Objectives/ Materials Adaptations for Diverse Activities Assessments

Standards Learners
Day 1 -Students will -Pre-test - Students with IEPs will have -Administer pre-test. Formative: Exit ticket in
describe the -Anchor chart their pre-test read aloud to -Hold a family meeting. which the students
difference -Marker them by the special education -Hook  Hold up an apple, ask students to share as many facts and have to list 1 fact and 1
between facts -Sticky notes, teacher. opinions about the apple as they can. opinion.
and opinions. -Apple -Discuss the difference between facts and opinions.
-5.RN.2.1 -Map -Give each student a sticky note; have students vote whether zoos Summative: Post-test
are good or bad. questions 1, 2, and 3
-Introduce unit: we will be conducting research over the next few
days so that we can make informed opinions on zoos.
-Closure: Ask students to share one thing they are curious to find out
about zoos.
Day 2 -Students will -Phoenix Zoo - For students with IEPs, their -Hook  Have students think about a time they went to the zoo. Formative: Asking
identify key video note page will have sentence -Purpose: Today, we are going to watch a video that will give us questions throughout
information from -Student prompts with fill in the blanks. information to help us make our zoo opinion. video; discussion;
a video and note-sheet -Students with behavioral -Watch Phoenix Zoo video; fill in notes. Student note sheet
record it on a -research concerns will be seated near -Discussion about the video with inference
note-sheet to folders, students who will help keep -Review the concept of inferences; have students make an inference recorded at bottom
form an -manila them on task. about zoos based on information from video
inference about folders (one -Closure: ask students to share their inferences. Summative: Post-test
zoos. per student) -Give each student a manila folder to put their research in. question 4
-5.RN.2.1 -Map
-5.W.5
Day 3 -Students will -Polar bear -Students with IEPs will be -Hook  Show polar bear video. Ask students to share their Formative: Asking
determine the video provided with a note sheet predictions on what the polar bear was doing. questions throughout
main idea of a -Zoo that has fill in the blanks. -Purpose: Today, we are going to read an article in groups that will the mini lesson;
passage by PowerPoint -Student needs are considered help us understand what the polar was doing. discussion at end of
highlighting and -Map in my grouping decisions. (ex. -Have a short discussion on main idea, and text features. class.
writing down -Zoochosis Students with focus concerns -Students read article in groups. Student note sheets
important article are grouped with students -Closing: Bring students back together, ask about the polar bear from will show if students
information and -Highlighters who will help them stay on the beginning (Did it have zoochosis?). Ask students to share their were able to support
support it with -Note sheets task; students with IEPs are thoughts. Have students add zoochosis to their pros and cons sheet. their main idea with
supporting split among the groups) supporting details.
details.
-5.RN.2.2 Summative: Post-test
-5.RN.3.1 questions 5, 7, 8, 9, 10
-5.W.5
Day 4 -Students will -Harambe -Students with IEPs will be -Hook  Review what was researched on day 4. Have students Formative: Asking
identify one video provided with a note sheet discuss with their neighbor. questions in response
collective main -Map that has blanks and a word -Purpose: Today, we are going to watch a video and then read an to the video and article
idea by drawing -Student bank. article to provide us more information for our zoo opinions. (about text features).
information from research -Watch the Harambe video. Student main ideas
 two different folders -Discussion: Do you agree with the zoo’s actions? recorded on the note
sources. -Harambe -Pass out the article, read the article aloud to the class with stopping sheet.
- Students will note sheet points to record notes. While reading, point out text features.
use text features -Are Zoos Bad -After reading the article, have students develop a main idea from Summative:
to gain News? both sources. Post-test questions 5, 7
knowledge from -Closure: Have students share their main ideas and their opinions on
a text. the content from the sources, add to the master pros and cons
-5.RN.2.2 sheet.
-5.RN.3.1
-5.RN.4.2
-5.W.5
Day 5 -Students will -The Swazi -Students with IEPs will be -Hook  Ask students if they have been to Chick-fil-A. Display Formative: Make sure
identify the Eleven given a note sheet that has writing samples on board. How are these writing samples similar? students are involved
author’s purpose -Student blanks and a word bank. How are they different? and are actively
of a passage and research -Students with focus concerns -Purpose: Today, I want to review author’s purpose so that as we engaged during the
support their folders will be asked to remain at their read, can determine why the article was written. article reading;
claim with -Note sheet desks for the lesson. -Discussion about author’s purpose. What was the author’s purposes assessed by if students
supporting -Chick-fil-A -Students with high abilities of the Chick-fil-a examples? have highlighted on
details. pieces of (slayers) will be challenged to -Distribute article and note sheets. their article; author’s
-5.RN.4.1 writing (ad find more details to highlight -Read the article aloud to the students, projecting it on the board purpose notes,
-5.W.5 and “Our than the ones I highlight on and having students highlight the information you highlight. Pause at
Story”) the board, and they will be difficult words, have slayers google the words. Summative: post-test
-Zoo asked to google difficult words -After reading the article, students work in their table groups to question 6
PowerPoint in the passage. determine the author’s purpose and find supporting details.
-Highlighters -Closure: Have students share what they found, add to the pros and
cons master sheet.
Day 6 -After reviewing -Map -Students with IEPs will take -Hook Have students get out their research folders and their Formative: The
all their research -Student their post-test with the special master pros and cons sheet. Ask them to turn to their neighbor and discussion after re-
notes on zoos, research education teacher, who will tell them which research day they found the most interesting. Ask voting will show if the
students will folders read their test aloud to them. students to share with the class. students are able to
choose an -Opinion They are also being provided -Tell students to read over all their notes. pull from different
opinion to write anchor chart with less answer choices, as -Purpose: We need to read over all our notes so that we can make sources to back their
about. -Sticky Notes stated in their IEPs. an informed decision on zoos. opinion.
-5.RN.4.2 -Zoo -After reading their notes, students record final opinion on sticky
PowerPoint note, and place it on the graph. Summative: Post-test
(Pros and -After students have voted, have them share with a partner, and over the entire unit.
cons slide) then with the class, which research points influenced their opinion
-Post-test the most.
-Closure: Ask students if their opinion has changed since their first
vote, and why.
-Administer the post-test