"Wings for the King" lesson plan to accompany "Wings for the King" Powerpoint Presentation.

1. Identification Data
Name: Diane Vaughn
Name of Lesson: Wings for the King
Grade Level: 5th and 6th grades
Curricular Area: Reading
Date: Week of February 16-21
Individual, Group Name or Whole Class: Whole Class
School: Twin Rivers R-X, Fisk, MO
*The entirety of this lesson plan is based on a lesson offered in the Reading Street series textbook at the
5th Grade level.
Materials and Supplies
Title of Text: Reading Street textbook
Page Numbers:
Other Materials: PowerPoint Presentation on inventors and their inventions. Table full of miscellaneous
objects (i.e. record player, light bulb, etc.) to be used on the first day.
Objectives
The fifth and sixth grades students will be engaged in a one week study of inventors and their inventions
as a part of a story series focusing on inventions. Crosses over science and language arts.
The Teaching-Learning Act
DAY 1
Anticipatory Set – I will begin the first day of the reading study by having the students look at
the objects I brought for them on the table and then challenge them to find what they all have in
common, despite being different (They are all inventions).
Input – I will then introduce this week’s chapter by having them look at a PowerPoint
Presentation I put together over inventors and the things they invented to make life better. Then I will
read the introductory story about Benjamin Franklin.
Modeling – The students will participate in independent and cooperative instructional strategies
to acquire the skills and concepts presented during the group investigation.
Guided Practice – We will review the meanings of the new vocabulary words before assigning
homework.
Comprehension – The teacher will evaluate student comprehension through informal teacher
observation.
Adaptations – Modifications have been made for the visual learners through the use of pictures
(visual).
Independent Practice – Students will be beginning a set of worksheets pertaining to that
particular story. A worksheet on vocabulary and on main idea will be assigned.
DAY 2
Anticipatory Set – We will begin the lesson by going over what great singer they learned about
on Day 1. I will tell them that they will be learning about the concept of sequencing in reading.
Input – The students and I will begin the short play Wings for the King which will be read aloud
by the CD and the students will follow along.

2. Modeling – The students will participate in independent and cooperative instructional strategies
to acquire the skills and concepts presented during the group investigation.
Guided Practice – we will take a look at a worksheet offered in the Reading Street workbooks
where we will read the passage together and answer questions about the passage together as a class.
Comprehension – The teacher will evaluate student comprehension through informal teacher
observation.
Adaptations – Modifications have been made for the auditory and visual learner through the use
of pictures (visual) and the textbook CD (auditory).
Independent Practice – A worksheet page from the Reading Street workbook will be assigned
over main idea for the student to complete.
DAY 3
Anticipatory Set – We will review the concept of sequencing and we will review what has
happened in the play so far.
Input – We will finish reading the play and discuss it.
Modeling – The students will participate in independent and cooperative instructional strategies
to acquire the skills and concepts presented during the group investigation.
Guided Practice – during the reading of the story, we will be reviewing main idea and
sequencing and discussing the story throughout the reading to illustrate points and allow students to
give insight on what they read.
Comprehension – The teacher will evaluate student comprehension through informal teacher
observation.
Adaptations – Modifications have been made for the auditory and visual learner through the use
of pictures (visual) and music (auditory).
Independent Practice – A worksheet page from the Reading Street workbook on context clues
and main idea will be assigned for the student to complete.
DAY 4
Anticipatory Set – As a class we will review the play and sequence the events. Then I will wrap
up by reading aloud a story about a girl who made her own invention.
Input – we will read the selection story in the textbook and discuss it afterward. I will initiate a
class discussion about what kinds of things they would love to see invented.
Modeling – The students will participate in independent and cooperative instructional strategies
to acquire the skills and concepts presented during the group investigation.
Guided Practice – the students and I will complete a worksheet together over how to use a
library search engine to find resources.
Comprehension – The teacher will evaluate student comprehension through informal teacher
observation.
Adaptations – Modifications have been made for the visual learner through the use of pictures
(visual) and the kinesthetic learner through the use of class discussion and collaboration on worksheets.

3. Closing/Summary
The lesson will be closed through the reading of the story on DAY 4 and a review.
Evaluation
There will be a selection test given on Day 5 and the worksheet packets will be collected for grading.