Lesson #4

Teacher Candidate’s Name: Mikayla Price

Date Created: October 26, 2021

Content Area: Reading

School: Madison Elementary

Grade Level: 5th

Lesson Title: Reader’s Gallery Walk

Michigan Academic Standards: (include code and standard)

(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

o ELA.RI.5.2- Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.

o ELA.RI.5.3- Explain the relationships or interactions between two or more individuals,

events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.

o ELA.RI.5.4- Determine the meaning of general academic and domain-specific words

and phrases in a text relevant to a grade 5 topic or subject area.

Performance Based Learning Objectives:

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)
 Given fifty minutes of instruction daily for one school day, learners will be able to
accurately communicate with one another to summarize what they have learned by
answering the questions ask from their novel Hoot with one or fewer errors.
 Given fifty minutes of instruction daily for one school day, learners will be able to
accurately explain and answer the different questions between two or more characters
from the story with one or fewer errors.
 Given fifty minutes of instruction daily for one school day, learners will be able to use

1
 a written definition of a word to help them use the word in a sentence with one or
fewer errors.

Materials: (Low Tech, including number needed)

Teacher:
 Poster board (6)
 Sticky Notes (6 packs)
 Copy of Questions (2)

Students:
 Pencil (1)
 Copy of Hoot (1)

Technology: (High Tech)

o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

Bibliography/Resources:
 Teacher research/planning
 Source of learning materials
 Ms. Metevia’s in class materials.

 Teacher Guides & Book Collections. Learning Links. (n.d.). Retrieved October 27,
2021, from https://www.learninglinks.com/. 

Prior Learning Connections (Background Knowledge Support):

 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills
This is a reinforcement and introductory lesson. The student read the chapters the day before
so they should be able to answer questions from the text. This is the first time the students will
be participating in a gallery walk activity. I have prepared students for this lesson by giving
them clear and concise directions as well as making them visually accessible by writing them
on the whiteboard. I have prepared quick check questions for the students to help them think
back to what we read the day before. Starting with this activity will help the students once they
are broken off into their groups. One they are in their groups; students should be able to easily
collaborate with one another and come up with an answer for each station.
Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge

2
  Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole group, small group, and independent learning opportunities
 Directions will be written on the whiteboard for students to refer to.
 Students will be put into groups of three for the gallery walk.
 Students will complete a “quick check” activity with a partner.
Special Concerns (including medical, behavioral, and/or environmental):
Medical: N/A
Behavioral: Make sure students are staying on task and writing appropriate answers. Keep
Xavier and Kyle separated for group activity.
Environmental: The door in the back of the classroom is used in case of a fire.

Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative:
 Quick Check
 Gallery Walk
 One key event from the chapter(s)

Summative: N/A

During Lesson: (General Guidelines)

 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Engagement: (5 minutes)
 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?

 Quick check- students will walk randomly around the room until I say stop. Once
students are stopped, whoever they are standing next to is their partner.

 Make groups of three if necessary.

 Questions: Why did Mullet fingers bring hamburger meat to the construction site? Why
did officer Delink go to Roy’s house? Why did Roy’s parents think their son was hurt?
Why didn’t the emergency room doctor believe the story about how Mullet’s fingers

3
 got hurt? Why were Mr. and Mrs. Eberhardt alarmed and then confused when they
went to the hospital?

 Walk around- make sure students are talking about the events in the story.

Transition: “Remember the discussions you just had with your partners and head back to your
seats.”

Instruction/Exploration: (35 minutes)

 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?

 I want you to remember everything you and your partner(s) talked about because it
may help you for today’s activity.

 Gallery Walk- explain what it is.

 At each station you will notice there are sticky notes. When you get to each station you
are going to FIRST, read the questions, SECOND, talk about it with your partners, and
THIRDLY, come up with ONE answer to write on the sticky note and stick it on the
poster.

 MODEL, MODEL, MODEL for the students.

 Remind students to take their pencils with them.

 6 Stations:
Station 1. Comprehension Question #3: Why did Mullet fingers bring hamburger meat to the
construction site?
Station 2. Comprehension Questions #5: Why did Officer Delinko go to Roy’s house?
Station 3: Comprehension Question #8: Why were Mr. and Mrs. Eberhardt alarmed and then
confused when they went to the hospital?
Station 4: Discussion Question #1: What do you think Dana is intent upon terrorizing Roy?
Will Beatrice’s punishment make him stop harassing Roy? Remind students there are two
questions-answer both.
Station 5: Discussion Question #2: At what point do you think Roy should reveal information
about Mullet fingers? Should he tell his parents? Officer Delinko? Remind students there are
two questions-answer both.
Station 6: Vocab Word: Speculated- Word and definition are provided- use the definition to
use the word in a sentence.

4
*Split the students up into groups of 3.
*Set the timer for 3 minutes at each station.

Transition: “As you head back to your seats, I want you to predict what might happen next in
the story.”

After Lesson: (5 minutes)

Closure:
 Refer and tie back to course objectives
 One last quick assessment

 Raise your hand and tell me the meaning of speculated by using it in a sentence.

 Using your facial expressions, show me how you think our character Roy feels towards
Dana.
 Pack-up and sanitize.
Notes/Reflections:
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson: