UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Brianna Lysne PSMT Name: Tina Stevens

Lesson Plan Title: Storyworks: In the Game Lesson Plan Topic: ELA
Date: Estimated Time: 50-60 minutes/day
Grade Level: 5 School Site: Vassiliadis ES

1. State Standard(s):
 RL.5.1- Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
 RL.5.2- Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text.
 W.5.4- Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.

2. Teaching Model(s):
 Direct/Indirect instruction
 Kagan
 Lemov
 Questioning: DOK

3. Objective(s):
 Monday: Students will read story In the Game from Storyworks first time for general
comprehension. SW preform read for different purposes throughout the week completing
a “close read” of the story.
 Tuesday: Students will analyze character changes throughout the story In the Game
during second read.
 Wednesday: Students will create a writer’s framework using text evidence to plan an
organized response to answer how the character changed throughout the story, identify
the problem, and evaluate how the character solved it.
 Thursday and Friday: Students will refer to their writer’s framework to compose a written
answer that cites evidence from the text.

4. Materials and Technology Resources

Monday:
 Storyworks Magazine (1xstudent)
 Post-its

Tuesday:
  Storyworks Magazine
 Highlighters
 Storyworks Character Changes WS (1x student)
 Pencils
 Elmo
 SmartBoard

Wednesday:
 Storyworks Magazine
 Paper
 Pencils
 Elmo
 SmartBoard

Thursday/Friday:
 Storyworks Magazines
 Writer’s Framework (Students completed day prior)
 Storyworks Character changes WS (Students completed previously, doc text evidence)
 Paper
 Elmo
 SmartBoard

5. Instructional Procedures:

Monday:

1. Motivation/Engagement: TW (teacher will) review the skills we have been working on in

workshop and ELA: finding text evidence to support character traits.
 “What is text evidence?” (DOK Level 1)
 “Why do we need to show text evidence?” (DOK Level 2)
 “What happens if we don’t use text evidence to support our claims/ideas?” (DOK
Level 2)
 “Do you enjoy finding text evidence?”
2. “What if I told you finding text evidence is kind of like solving a mystery?”
 Show Art scene on projector
 “What’s going on in this picture?” Allow students to answer.
 “How do you know that?” -This is your evidence. We do the same thing with reading.
The Author/Artist gives us clues about what we are meant to see/think/feel and we use
those clues to guide our inferences.

Developmental Activities or Learning Experiences:

1. Explicit Instruction/Teacher Modeling
 We need text evidence to show that our ideas are supported by the author, not just our
own opinion. Finding the right evidence to support your claim can be a little tricky, you
need to read like a detective looking for clues that support your general idea about the
 story. Ex: Wonder- We believe that Auggie is shy and looking back through the text we
can find evidence to support this conclusion: he doesn’t make eye contact, mumbles, etc.
 Today we’re going to read a short story and think about how the character acts during
the beginning, middle and end of the story.
 In order to understand the story well, we will need to read it more than once.
i. Explain a Close Read- the first time we read will be for overall story and
comprehension. The second time we read will be to find details and
evidence.
 We will then go back and find evidence to support our impressions of the character and
why he changes.
2. Independent Working Time
 SW read the story “In the Game” from Storyworks pg.11-13 individually.
 While the students are reading, TW circulate around the classroom and observe the
students. (Lemov – Circulate)
 TW guide those students who seem to be struggling.

Review and Closure:

1. SW talk with a shoulder partner about the events in the story.
2. SW complete an exit ticket answering How did the main character act at the beginning of
the story? How did he act at the end? (DOK1/2)
Extension: Students can map out the events of the story on a story map graphic organizer

Tuesday:

Motivation/Engagement:
 (Optional: Teacher can dress as a detective) Today we are going to be detectives
searching for text evidence in the story In the Game. Class will read the story “In the
Game” a 2nd time aloud together.
Developmental Activities or Learning Experiences:
 Explicit Instruction/Teacher Modeling
 TW review story with the class that we read yesterday. “What happened in the
story?” (DOK 1) “How did the Cory change throughout the story?” (DOK 2) “Why
did he change?” (DOK 2)
 Read story together as a class. TW begin reading. Pull sticks to allow students to read
aloud if they would like to (they are able to pass).
 Stop for discussion questions throughout reading:
o “How do you think Cory got the shoes? What might this tell you about Cory’s
dad?” (DOK 2)
o ‘As they were leaving, Cory glanced back one more time.’-“What might Cory
be thinking at this moment?” (DOK 2)
o “What are some of Cory’s dad’s reasons for not choosing Jason for the team? Do
you think his decision is fair? (DOK 1/2)
o ‘Again, Jason rooted for them from the bench, which made Cory feel even worse.’
“What does this tell you about Jason? Why does his cheering make Cory feel
worse?” (DOK 3)
 o ‘But today everyone got to go home happy. Especially Cory.’ “Why is Cory
especially happy? How did Cory’s attitude change throughout the story?” (DOK
2)
o TW ask class for some character traits that can describe Cory at the beginning of
the story. Ex: selfish TW model going back to the text to find evidence to support
this trait and highlighting it- “As they were leaving, Cory glanced back one more
time. The boy in the hoodie looked really disappointed. But then again, so did a
lot of other kids. There wasn’t anything Cory could do about that.”
 Guided Practice/Interactive Modeling
 SW work in pairs (Hand up Stand up Kagan) to complete a Venn Diagram
comparing the two characters Cory and Jason.
 SW go back to the text and highlight evidence to support each character description
they come up with.
 Independent Working Time
 TW hand out the Storyworks Character changes worksheet.
 SW complete the worksheet independently.
 SW refer to highlighted text evidence to answer questions about the character.
 SW talk to their table (Kagan: Turn-Pair-Share) to check their worksheet answers.

Review and Closure:

1. As a class, go over worksheet answers and evidence that students used to support their
thinking.

Extension: TW give statements from the story and students will decide if they are true/false and
find text evidence to support their answer.

Wednesday:

Motivation/Engagement:
1. TW explain that today we will be using the text evidence we collected to answer the
question: Do you think Cory found a good solution to his problem? Why or why not?

Developmental Activities or Learning Experiences:

1. Explicit Instruction/Teacher Modeling
 TW model how to set up the writer’s framework on the Board using the text evidence
we highlighted and collected. TW model one detail (character trait) and one piece of
evidence to show it. Students are already familiar with writer’s framework so they
should have an idea of how to use this tool.
2. Guided Practice/Interactive Modeling
 SW work with Kagan partners to plan and set up writer’s framework (each will
complete their own).
 TW Circulate and check in with partners.
3. Independent Working Time:
o Students will work individually to find text evidence to support their ideas and
add these to the writer’s framework.
Review and Closure: SW answer what 3 components a writer’s framework must have. (Topic
Sentence/Hook, Supporting Details, Conclusion).
1.
Extension:
 SW pair up and check each other’s frameworks for cohesive ideas and details supported
by the text.

Thursday/Friday:

Motivation/Engagement:
1. Who liked this short story? Did you know there is a contest in this month’s Storyworks?
If you send in your well thought out response to this question you could win a copy of the
book this story came from. We have until November 1st to submit entries so after these
are graded you can send them in for a chance to win!
2. Developmental Activities or Learning Experiences:
o TW review activity from day before. Today we are going to take our framework
and use it as a tool to write a response to the question.
o TW select a student framework to show as a model and demonstrate how to turn
these notes/ideas into an organized paragraph.
o Start with the topic sentence. Ask class for ideas to state the topic sentence
and a hook. TW think aloud as they work through finding the write
wording.
o Write complete topic sentence on the board/Elmo.
3. Independent Working Time:
o SW work individually to write a 5-7 sentence paragraph response to the
essay question. SW use their writer’s framework as a guide to help them
construct an organized, complete response.
Review and Closure:
1. SW complete a short journal entry: Finding text evidence is like finding clues because…
Why is text evidence important?

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Monday:
 Accommodations: Allow to read in the hallway or someplace that allows them to
focus. Students can listen to story read aloud on Storyworks website. Allow for
breaks if needed during reading.
 Modifications: Allow for shorter answers if needed.
 Differentiations:
 Enrichment: SW continue this skill in their individual workshop book and
find text evidence to support their main character’s traits.
 Support: TW pair struggling students with a peer mentor who has a firm
grasp on the concept. Kagan partners.

Tuesday:
  Accommodations: Students will listen to text read aloud. Allow extended time to
complete assignments if needed. Allow students to dictate responses if needed.
Chunk assignment questions.
 Modifications: Allow for shorter answers if needed
 Differentiations:
 Enrichment: SW explain what the main idea of this story was and support
that with evidence from the text.
 Support: Kagan partners to answer questions and find text evidence. TW
support individually as needed.

Wednesday:
 Accommodations: Allow extended time to complete assignments if needed. Allow
students to dictate/type responses if needed.
 Modifications: Students can focus on completing framework, shorten question
answers, chunk assignment.
 Differentiations:
 Enrichment: SW document main idea as well as character changes with
text evidence.
 Support: TW conference with students who are struggling to complete
their framework/text evidence.

Thursday/Friday:
 Accommodations: Allow extended time to complete assignments if needed. Allow
students to dictate/type responses if needed.
 Modifications: Students can write shorter sentences, shorten assignment if needed
(Example 3-4 sentences instead of 7).
 Differentiations:
 Enrichment: Students can use framework to compose a longer response to
the essay question including information about the main idea/theme and
character development. 2-3 paragraphs.
 Support: TW conference with students, talk them through ideas and ensure
they have text evidence to support their thinking. Sentence stems can be
used as well to generate writing.

7. Assessment and Evaluation of Learning:

a. Monday
 Formative:
 TW evaluate student thoughts on post-it about character behavior
beginning/middle/end.
 DOK questioning.
 Class Discussion

b. Tuesday
 Formative:
  TW collect the worksheets to check for understanding.
 Venn Diagram comparing characters
 TW observe text evidence students are highlighting to support their ideas.
 DOK questioning.

c. Wednesday
 Formative:
 TW observe and evaluate writer’s frameworks that students are constructing.

d. Thursday/Friday
 Summative:
 Final paragraph constructed response answer using text evidence to explain
the problem of the story and how it was solved.

8. Homework Assignment:
 None

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: