Name: WHOLE LANGUAGE (In my case I will use this method before the 2 previous to introduce animals and

habits, etc)

Date: 12/6/23 Grade: 5th Grade

Unit/Standard: Learning Objective: Materials Needed:

Exploring Literature Students will develop reading,  Picture books e.g., "The Salamander Room" by Anne
writing, speaking, and listening
skills through the exploration of
Mazer
literature.

 Audio recordings e.g:

 Animals sounds: https://youtu.be/ucuXAYMYttc

Audio recordings can be played through speakers,

Introduction/Warm-Up:

 Begin by displaying the picture book "The Salamander Room". Show the cover to the students and ask
them to share their initial thoughts and predictions about the story based on the title and cover.

 Ask students to take a moment to think about the following questions individually:
o Have you ever seen a salamander or any other interesting animals? Where did you see them?

o What do you know about animals and their habitats?

 Pair up students and ask them to share their thoughts with their partners. Encourage them to discuss
their experiences, knowledge, and any questions they have about animals and habitats.

 Facilitate a whole-class discussion and invite a few students to share their partner's thoughts or their
own ideas. Write their responses on the board to create a mind map of students' prior knowledge
about animals and habitats.

 Introduce the book "The Salamander Room" and explain that it is a story about a boy who wants to
create a habitat for a salamander. Mention that the story will take us on a journey to explore different
animals and their habitats.
Explicit Instruction:

 Begin the read-aloud of the book chosen. Use expressive reading techniques to bring the story to life
(modulation, intonation, and pacing.)

o Ask comprehension questions and encourage discussions. For example, after reading a few pages,
questions like, "Why do you think the main character wants to create a habitat for the salamander?"
or "What do you think will happen next in the story?"

o Use different voices for different characters to enhance engagement and help students distinguish
between the characters in the story.

 Create a vocabulary chart on the board titled "Vocabulary Words." As reading the story, identify new words
and their meanings. Write these words on the chart, along with their definitions and use them in context
sentences.

o Encourage students to participate by sharing their own definitions or sentences using the vocabulary
words.

o For example, if the story introduces the word "habitat," write it on the chart and explain that a habitat
is the natural home or environment where an animal lives.

 Discuss the different story elements with the students the narrative structure. Identify the main characters,
setting, problem, and resolution.

 Encourage students to make connections between the story and their own experiences or knowledge. Ask
open-ended questions like, "Can you relate to the main character's desire to create a habitat for the
salamander? Why or why not?" or "Have you ever tried to create a special place for an animal or a pet?"

Individual Practice:
There is no specific individual instruction phase as the emphasis is more on collaborative and interactive learning
experiences.

 Give each small group a set of picture cards representing key events from the story. Instruct the groups to work
together to arrange the cards in the correct sequence. They can discuss the events, justify their choices, and retell
the story based on the sequence they create. This activity encourages collaboration, critical thinking, and story
comprehension.

 Divide the class into small groups and assign each group a specific scene or chapter from the story. Instruct them
to create a script based on the assigned section and perform it as a readers' theater. Students can assign roles,
practice dialogue, and use expressive reading techniques. This activity enhances reading fluency, comprehension,
and collaboration.

Organize a structured group discussion where students share their thoughts, opinions, and questions about the
story. Provide guiding questions such as, "What challenges did the main character face when creating the
habitat?", "How did the story make you feel?", or "What did you learn about animals and their habitats?"
Encourage active listening, respectful communication, and building upon each other's ideas.
However, individual practice can still be incorporated in different activities, example:

 Assign each student a different animal and its habitat from the book. Instruct them to conduct independent
research using books or reliable online resources. Ask students to gather information about the animal's
characteristics, behavior, and habitat.

o Provide a research guide or template with specific prompts such as, "What does the animal eat?" or
"What are the physical features of its habitat?"
Assessment:
 Portfolio Assessment: Have students create a portfolio showcasing their learning throughout the unit. Include
samples of their writing responses, research notes, artwork, and any other relevant artifacts. Assess the portfolio
based on completeness, depth of understanding, use of language conventions, creativity, and reflections on their
learning journey.

 Observational Assessment: Observe students' participation and engagement during group activities, discussions, and
collaborative tasks. Use an observation checklist to assess their communication skills, active listening, contributions to group
work, and ability to work collaboratively. Note their level of involvement, cooperation, and understanding of the content.

 Habitat Research Presentation: Ask students to conduct research on a specific animal and its habitat independently or in pairs.
Instruct them to create a research presentation using multimedia tools such as video, slideshows, or posters. Assess their
presentations based on the accuracy of information, organization, visual appeal, and oral presentation skills.