Magentic Reading fifth grade lesson plan

ELA Magnetic reading

1. Lesson 4: Turn It Around

2. Turn It Around Session 1: Talk About the Topic and Reading Earl of Twirl, Scene 1 1

3. In this lesson you will: Compare and contrast two or more characters in a drama, drawing on specific details in the text. 1

4. How can people solve a problem with a friend or classmate? What are common problems between friends or classmates? 1 Turn and Talk What are ways that friends or classmates work through problems?

5. How can people solve a problem with a friend or classmate? 1 Stand and Share What are examples of problems between friends or classmates?

6. Turn and Talk 1

7. 1 What is another play you know about or have read or seen? Raise a Hand What are some features of plays?

8. 1 Thumbs-Up or Thumbs-Down   As each word is read aloud, give a thumbs-up if you know the meaning or a thumbs-down if you are unsure.

9. A trait I look for in a friend is ___ because ___. A trait I would like to develop is ___ because ___. 1 Turn and Talk

10. 1 Shout Out For each word on the left, what is the opposite trait?

11. 1 Shout Out What is a trait you would like to develop? What is a trait you look for in a friend?

12. 1 Today you will read to learn about a problem between two classmates.

13. 1

14. 1 Turn and Talk

15. 1

16. 1 Turn and Talk

17. 1 How can people solve a problem with a friend or classmate? Individual Think Time What problem is there between Earl and Cara? How do you think Earl should solve this problem with his classmate Cara?

18. 1 How can people solve a problem with a friend or classmate? Stand and Share What problem is there between Earl and Cara? How do you think Earl should solve this problem with his classmate Cara?

19. Turn It Around 2

20. What were the key events of Scene 1 of “Earl of Twirl”? 2 Raise a Hand

21. 2 Pick a Stick If you are called on, read each bullet aloud. The words in the Opposite Connection activity at the beginning of the lesson are all examples of traits. Based on what they say or do, a character could be described as nervous , funny , or hardworking .

22. 2 To compare and contrast characters, we look at what they say and how they act, especially toward one another. At the beginning of the play, Earl messes up the spin and apologizes. Earl tells Cara she’s great at spinning before he practices spinning on his own after rehearsal. Earl also continues to practice spinning after rehearsal is over and messes up again.

23. 2 practices right after rehearsal; messes up again We can use the details about what Earl says and does to describe his character traits. We can describe Earl as embarrassed because he apologizes when he messes up. We can also tell Earl is supportive because he compliments Cara on her spin. Earl continues to practice after rehearsal. What trait can we use to describe that behavior? embarrassed supportive

24. 2 practices right after rehearsal; messes up again embarrassed supportive hardworking; wants to do well Complete the chart with details that show what Cara is like and her character traits.

25. 2 Shout Out What are Cara’s traits so far? practices right after rehearsal; messes up again embarrassed supportive hardworking; wants to do well

26. 2 Your answers might be different from the sample answers. There are many possible correct answers.

27. One difference is ____. I think this difference is important because ___. 2 Silent Appointment

28. 2 Raise a Hand How do you think the differences between Earl and Cara might affect what happens in the story?

29. 2

30. 2 Listen as your classmates share their writing. Merry-Go-Round Share Merry-Go-Round Share

31. 2

32. Turn It Around Session 3: Reading Earl of Twirl, Scene 2 3

33. 3 Have you ever helped a friend with a problem? Raise a Hand

34. 3 In this part of the play, you’ll read to learn how Earl starts to solve the problem between him and Cara.

35. 3

36. 3 Turn and Talk

37. 3

38. 3 Turn and Talk

39. 3

40. 3 Turn and Talk Earl repeats Kevin’s dialogue because ___. I think this is important because ___.

41. How does Kevin help Earl begin to solve his problem? 3 How can people solve a problem with a friend or classmate? Individual Think Time

42. How does Kevin help Earl begin to solve his problem? 3 How can people solve a problem with a friend or classmate? Stand and Share

43. Turn It Around 4

44. What were the key events of Scene 2 of “Earl of Twirl”? 4 Raise a Hand

45. 4 Character interactions build interesting stories. Character interactions develop the plot and drive the action and conflict.

46. 4 Complete the chart to compare Earl and Kevin. First, identify the details that show what each character is like. Then, describe each character’s traits.

47. What do Kevin and Earl say to each other? How do they interact? 4 What do these details reveal about Earl and Kevin’s character traits?

48. 4

49. 4 Comparing and contrasting means saying how the characters are similar and different. Kevin and Earl are both studying, but they approach it differently. Kevin is ready to dive in, but Earl has something on his mind.

50. When they interact, Earl ___, but Kevin ___. Earl acts ___, and Kevin acts ___. These differences are important because ___. 4 Merry-Go-Round Share

51. 4 Thumbs-Up or Thumbs-Down You’ve looked closely at how Earl and Kevin interact. Respond to each statement. You’ve identified character traits based on their interactions. You’ve talked about the differences those traits reveal between Earl and Kevin.

52. 4

53. 4

54. Turn It Around Session 5: Independent Reading of Earl of Twirl, Scene 3 and Independent Skills Practice 5

55. What was the problem in Scene 1? In Scene 2, how did Kevin help Earl think of a plan to solve the problem? 5 Raise a Hand What do you think will happen in Scene 3 of “Earl of Twirl”?

56. 5 Today you will work independently to read the third and final scene of “Earl of Twirl.” You will then answer questions about the characters and how they are different.

57. Read the text. Then answer the questions that follow. As you read, pause after each section and ask yourself, “What just happened?” 

58. 5 Stand and Share

59. 5

60. 5 Stand and Share

61. 5

62. 5 Stand and Share

63. 5

64. 5 Stand and Share

65. 5

66. 5

67. 5

68. Turn It Around 6

69. 6 How can people solve a problem with a friend or classmate?

70. Complete  Reread/Think independently.Refer back to the text as needed.  6

71. 6 It really helped when ___. If I were ___, I think I might have ___. Merry-Go-Round Share Something I know is helpful but I did not see in the text is ___. The most important thing I learned about solving a problem with a friend is ___.

72. 6