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Lesson plan

Lesson 5 - Close Read-aloud, Session 4: “Out of the Rubble” from Off to Class, Pages 18–19

teaches Common Core State Standards SL.2.1.c http://corestandards.org/ELA-Literacy/SL/2/1/c
teaches Common Core State Standards SL.2.1.b http://corestandards.org/ELA-Literacy/SL/2/1/b
teaches Common Core State Standards SL.2.1.a http://corestandards.org/ELA-Literacy/SL/2/1/a
teaches Common Core State Standards W.2.8 http://corestandards.org/ELA-Literacy/W/2/8
teaches Common Core State Standards W.2.2 http://corestandards.org/ELA-Literacy/W/2/2
teaches Common Core State Standards SL.2.1 http://corestandards.org/ELA-Literacy/SL/2/1
teaches Common Core State Standards RI.2.2 http://corestandards.org/ELA-Literacy/RI/2/2
teaches Common Core State Standards RI.2.1 http://corestandards.org/ELA-Literacy/RI/2/1
teaches Common Core State Standards L.2.4 http://corestandards.org/ELA-Literacy/L/2/4
teaches Common Core State Standards L.2.2 http://corestandards.org/ELA-Literacy/L/2/2

Lesson 5 - Close Read-aloud, Session 4: “Out of the Rubble” from Off to Class, Pages 18–19

To learn more about this lesson, read the Lesson 5 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can answer questions using key details about the solution in “Out of the Rubble” from Off to Class.
  • I can write about the solution in the section “Out of the Rubble” using details from the text. 

Ongoing Assessment

  • During Work Time A, use the Speaking and Listening Checklist to monitor student progress (see Assessment Overview and Resources).
  • Collect students’ Off to Class Notebooks and collect data on their progress (ability to take notes) and (informative writing).

Purpose of Lesson

  • In this lesson, students again have various opportunities to orally share their thinking with a partner before drawing, writing their notes, and writing their informative paragraphs. As in Lesson 4, they also have a chance to summarize the entire section with a partner.
  • Students use their notes from the close read-aloud and write the last two parts of their informative paragraph: information about the solution and the conclusion.

In Advance

  • Preview the Close Read-aloud Guide: Off to Class (Session 4) to familiarize yourself with what will be required of students.
  • Consider laying out the Off to Class Notebooks in a way that makes it easy for students to access them during the close read-aloud.
  • Prepare:
    • Index card for the word collaboration, to be used during Work Time A.
    • Informative Paragraph: “Protecting the Amazon”: Teacher Model.
  • Review the Think-Pair-Share protocol.
  • Post: Learning targets, “What Is School” Song, How to Take Notes Anchor Chart, and Parts of a Problem and Solution Informative Paragraph Anchor Chart.

Digital Materials Preparation:

  • Prepare to display the lesson or assign it to students before class.
  • For digital assignments, ensure that students have access to a digital device.
  • Make sure students have access to their Research Notebook: Off to Class (assigned in Lesson 2, used in Lessons 2-7)

Vocabulary 

  • Lesson-specific: collaboration, recount, revise, edit
  • Text-specific: UNICEF, Port-au-Prince, Haiti

Materials

  • “What Is School?” Song (from Unit 1, Lesson 2; one to display)
  • Close Read-aloud Guide: Off to Class (For Teacher Reference) (Session 4)
    • Speaking and Listening Checklist (for teacher reference)
    • Off to Class (from Lesson 2; one to display; for teacher read-aloud)
    • Off to Class Notebook (from Lesson 2; one per student)
    • Off to Class Notebook (Example, for Teacher Reference) (from Lesson 2)
    • How to Take Notes Anchor Chart (begun in Lesson 2)
  • For ELLs: Language Dive Guide II: Off to Class (For Teacher Reference) (optional)
  • For ELLs: Sentence Strip Chunks II: Off to Class (one to display)
  • Index Card with collaboration (new; teacher-created)
  • Parts of a Problem and Solution Informative Paragraph Anchor Chart (begun in Lesson 3)
  • Off to Class Note-catcher: “Protecting the Amazon”: Teacher Model (from Lesson 2; added to during Work Time A)
  • Informative Paragraph: “Protecting the Amazon”: Teacher Model (from Lesson 4)
  • Problem and Solution Informative Writing Model: “The Rainforest School” (from Lesson 3; one to display)
  • Information about the Solution: Non-Example (one to display)
  • Sticky Notes

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.