Teacher Candidate: Marshell Mumphrey

Grade Level and or Subject: 5th Grade Reading

Date: 4/20/2019
Unit Topic (if applicable): ‘Book Brochure’ (Fantasy Novels)
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of The focus of this lesson is to further develop student understanding of the
this lesson? complexities faced when reading fantasy novels.

National / State TEKS:

Learning (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make
Standard/s: inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
.
to:
(A) describe incidents that advance the story or novel, explaining how each
incident gives rise to or foreshadows future events;
(B) explain the roles and functions of characters in various plots, including their
relationships and conflicts; and

ELPS:
4-5.3 An ELL can speak and write about grade- appropriate complex literary and
informational texts and topics.
(Reading)
4.G
Demonstrate comprehension of increasingly complex English by participating in
shared reading, retelling or summarizing material, responding to questions, and
taking notes commensurate with content area and grade level needs
4.H
Read silently with increasing ease and comprehension for longer period
sessions

TX CCRS:
II. Reading
A. Locate explicit textual information, draw complex inferences, and analyze and
evaluate the information within and across texts of varying lengths.
Goal/s of the lesson The goal of this lesson is to further develop student understanding of
fantasy novels, and how to navigate the other worlds within their novels
(various settings, characters, and plot lines).
PART II: WRITE THE OBJECTIVE/S FOR THE LESSON
Specific learning
target(s) / objectives: ★ The learners will discuss their fantasy class read aloud ‘The
Thief of Always’ by Clive Barker before they begin working on
their book brochure trifold. This will be done by allowing the
students to ‘turn and talk’ to their classmates who are near or
by raising their hands.
★ The students will share with they have discussed about the
fantasy read aloud. This can be done by raising hands,
‘stand- deliver’, or answering aloud.
★ After receiving instructions on how they are to complete the
section of the book brochure (or sections, depending on
student comprehension), the learners will begin working on
completion of that section.
★ The students that finish any section early will receive
instruction on how to complete another section or will have
the opportunity to read their fantasy novel to themselves with
free choice to sit around the room.
★ If students finish early they will meet the instructor on the floor
to continue reading ‘The Thief of Always’ class read aloud
with their pensive journals to take notes.
 PART III TEACHING THE LESSON

Opening/Introduc Prior knowledge: The instructor will begin this lesson based on the
tion student’s prior knowledge by asking for students to turn and discuss all of
their previous findings from the class read, The Thief of Always. Students
will be expected to share their answers after two to three minutes of
discussion. Students will share their answers by raising their hand and
being called on OR one by one aloud. Their answers may be repeated.
(This moment can be used to allow students who were present the day of
the previous lesson an opportunity to help refresh their fellow peers who
may have forgotten or were absent.)

Anticipatory Set: Ask your learners to recall all the craziness the main
character, Harvey Swick, from the class read aloud (The Thief of Always)
has encountered since stepping into the Holiday House (“What all has our
pal Harvey witnessed in the Holiday House?”). After students list half of his
(Harvey) encounters, point out if all of this has happened and we have
only gotten through half of the book we should try our best to understand
what we already know before moving further! Through our gathered
information we may see examples of foreshadowing!

Procedures
1. The instructor will begin this lesson based on the student’s prior
knowledge by asking for students to turn and discuss all of their
previous findings from the class read, The Thief of Always.
Students will be expected to share their answers after two to three
minutes of discussion. Students will share their answers by raising
their hand and being called on or one-by-one aloud. Their answers
may be repeated. (This moment can be used to allow students who
were present the day of the previous lesson opportunity to help
refresh their fellow peers who may have forgotten or were absent.)
At this time the instructors should be sure to know what they have
heard while students are discussing.
2. After students have discussed, the instructor will allow time for
students to share their thoughts while, also pitching in at times the
noted comments she/he heard during student discussion to
prompt more ideas/answers.
3. Ask students to recall the Alma short film
(https://youtu.be/U2k75zbchDA) watched before beginning this
 lesson, how clues were hidden within the video, and express that
this may be occurring in the class read without our knowledge.
Propose to the students a new way to gather their thoughts by
introducing the ‘book brochure’ trifold. (This will already be on
their desk.)
4. Explain to your students that the brochure will be used as a class
beacon, and it’s purpose to guide their thoughts as we read
further into our fantasy novels. Be sure to offer students the
option to complete the brochure using either the class read or
their own fantasy novels from the library.
5. Beginning with the ‘Fantasy Checklist’ section, as a class, the
instructor will read off the bullet points as students check the
boxes that apply to their fantasy novels or the class read aloud.
Remind students that the checklist may have all boxes checked
depending on how far one might be in their novel.
6. After students have completed the checklist the instructor will
provide instructions on how to fill out the ‘Setting(s)’, blank box,
and ‘Is your book getting complicated?’ sections of the brochure.
○ Explain the following sections as such:
i. ‘Setting(s)’ section: List all the settings mentioned
in the fantasy novel.
ii. Blank box: Draw one of the listed settings as it is
interpreted in your novel.
iii. ‘How is your book getting complicated?’ section:
Briefly explain what is the most complicated
event/issues/ideas/theme that you have noticed in
your novel.
7. After explaining these sections to the students, they will begin
working on their book brochures alone with an expected voice
level at one. Remind students that if they cannot meet these
expectations, voice level will be moved to zero in able to ensure
all students are getting their work done.
8. If students are working, the instructor will monitor the room,
stopping to check in with students who are having a difficult time
comprehending or students that are off task.
9. For students that finish early allow them to either move to another
section of their book brochure with instructions on how to
complete the section or read their fantasy novel around the room
(read to self).
10. The remaining time left of the class. Will be used to pack up and
lined up to be dismissed. If time permits students will be allowed
to meet the instructor on the floor with their pensive journals to
continue reading The Thief of Always class read aloud.
Formative Based on the completion of the students book brochure over their
assessment fantasy novel, the instructor will be able to access the effectiveness of
methods/tools: the lesson. Not only will overall completion be considered, but the
brochure, it’s content and amount of information included will be
considered as well. If there are a few learners apart of groups that don’t
understand instructions given on how to complete the sections or how to
navigate the other worlds within their fantasy novels, further assistance
by a nearby classmate should be given FIRST. However, if an
explanation by their classmate does not help, the instructor will intervene.
Grouping The classroom will be designed for students to work alone before they
structure/s: enter the classroom. The instructor will explain to the learners they will be
working in alone with limited talking permitted for most of the class period.
After doing so, the learners should remain in assigned seats, with their
necessary materials until further instruction.
★ The learners will be instructed to work alone with limited talking
(voice level one to zero).
Accommodations If necessary, the use of content support, language support, or
/ Modifications oral/signed administration accommodations would be ideal for the
students that may be considered a Beginning or Intermediate ELL. The
option of including an online book in the student’s native language
would be offered to all your students, specifically ELL’s, this will help
them grasp a better understanding of the fantasy genre as a whole.

Instructional
★ Pencils
Materials,
★ Library Book
Equipment and
★ Projector (as needed)
Technology:
★ Visual Presentation Machine (as needed)
★ Pensive Journals
★ ‘Book Brochure’

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE
LESSON?
Summative Assessment: Students will receive a participation grade
based on their ability to complete the sections
that were given instructions.

Assessment Accommodations & Since writing, speaking, and listening skills

will be of use for the completion of this
Modifications
lesson, L1 students should be permitted to
verbally show their comprehension. The
instructor could also be provided with
flashcards, having the L1 student identify the
structure of a written summary (main idea,
detail, introduction, conclusion, etc.)

REFLECTION ON THE EXPERIENCE

Reflection