Names: Ashley Buck

Lesson Planning Template

Lesson Title: The 5 W’s Grade: 2nd grade

Learning Target: Through the conducted lesson, students will be able to understand, recognize, and
differentiate between the 5 W’s (who, what, when, where, why) and ultimately build their
comprehension skills when reading text to understand the story on a deeper level.

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Interdisciplinary Connection

Points (ie: NCTM, IRA,…) Standards

IRA Standard #3: Students CCSS.ELA-LITERACY.RI.2.1

apply a wide range of strategies
to comprehend, interpret,
evaluate, and appreciate texts.
They draw on their prior
experience, their interactions
with other readers and writers,
their knowledge of word
meaning and of other texts, their
word identification strategies,
and their understanding of
textual features (e.g.,
sound-letter correspondence,
sentence structure, context,
graphics)
Writing- While reading the
Ask and answer such questions
selected story book, students
as who, what, where, when, why,
will have the opportunity to
and how to demonstrate
practice their writing by writing
understanding of key details in a
the 5 W’s present throughout the
text.
book.
CCSS.ELA-LITERACY.RI.1.4
Ask and answer questions to
help determine or clarify the
meaning of words and phrases
in a text.

Academic Language: who, what, when, where, why, main idea, detail, support, evidence, structure

Students’ Needs: Prior to the start of the lesson, students should have a general idea of the 5 w’s and the
key details that make up a story. Students must be able to read and follow along a story according to a
grade level. Students must have prior experience with the components of a story including setting, plot,
characters, etc.

English Language Learners Dyslexia Attention Deficit

Hyperactivity Disorder
 The teacher can
accommodate the needs of
English Language Learners
(ELL’s) by seeking a
version of the book in their
native language. If this is
not possible, the teacher
may have the words of the
text translated into the
student’s native language.
Students may also be
placed in pairs if necessary
in order for the ELL student
to learn from their peers.
For students struggling
with dyslexia, the teacher
can provide the story with
bigger font and spacing to
make it easier to follow
along. The teacher can also
give the student a book that
is being read to the class to
follow along.
For those with Attention
Deficit Hyperactivity
Disorder (ADHD), the
teacher can accommodate
by moving the student to a
less distracting area of the
classroom. In this case, it
will be near the front to be
close to the teacher. The
teacher can use a color
coded behavior chart to
remind the student to focus
on the assignment and not
express bad behavior,
otherwise their behavior
chart will continue to go
down which will result in
negative consequences.

Materials:
Teacher: printed worksheets, sticky notes, laptop, projector, exit slips

Students: pen/pencil, notebook to take notes

Language Function:
Throughout this lesson the teacher will use the TPS strategy to help the students understand and explain
the 5 W’s. The students will be doing this by thinking about what the 5 W’s are, discussing their
thoughts with a partner, and then sharing with the class. This helps the students draw previously known
knowledge and incorporate it into the lesson. The students will also be practicing comparing and
contrasting by completing the worksheet handed out to them during the read aloud. This allows the
students to visually see the differences and interpret independently on how they are different. The
teacher will be looking back into the story for textual references to allow for justification of the answer.
This shows the students how helpful it can be to go back into the story for a full understanding. An
assessment exit slip will be passed out at the end of class to allow the teachers to view the students'
understanding of content.

Lesson Plan
Before: To begin this lesson, the teacher will use the Think-Pair-Share (TPS) strategy to encourage the
students to reflect and think about what they already know about the 5 W’s. Students are encouraged to
think, discuss with a partner, and share their knowledge to the class. The purpose of this is to encourage
the students to think back and incorporate the knowledge that they already know and incorporate this
knowledge into the new content introduced through this lesson. Some questions included in this lesson
will fall along the lines of “Does anyone know anything about the 5 W’s?”, “What do the 5 W’s
represent?’, “Have you ever heard about the 5 W’s? If so, what do you know?”
During: During this portion of the lesson, the teacher will present a brief powerpoint that provides a
brief lesson on the 5 W’s. The students are to pay attention to this powerpoint as it will help them to be
 able to complete the other activities included in the lesson. Next, the teacher will pull up a read aloud of
the book: “Goldilocks and the Three Bears” by James Marshall. This book presents a great opportunity
for the students to recognize and distinguish between the 5 W’s in a story. Prior to beginning the video,
students are presented with a worksheet where they will record the 5 W’s throughout the read aloud.
Students will be asked to designate the 5 W’s and justify their claim by providing supporting evidence.
After the video and interactive worksheet is complete, the class will come together to discuss what they
learned and why they got their answers. After this part, the teacher will provide a brief summary on the
importance of the 5 W’s and its relation to a student’s reading and writing. To account for the early
finishers, the teacher can provide opportunities for these students to help out their peers as needed,
especially the students who may be struggling. These students can also be provided with more work if
necessary. For the students who are struggling with the content, the teacher can account for these
students by scheduling one-on-one meetings to reteach instruction or differentiated instruction if
necessary. For example, students can be placed into small groups or with partners to discuss the content
and gain their perspective.

After: This portion of the lesson consists of the group activity. Here, students will be split into groups
of five and each student will be presented with a sticky note that has one of the 5 W’s on it. The task is
for each group to come up with a story that includes each component of the 5 W’s in it. Once every
group has constructed their story, they will present it to the class and represent each of the 5 W’s.
Students will be encouraged to participate as the teacher asks questions such as “What is happening in
the story?” or “Who are the main characters in the story?” Although this activity marks the end of the
lesson, the students will not be permitted to leave the class until they complete the exit slip. This exit
slip is basically a little “quiz” to see what the students learned and to assess their knowledge.

Assessment:

Type of assessment Description of Modifications Evaluation Criteria-

assessment

Summative Exit Slip quiz- If the student(s) When the students complete the exit
students will be struggles with a slip, they will be completing an
provided with a short learning disability assessment to recognize their
“quiz” that will serve and struggles understanding of the story. The exit slip
as their exit slip to finishing or will consist of five questions regarding
leave the class. This focusing on the the story Goldilocks and the Three
exit slip will cover exit slip, the Bears. The teacher will grade this
topics learned in class teacher can summative assessment.
relating to the modify it to make
presented story book. it shorter and
easier to
understand.
Formative Think-Pair-Share- Student(s) will be Students will reflect and think about
students will be given a small what they already know about the 5
presented with the white board to W’s. Students are encouraged to think,
opportunity to think write down their discuss with a partner, and share their
and share what they thoughts. This knowledge to the class. The purpose of
 know or whether or white board can this is to encourage the students to
not the lesson is then be shown to think back and incorporate the
making sense. This the teacher if they knowledge that they already know and
will allow the teacher would like to incorporate this knowledge into the
to understand where share. Students new content introduced through this
the students are at, are to discuss lesson. Some questions included in this
what they already with a partner, lesson will fall along the lines of “Does
know, or where they however, with anyone know anything about the 5
may be struggling. how W’s?”, “What do the 5 W’s represent?’,
overwhelming a “Have you ever heard about the 5 W’s?
group setting may If so, what do you know?” In addition
be, they can use to these questions, the teacher will
the white baorod ensure that the students are
for this. understanding the content of the lesson
by asking them “Is this making sense?”
The students must respond with a
verbal “yes”

Resources:

Read-aloud:
https://youtu.be/s0v1d5mbzPI

Goldilocks 5 W’s Observation worksheet:

https://docs.google.com/document/d/18jDHF5XZd3W2V5OXYpE6uWxOyfQQhu6zISA3U4L2jps/edit

IRA Standards:
https://cdn.ncte.org/nctefiles/resources/books/sample/standardsdoc.pdf

Common Core Standards:

http://www.corestandards.org/ELA-Literacy/RL/1/

Powerpoint presentation:
https://docs.google.com/presentation/d/1duDQrpTd5dpltoQsg_OjcMZjM2pcjQ1ApD3UiPUpDmw/edit
#slide=id.p