Backwards Planning for Language Demand

Name: Danielle Stratton Date(s): Q4 Grade/Subject: Fifth - ELA

Unit: Inside Out & Back Again Unit Lesson(s): Interactive Read Aloud Text (if applicable): Inside Out & Back Again
Other Resources (examples: lesson plan links, video links, etc):

Part 1: Analyze Language Demand

Standard(s):
CCSS.ELA-LITERACY.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Supporting Standard:

CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Learning Objective for Content + Language Assessment or Question

Example Frame: Students will understand (content goal) and be What oral or written evidence will you collect to monitor students’
able to (language goal) by/in (product). Include standard(s). understanding?

Students will make inferences about the narrator’s character traits

and explain their responses with text evidence by using a chart and
partner support to guide them in a written response. What can you infer about the narrator based on this poem? In other words,
what can you figure out about Ha, based on what you see in the text, and
what you already know?
Students will discuss the story's plot, the way the story uses
characterization, and the primary conflict in the story as evidence to
make inferences of our narrator by using a teacher-completed
T-Chart with visuals, triad support and sentence frames.

Dominant Describe/Elaborate Compare/Contrast Cause → Effect Opinion/Proposition/Support

Language
Functions Summarize Predict, Infer, Generalize Question & Conjecture (math-specific) Other: ___________

Proficient Expanding/Bridging (Level 4+): Developing (Level 3): Entering/Emerging

Response (Levels 1-2):
The text says, “But last night I pouted / The text says, “But last night I pouted /
What will it sound when Mother insisted / one of my brothers when Mother insisted / one of my Ha is a stubborn
person. She responds
like when students / must rise first / this morning / to bless brothers / must rise first / this morning
to what her mom tells
have met this our house / because only male feet / can / to bless our house / because only
objective? her by tapping her toe
bring luck. An old, angry knot / expanded male feet / can bring luck. An old, on the floor first,
Keep in mind all 3 in my throat. I decided / to wake before angry knot / expanded in my throat. I beating her brother.
dimensions of dawn / and tap my big toe to the tile floor / decided / to wake before dawn / and
Academic first.” This shows how Hadisplays that she tap my big toe to the tile floor / first.” The superstition says
Language: is stubborn by waking up first to tap her This shows how Hadisplays that she that only male feet can
touch the floor first and
Discourse Level, big toe to the tile floor first. To secretly do is stubborn by waking up first to tap
Sentence Level and the text says, “an old,
this before her brothers’, she must not be a her big toe to the tile floor first. To angry knot expanded
Word/Phrase Level superstitious girl. secretly do this before her brothers’, in my throat”.
Annotate each she must not be a superstitious girl.
response: Based on the text and Ha’s actions, I can
● Bold= Key theorize that Ha isdisobedient or brave.
Vocabulary On the bottom of the page, it says she

Aurora Public Schools, CLDE Professional Learning, Elementary Strategies for Instruction & Assessment (2018) 1
 Backwards Planning for Language Demand
Name: Danielle Stratton Date(s): Q4 Grade/Subject: Fifth - ELA
Unit: Inside Out & Back Again Unit Lesson(s): Interactive Read Aloud Text (if applicable): Inside Out & Back Again
Other Resources (examples: lesson plan links, video links, etc):

● Underline= decided to get up and tap her toe first, so

Functional she disobeyed her mother. Given that she
Mortar disobeyed, I infer that she and her mother
have a difficult relationship.

Language Expanding/Bridging (Level 4+): Developing (Level 3): Entering/Emerging

(Levels 1-2):
Patterns ● _____is a _____, who_____in order ● (He/She)_____is_______becau
(Functional Mortar) to____. se_____and______. ● ____is ____
● ______was_______, but
Which frames or ● If________, he/she will now_______. ● ____ was _____
signal words/ always_______. ● Because she_______, I think ● Now____is____.
phrases will provide ● I know this because the text says she is_________.
High-leverage, “_____”. ● She must be _________.
Portable, and ● Based on the text, I believe
Flexible support? _______.
● I can theorize that _____ is/is not
_____.

Academic Vocabulary of the Text (if applicable) Vocabulary of the Task

Vocabulary Words/phrases in actual text that students need Critical words/phrases (the “blanks” in frame/patterns)
(Content-Specific for comprehension/to understand text
Bricks)
expand, predict, imitation, flaunt, persuade, chide,
What vocabulary in monsoon, nudge, pouts, superstitious
Technical Specific General
Category
the text and (Tier 3) (Tier 2) (Tier 1)
Tet, Vietnam, Vietnam War
proficient response
will students be Action imitation expand brave
expected to know flaunt predict shows
and use? chide persuade displays
nudge pouts
disobedient stubborn

other Tet Vietnam

Vietnam War monsoon
superstitious

WIDA Supports Graphic Sensory Interactive Linguistic

Identify supports
that are present in Theme anchor chart Photographs to connect Small group discussion Different sentence
the lesson readings time starters/language
instruction. graphic organizer frames
Videos
definitions for certain
vocabulary words.

Aurora Public Schools, CLDE Professional Learning, Elementary Strategies for Instruction & Assessment (2018) 2
 Backwards Planning for Language Demand
Name: Danielle Stratton Date(s): Q4 Grade/Subject: Fifth - ELA
Unit: Inside Out & Back Again Unit Lesson(s): Interactive Read Aloud Text (if applicable): Inside Out & Back Again
Other Resources (examples: lesson plan links, video links, etc):

Part 2: Differentiation of Assignment/Assessment by Proficiency Level (skip for Lesson Plan #1)
1. Identify what ALL STUDENTS WILL be expected to do for the task (across all language levels)
2. Paste the Grade Level Expectation (from page 1) so that you can reference the grade level expectation as you differentiate
3. Use your tools to differentiate the assignment for the level groups below to determine how students in each language cluster will
demonstrate the standard/function at their language level.
○ Tools: WIDA CAN DO Descriptors (Key Use Edition), WIDA Supports, Performance Definitions (if needed)

ALL STUDENTS WILL: use text evidence in order to answer a text dependent question using grade level appropriate
vocabulary.

Bridging/Reaching Response (5-6): Developing/Expanding Response (3-4): Entering/Emerging Response (1-2):

Students (list names/groups): Students (list names/groups): Students (list names/groups):

GAM IRS
NS
UOR FRN
OP
EP MGZ

ESH SM

JO ACC

JRS ELO

OAM

AGP

Grade Level Expectations Language Based Expectations Language Based Expectations

(copied from outcome on page 1)
Students will make inferences about the
narrator’s character traits and explain their
responses with text evidence by using a chart
and partner support to guide them in a written
response.
(see Can Dos & Supports)
Hypothesizing or predicting based on evidence
from the story
Use key vocabulary and sentence frames to
discuss the story with a small group.
(see Can Dos & Supports)
Identifying key words and phrases that
describe the topic or phenomena
Compose short phrases about Ha and the
experience she had in the story.

Part 3: Lesson Plan Sequence

Be sure to explicitly model, practice and support BOTH content and language throughout the course of the lesson.

Lesson Components Describe the learning and task students will be engaged in:
Below is a menu of options for each part.

Aurora Public Schools, CLDE Professional Learning, Elementary Strategies for Instruction & Assessment (2018) 3
 Backwards Planning for Language Demand
Name: Danielle Stratton Date(s): Q4 Grade/Subject: Fifth - ELA
Unit: Inside Out & Back Again Unit Lesson(s): Interactive Read Aloud Text (if applicable): Inside Out & Back Again
Other Resources (examples: lesson plan links, video links, etc):

Day __ (if a multi day plan)

Opening
Developing and/or accessing prior
knowledge related to content (grade
level standard) and language
❏ Introduce objective and key learning
❏ Launch an exploration or inquiry
❏ Make connections with
opportunities to build and activate
background/prior knowledge
❏ Introduce/practice (may happen in a
different part of the lesson):
- Academic vocabulary
- Functional words/phrases
❏ Students are actively listening,
thinking & interacting with each
other.
❏ Explicitly teach any language
necessary to enter the learning (as
needed) This may include academic
vocabulary and/or functional
words/phrases
Readers, we are going to begin working on “Inside Out & Back Again”.
Look through the novel and talk to your partner and discuss
- “What do you notice about how this novel is written?”
- “How is it like other novels you have read?”
- “How is it different?”
Now we are going to do something that all good readers do. We are going to find
specific details from the text to answer questions. Good readers use text evidence to
support answers to questions. Using specific text evidence allows a reader to clarify
their response and ensure they truly understand what happened in the text.
Vocabulary:
We will have a mini packet for our vocabulary that we will have been building up each
week (novel study).
- [Complete a visual wall for “other”, paired with how that word is said in other
languages - example]
- Jamboard 4
Today we are going to gather information about our narrator by gathering information
from text.
Today we are going to answer:
- What can you infer about the narrator based on this poem? In other words, what
can you figure out about Ha, based on what you see in the text, and what you
already know?

Body We will read through the first poem - 1975: Year of the Cat
❏ Chunk the learning (language and
content) The teacher will create a chart. The first column will record the question, the second
❏ Determine how students will column will record text evidence, and the third column will record the answer. While
engage with the content: modeling the question and answer below, the teacher will complete the chart.
- Will they explore? View a
model/demonstration? Specific Inference about Reasoning:
❏ Determine how you will teach Details/Text the Narrator:
language necessary to engage Evidence: Give your
during this part of the lesson. What this shows reasoning for why
Model, guide, practice (I do → We Information about about Ha’s you made this
do → You do) Ha. (direct quote interests, values, inference (why the
❏ 1-2 specific strategies help all from the text) traits, or beliefs quote made you
students understand and articulate (what you learn or think this)
key learning related to objective understand from
❏ Scaffolds and supports maintain the quote)
content learning expectations (ie
using Can Do Descriptors)
❏ Evidence of graphic, interactive and Based on the text I infer that _____. I know this because
sensory supports _______. ______.

Aurora Public Schools, CLDE Professional Learning, Elementary Strategies for Instruction & Assessment (2018) 4
 Backwards Planning for Language Demand
Name: Danielle Stratton Date(s): Q4 Grade/Subject: Fifth - ELA
Unit: Inside Out & Back Again Unit Lesson(s): Interactive Read Aloud Text (if applicable): Inside Out & Back Again
Other Resources (examples: lesson plan links, video links, etc):

On this page, ____. ______ is _______. Because

she_______, I think
In this stanza she is_________.
_____.

Oral Language:

- Think, pair, share

- Role play
- Have a prompt “Pretend you’re Ha is this poem.”
- Share about a time when…
- Getting a 2 line description of who you are, what you feel

Monitoring/Assessment: Now you will work independently to answer the question: What can you
❏ What questions can I ask to engage infer about the narrator based on this poem? In other words, what can
students in making sense of the you figure out about Ha, based on what you see in the text, and what
content or redirect misconceptions? you already know? Make sure you write down the question and find text
❏ How will I monitor/check for
content understanding?
evidence before writing your response.

As students work, the teacher will circulate throughout the room to

prompt students and provide feedback. The teacher will then ask a
student to share his/her work under the document camera or on google
classroom.

Provide a rubric to help students self-monitor.

Closing Today we were able to answer questions about a text by looking back into the
❏ Connect ideas back to objective text to find evidence. The words an author writes, can clarify our thinking.
(content and language) Today when reading your independent book, I want you to record any
❏ Students interact with one another
questions you have while reading and answer them using text evidence.
or their own thinking to
review/summarize, discuss or
synthesize their learning
❏ Strategy/support used to help
students synthesize or review
learning
❏ Explicitly teach any language
required to name/solidify the
learning (as needed)

Reflection/Evaluating the learning:

● What were students able to demonstrate?
● What were some common errors made by students with ___?
Aurora Public Schools, CLDE Professional Learning, Elementary Strategies for Instruction & Assessment (2018) 5
 Backwards Planning for Language Demand
Name: Danielle Stratton Date(s): Q4 Grade/Subject: Fifth - ELA
Unit: Inside Out & Back Again Unit Lesson(s): Interactive Read Aloud Text (if applicable): Inside Out & Back Again
Other Resources (examples: lesson plan links, video links, etc):

● Are we ready to move to the next idea? If not, what needs to be retaught and to whom? How will I address all
students’ needs?

Aurora Public Schools, CLDE Professional Learning, Elementary Strategies for Instruction & Assessment (2018) 6