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Grade: Grade 5
Subject: English Language Arts
Created by:
Kayla Baxter
Lesson Length: 1 hour 30 minutes
Keywords/Tags: Reading/Writing/Tachnology
Lesson Description: The goal of this lesson if for students to use reading and writing skills to understand the essay. Students should also be using brainstorming to answer some of the questions in the story to come up with other solutions for the bus riders on how to get to their destinations.
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Common Core Standards Covered with This Lesson
- CCSS.ELA-Literacy.RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
- CCSS.ELA-Literacy.RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
- CCSS.ELA-Literacy.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- CCSS.ELA-Literacy.RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
- CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- CCSS.ELA-Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- CCSS.ELA-Literacy.W.5.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
- CCSS.ELA-Literacy.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
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Lesson Content: Reading
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| Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed. |
The Technology Trip
I was traveling downtown with my friends. We were going to the Museum of Science and Industry, and we decided to take the bus. To figure out which bus we needed to take, I used a computer. If you go on the Internet you can find several maps that show Chicago transportation systems. I found the map showing the route, and it even told me what times the buses were scheduled to arrive.
My friends and I walked to the bus stop, and just a few minutes later the bus pulled up. It was a particularly rainy day, so we were glad we knew when the bus would come. We just stood outside a few minutes before it appeared.
We rode along slowly. Traffic was slow, and people were not driving quickly because of the rain. We didn’t really mind, considering we were inside nice and dry. Then it happened—there was a bump. It wasn’t a big bump, but we definitely all felt it. The driver stopped the bus and got out. A few minutes later, she stepped back inside.
“A car has run into us,” she stated. “There is no noticeable damage to the bus, but we do have a rule that when a car hits you, you need to make an accident report. Another bus will arrive shortly. Don’t worry. Please stay in your seats.”
So we waited. We anticipated it taking a long time, but in just about five minutes we noticed the other bus. When we got off the bus, we saw the car that had hit us. The driver was looking very sad. A policeman was talking to the driver, and they were both standing outside the car.
We got on the other bus. One passenger was angry. “I am going to be late for work,” she exclaimed. The new bus driver said we would leave right away as soon as everyone was on the bus. She said, “The driver of the car has to take a taxi to get to his office, but the bus company sent me to assure you get to your destinations.”
The delay had only taken ten minutes. We arrived at the museum safely. When we got off the bus we asked the driver what time the buses would be coming to take us back—we asked if she had a schedule.
“Check the computer at the museum,” she said. “You’ll find out what the actual time is for your bus back.”
The Museum is all about technology, but we had already been learning about technology.
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Task 1: Vocabulary Activity
(8 points)
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| Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence.
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.5.5, CCSS.ELA-Literacy.RL.5.7, CCSS.ELA-Literacy.RI.5.8, CCSS.ELA-Literacy.SL.5.4, |
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Task 2: Discussion Activity
(45 points)
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| Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic.
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RI.5.2, CCSS.ELA-Literacy.RI.5.8, CCSS.ELA-Literacy.W.5.2d, |
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Task 3: Writing Activity
(47 points)
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| Instructions: Explain in 2-3 paragraphs how technology was used throughout the story. Also in another 2-3 paragraphs brainstorm if they didnt have the certain technology how would they have to go about their day or complete the tasks they needed to do?
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.W.5.1, CCSS.ELA-Literacy.W.5.2, |
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University of South Florida Patent & Copyright Office © 2017 (Tech ID # Pending)
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