the specific language skill and provide support and opportunities for guided and
independent practice?
Instruction Guided Practice Independent Practice

Lead a discussion on Completion of bubble Annotations (group work)

what a summary is, and chart of key features of Completion of story map
the key features included a summary 2-3 sentence summary of
in a summary. Brushfire

7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!
Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you may need
to make for your language learners.

[1] Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
[2] Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.