Gradual Release of Responsibility Lesson Plan Format

I. Lesson Topic and Guiding Questions

 Grade level: 5th grade

 Essential question for unit in which this lesson is being taught: What can we learn
from reading from multiple points of view?

II. Learning Standards, Objectives and Assessments:

Standards Objectives Assessments

(What students should (What will the students be (What will the teacher be
be able to do by the doing? A smaller step that doing?)
end of the year) leads to the bigger
standard)
CCSS.ELA- Students will be able to Students will complete the
draw quotes from the Bias Tracker worksheet
LITERACY.W.5.9 diary supporting their stating the character’s
answer. position which I will collect
Draw evidence from and assess.

literary or informational

texts to support analysis,

reflection, and research.

III. Materials:

 Diary of Captain Thomas Preston

 Bias Tracker Worksheet
 Who? What? Verb it, Finish it Worksheet

IV. Pre-lesson assignments and/or prior knowledge:

 Students worked on other diaries in the past few days as well as completed a
character attribute worksheet based on the same character diary. They also have
had multiple lessons on dialogue and quoting from a text from both me and their
teacher.

V. Lesson Plan Outline

1. Setting Behavior Expectations Approximate Time: 2

minutes
I will need…  Desks
(materials and
room
arrangement)
I will I will use the whole class method and then call students to their
(Teacher moves tables by group. I will explain the standard and that we will
and assessment) continue working on the diaries.
Students will Students will move back to their seats and listen to my directions.
(Evidence of
differentiated
active
engagement)
Transition Plan: I will have the students pass out the Diary reading packet.

2. “I do it”:
 Model a strategy or procedure
 Activate background knowledge and review prior learning
 Pre-teach key vocabulary or concepts
I will need…  Diary of Captain Thomas Preston
(materials and  Projector
room  Students at their desks
arrangement)
I will I will read the article aloud twice. The first time, just to have
(Teacher moves students hear the story, then I will read it again and model
and assessment) close reading by stopping at unknown words and to notice
important details of the story to annotate. I will note on my
worksheet which will be on the projector for students to see.

Students will Students will read Students will circle Students will
(Evidence of along with me at unknown words. annotate their
differentiated their desks reading.
active
engagement)
Transition Plan: We will then flip to the next page of the packet.

3. “We do it”
 Demonstrated strategy use
 Collaborative practice
 Scaffolded inquiry
I will need…  Who? What? Verb It, Finish It Worksheet
(materials and  Students will be at desks
room
arrangement)
I will I will teach them the Who? What? Verb it, Finish it strategy to
(Teacher moves quote with an example. Then we will do a few examples
and assessment) together.
Students will Students will provide me Students will write down the
(Evidence of with suggestions when we quote sentences.
differentiated do it together.
active
engagement)
Transition Plan I will remind them to use this strategy to write quotes when
they are stuck. We will then turn the page of the packet.

4. “You do it”
 Independent practice
 Conferring with teacher
 Extension activity
I will need…  Bias Tracker Worksheet
(materials and  Students at their desks
room
arrangement)
I will I will walk around and help students as they work as well as
(Teacher moves) assess them formatively.

Students will Students will decide Students will provide quotes

(Evidence of whether they think the supporting their choice from the
differentiated character is loyalist, colonist diary.
active or neutral.
engagement)
Transition Plan We will then move to the carpet by table to close the lesson.

5. Closure
 Review learning
 Summative assessment
I will: I will explain to use the strategy we learned to do quotes when
they write them. We will then go over the questions and quotes
together.

Students will: Students will provide their answers and give quotes supporting
their answer. Students will listen to classmates and share their
differing answers.