PEPPERDINE UNIVERSITY LESSON PLAN

Name: Katharine Soper Grade: 5

Lesson #1 Gardner: Bloom:

__X__ Visual __X__ Knowledge
____ Kinesthetic __X__ Comprehension
__X__ Verbal ____ Application
____ Logical ____ Analysis
____ Rhythmic ____ Synthesis
____ Interpersonal ____ Evaluation
____ Intrapersonal
____ Naturalist
Strategy: KWL Chart to increase reading comprehension about earths systems

Subject Area: Science

Teacher Performance Expectation Addressed: TPE 1A, TPE 2, TPE 3, TPE 5, TPE 6B, TPE
9, TPE 10

Common Core Standards: CCSS.ELA-LITERACY.CCRA.R.10

Read and comprehend complex literary and informational texts independently and proficiently.

Objective: SWBAT support their reading comprehension of earths systems by activating their
prior knowledge of everyday systems, and using a KWL chart to fill in the know, want to
know and learn sections of the chart.

Personnel: Teacher and students

Instructional Materials: (Technology): Systems passage, individual KWL chart, class KWL
chart on smart board

Lesson Length: 45 minutes

Preparation: Teach students KWL chart expectations, teach students different reading
comprehension strategies

Anticipatory Set: When I travel anywhere, I need a system to transport my clothes, toiletries,
and shoes. This system will help me carry all of my items so that I dont lose anything. Can
anyone tell me what system I am talking about? Good, a suitcase. A suitcase has different
features that work together to allow me to transport my items quickly and efficiently.
A system is a collection of items that work together to perform a certain function. For example,
a railroad is a transportation system used to transport people and heavy items all around the
country.

Our focus question today is: how can you identify a system?

Methodology:
1. Anticipatory set: When I travel anywhere, I need a system to transport my clothes, toiletries,
and shoes. This system will help me carry all of my items so that I dont lose anything. Can
anyone tell me what system I am talking about? Good, a suitcase. A suitcase has different
features that work together to allow me to transport my items quickly and efficiently.
A system is a collection of items that work together to perform a certain function. For
example, a railroad is a transportation system used to transport people and heavy items all
around the country.
Our focus question today is: how can you identify a system?
2. Review KWL chart expectations: Remember, class, we discussed our KWL chart expectations
last week. Who can tell me what we already know about KWL charts? Where do we put our
known facts? Where do we put the information we are interested in learning about through
our reading? Where do we put the facts that we learned from the reading? And what is our
last step in our KWL chart? Teacher will ensure that students understand the three different
columns and that we need to review the known facts section after reading the passage to
make sure that the passage did not discount any of those knowns.
3. Now that we have reviewed our KWL chart expectations, when I say go, turn and talk to your
table buddy for 30 seconds about your anything you already know about the earths systems.
Go!
4. Teacher will pick popsicle sticks to model how to fill out the know section of the class KWL
chart.
5. When I say go, turn and talk to your other table buddy for 30 seconds about what you want to
know about the earths systems. Go!
6. Teacher will pick popsicle sticks to model how to fill out the want to know section of the
class KWL chart.
7. Now that we have filled out our class KWL chart, its your turn to work silently and
independently! When I say go, you will take the next 30 minutes to fill out your know and
want to know sections of your chart. Then, read the passage. After you are finished with
the passage, you will fill out your learn portion of your chart and check to see if any of your
knowns are incorrect. We will then meet up as a class to discuss. Go!
8. Teacher will walk around the room to ensure that students are hard at work and to answer any
questions.
9. After 30 minutes are up, teacher will call students back together. Teacher will pick popsicle
sticks for students to fill in the learned section of the chart. Then, we will have a class
discussion to see if any students changed the know section of their KWL chart after reading.
Model: Teacher will ensure that students understand the three different columns and that we
need to review the known facts section after reading the passage to make sure that the passage
did not discount any of those knowns.

Guided Practice: Teacher will pick popsicle sticks to model how to fill out the know section
of the class KWL chart. Teacher will pick popsicle sticks to model how to fill out the want to
know section of the class KWL chart.

Independent Practice: Teacher will walk around the room as students are filling out their
individual KWL charts to ensure that students understand the KWL concept and that they are
filling it out correctly. Teacher will also answer any questions students may have.

Closure: After 30 minutes are up, teacher will call students back together. Teacher will pick
popsicle sticks for students to fill in the learned section of the chart. Then, we will have a class
discussion to see if any students changed the know section of their KWL chart after reading.

We learned a lot about systems today that we didnt already know, and we answered some of the
questions that we had in the beginning. Tomorrow, we are going to break up into groups to
discuss different systems that we use on a daily basis. Hopefully the rest of our questions will be
answered as we learn even more about systems!

Differentiated Learning Activities

Gate: Go online and research the want to know questions that were not answered from the
reading
Learning Difficulties: pull in small group to group-read the passage and fill out the chart
together
Disabilities: See IEP, work one-on-one or in small groups