Tom Asmt3 032117 2 0

Copyright: Moss, J. E. (2013).
Walk Two Moons
Jayleina Tom
ITE 390
Semester 4; Spring 2017

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Unit Plan Framework
1. Theme and Overview

The theme of this unit revolves around how a person can deal with an emotional situation in
their own life, or how to help someone going through an emotional situation. This unit is created
for a 5th grade class. The topic was chosen because as the students grow older, they will be met
with more and more emotional situations in life and will require the knowledge to identify those
situations and how to handle them appropriately. This unit will be taught during the 3rd quarter,
before spring break.
2. Essential Question
Why is it important to show empathy?
The essential question was chosen because it is referring to the novels theme of using
empathy to understand others. By practicing empathy, one can also learn more about
themselves. Empathy is used in important situations that can encompass grief, happiness, joy,
confusion, and fear. I anticipate the initial response to the essential question will be relating to
caring about others and making the person feel better. By the end of the unit, the students will be
able to make the connection that by understanding others, they will also better understand
themselves.
3. Enduring Understanding(s)
The enduring understanding for this unit is to not judge a person before you know their story
(using empathy to understand others). These enduring understandings relate to the unit because
the main character and her friend made judgements that lead to stressful situations. The students
will have this novel to refer to in times of their own stressful situations and remember to look at
their problems from another perspective to better solve their problems.
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Unit Overview
Theme: How a person can deal with an emotional situation in their own life, or how to help
someone going through an emotional situation.
Essential Essential Question: Why is it important to show empathy?

Question &
Enduring
Understanding Enduring Understanding: Do not judge a person before you know their
(Inquiry story (using empathy to understand others).
question that
reveals content,
skills and
strategies./ A
description of
the important
understandings
(s) and
concept(s))
Baseline/ Activity: Pre-Assessment (baseline data)

Building the Interpret fable Students will be given 4 short fables to read. The
Background themes and students must identify the theme or message of the
relate a theme fable, pick one theme, and provide a personal example
to a personal, on how it can be used in a stressful situation. A rubric
emotional will be used to assess their prior knowledge and
situation and baseline data.
provide a
solution.
Supporting Supporting Supporting Supporting Supporting Question

Question Question Question Question (Lesson 5)
(Lesson 1) (Lesson 2) (Lesson 3) (Lesson 4)
How can we How can we Why does How do people How do we promote
summarize describe and the author handle healthy emotional
information understand a use quotes to stressful behavior?
from a text to character? support her situations,
improve our theme? such as death?
understanding of
the text?
Formative Formative Formative Formative Formative

Performance Performance Performanc Performance Performance Task
Task Task e Task Task (description/ tools)
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(description/ (description/ (description/ (description/ Assessment #6

tools) tools) tools) tools)
Assessment #2 Assessment #3 Assessment Assessment #5 (Situation felt
#4 negative behavior,
(Flow Map) (Character (Death/Grievin how you reacted then,
Analysis) (Quote g) what strategy you can
prediction use for a better
and analysis) Stages, relate outcome)
to Sal
Checklist Checklist Message Match the Skit

(Did student Decoding Stages activity
complete End of novel: sheet
summary for Summary of
chapter(s) that characters (Sal &
day?) Phoebe)
Features Features Features Features Features Sources/

Sources/ Sources/ Sources/ Sources/ Materials Needed
Materials Materials Materials Materials
Needed Needed Needed Needed
Match the Skit template

Novel Add to flow Message Stages Roles/responsibilit
map Decoding activity ies outline
Flow map activity sheet
booklet Talking
(includes US
stick
map)
Emoji
anchor
chart
Supporting Formative Features Sources/ Materials Needed

Question Performance
(Lesson 6) Task Novel
(description/ Letter example
How do I tools)
entertain and Assessment #7
hold a readers
attention? Narrative Pen-
Pal Letters
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Rubric
Summative Interpret quotes Criteria (rubric/checklist)

Performance from the novel
Task (Activity and relating it to
#8) a personal,
emotional
situation and
provide a
solution.
Extension Criteria (rubric/checklist)

Activity
(enrichment/gift
ed students
option)
Taking Understand-
Informed Assess-
Action Act-
(Activity #8;
optional
Summative
Assessment)
Standards, Benchmarks, and General Learner Outcome Overview

Content Benchmark Lesson Lesson Lesson Lesson Lesson Lesson
Area 1 2 3 4 5 6
Reading RL 5.1: Quote accurately from a X X X X
text when explaining what the
text says explicitly and when
drawing inferences from a text.
RL 5.2: Determine a theme of a X X
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.
RL 5.3: Compare and contrast X
two or more characters, settings,
or events in a story or drama,
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Area 1 2 3 4 5 6
drawing on specific details in the
text (e.g., how characters
interact).
Writing W.5.7: Recall relevant X X X X
information from experiences or
gather relevant information from
print and digital sources;
summarize or paraphrase
information in notes and finished
work, and provide a list of
sources.
W.5.3b: Use narrative techniques, X X X
such as dialogue, description, and
pacing, to develop experiences
and events or show the responses
of characters to situations.
W.5.3a: Orient the reader by X
establishing a situation and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally.
W.5.3c: Use a variety of X
transitional words, phrases, and
clauses to manage the sequence
of events.
W.5.3d: Use concrete words and X
phrases and sensory details to
convey experiences and events
precisely.
W.5.3e: Provide a conclusion X
that follows from the narrated
experiences or events.
W.5.4: Produce clear and X
coherent writing in which the
development and organization are
appropriate to task, purpose, and
audience.
Speaking SL.5.1: Engage effectively in a X X
and range of collaborative discussions
Listening (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.
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Area 1 2 3 4 5 6
Language L.5.4a: Use context (e.g., X
cause/effect relationships and
comparisons in text) as a clue to
the meaning of a word or phrase.
General GLO 5: Effective communicator X X X
Learner GLO 4: Quality producer X X X
Outcome
Health HE.3-5.3.1: Use appropriate X X X
strategies for dealing with
emotional and stressful situations.
HE.3-5.5.2: Use strategies to X
avoid inappropriate
communication (e.g., name-
calling, put-downs, and
harassment)
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Narrative Overview
I. Context for Learning
School Context
XXXX Elementary school is located in Wahiawa Heights. It is one of seven elementary
schools in the Leilehua complex. Wahiawa is an old plantation town, and Wahiawa Heights
is a rural residential area. The school serves students from kindergarten to fifth grade.
XXXX has a student population of approximately 430 students. The most common ethnic
groups attending XXXX are Filipino, Native Hawaiian, Japanese, Samoan, White, and
Pacific Islander (Hawaii Department of Education, 2016). Per the 2015 U.S. Census, the
median household income in this school complex is $56,022 Although, the fact that
approximately 55.1% of students receive either free or reduced lunch indicates that half of
the families are making less than $44,122 annually (Hawaii Department of Education, 2016).
Title 1 of the Elementary and Secondary Education Act helps these students by providing
funds to close the achievement gap. At XXXX Elementary, Title 1 funds are used to hire part
time teachers to assist teachers during differentiated instruction blocks (Hawaii Department
of Education, 2016).
In regards to the Hawaii Statewide Assessment program, XXXX Elementary surpassed
the states standards in all subject areas except 5th grade math in the 2015-2016 school year.
The amount of 5th grade students who met the standards for English language arts are
recorded as 64%, as opposed to the states score of 56%. In math, the 5th grade students of
XXXX had 38% meet the standards, while the state had 42% of students meeting math
standards.
XXXX Elementary is currently in the second phase of the accreditation process: self-
studies. The faculty and staff are currently collecting evidence to show their compliance with
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the standards. XXXX has dedicated meeting days, Curriculum Instruction Assessment (CIA),
for the grade levels to collaborate and answer the appropriate prompts.
There is a school-wide positive behavior expectation. The expectations are BEEing
responsible, respectful, and safe. Fire Up Your Feet Hawaii is the schoolwide fitness
initiative with the help of U.S. Army 3rd Battalion, 7th Field Artillery Never Broken of
Schofield Barracks. XXXX also uses a school-wide money system called Dragon Dollars
to as a reward to promote good and safe choices. Students of all grades can redeem their
money at the Dragon Dollar Store.
Grade Level
The 5th grade level consists of 75 students, with 3 grade level teachers and 1 special
education (SPED) resource teacher. The grade level has two part-time teachers (PTT) that
are shared among the three grade level teachers. The number of students do fluctuate
throughout the year due to various reasons. The professional learning opportunities and
practices for this grade level consists of professional learning communities (PLCs), Data
Team meetings for language arts and math, and Science, Technology, Engineering, and Math
(STEM) curriculum workdays.
Classroom
The classroom I am placed in currently has 23 students, 27 when the fully self-contained
(FSC) students join during the content area blocks. There are 11-12 boys, and 12-15 girls.
The technology available for use are class Chromebooks, a Promethean board, an Elmo and
projector. The Chromebooks are used for math and reading interventions with Moby Max
and Reading Plus respectively. There is a part-time teacher (PTT) in the classroom to help
with small-group intervention during math and language arts, administering

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The Smarter Balanced Assessment Consortium (SBAC) is a constraint that I might have
to work around. This assessment takes place in the months of April and May. XXXX has a
pacing plan with the Wonders curriculum, as with Envision and Stepping Stones. The grade
level will also be starting their STEM project of hydroponics, and will be having a fair to
showcase their work. The grade level also has a field trip to the Honolulu Museum of Art to
learn more about colonial America. Every Thursday, not including SBAC testing days, our
grade level will have 45 minutes of Drug Abuse Resistance Education (DARE). On
designated Fridays, the grade level participates in switch days to slowly prepare the
students for the action of switching classes in middle school. During these times, each grade
level teacher teaches on specific subject: art, music, and physical education/health.
I. Curriculum
Literacy Curriculum
The current literacy curriculum at XXXX is Reading Wonders (Hawaii Department of
Education, 2016). This program builds all learners, both striving and struggling, into stronger
readers. This is XXXXs second year using Reading Wonders. Two textbooks and a student
practice book are used in part of this curriculum. There is mostly whole group instruction when
it comes to reading the story of the week. The students work in pairs to find the definitions to the
vocabulary words for the designated story and present their findings to the class. The students
practice their fluency with the provided fluency stories in their student workbooks.
Comprehension is also practiced by answering questions based on the fluency story. The grade
level practices color-coding when dealing with comprehension questions. The students must
assign a color to a question and underling the text evidence that supports their answer.
Currently, students read the entire text and then go back to find their evidence. All the students
can color code appropriately on their own, however they do it incorrectly when they rush through
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the work or are feeling lazy. This can be seen when we check their color coding. They may put
the correct answer, but their evidence is incorrectly coded.
In the class, 16 students are meeting with proficiency, 3 are meeting with excellence, and
4 students are developing proficiency in regards to reading comprehension. Reading
comprehension encompasses understanding of the text, and citing evidence. Many of the students
are capable of reading a text and answer questions about the text.
English Language Arts is taught for 2 hours each school day. The time block is from
10:00 am to 12:00 pm; this is known as the middle block. In 5th grade, building stronger
comprehension is the focus of this subject area.
The class reads one literature book as a class per quarter. The first quarter was Tuck
Everlasting, and the second quarter was Bridge to Terabithia. My mentor teacher (MT) chooses
these books as means to expose the students to different book genres in hopes it will spark an
interest for them to keep reading. So far, the class have loved both books and look forward to the
days they read aloud in class. They practice their prediction skills after each chapter and state
what they believe will happen next. Reading will be the focus of my unit. Reading helps to build
student interest and curiosity, develops creativity, and forming a hypothesis (Tompkins, 2014).
The standards used will be focusing on quoting from a text, determining a theme of the
story and summarizing the story, and comparing and contrasting characters. When asked to
identify a theme, 14 students meet with excellence, 3 students meet with proficiency, 2 are
developing proficiency, and 4 are well below. The students are capable of picking out a very
specific message, but broadening it a little more to encompass all the smaller more specific
messages proves to be a bit difficult. On the other hand, it is the same with picking a very broad
message, and attempting to identify a very specific message. I was unable to find data about
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character comparison, or summarization. While summarizing a story focuses on the main events,
a character analysis and analyzing the mysterious proverbs in the novel require a look at details
within the book. The students have had exposure to reading a text and sequencing the order of
events in the story through the Wonders program. The students were also exposed to how to
compare a story and its characters by using a Venn Diagram. The students then had to write
about how the characters handled similar situations and the outcome of the situation. Character
development is tied with the plot development, and characters ae constructed, unlike real people
(Serravallo, 2015). While characters are constructed, the events they go through might be similar
to those that happen in real-life. In regards to interpreting the mysterious messages that appear
in the novel, the students will need to practice their inference skills. Serravallo (2015) has stated
that readers need to be resilient and on occasion, they need to apply more than one strategy to
figure out the word or phrase. For each chapter, we will discuss the words that are unfamiliar to
the class. The class will keep a running log of the vocabulary words we have learned in the
chapter in their folders.
In language arts, the students practice their speaking and listening skills by doing
presentations about questions based on the short stories they have read in their Wonders books.
Currently, 2 students are consistently showing that they are effective communicators, 17 students
usually show the traits of an effective communicator, and 4 students rarely show the traits of an
effective communicator. The students do this activity when it can be fit in during the unit. The
students are required to participate in Questions, Answer, Details, and Evidence writing (QADE).
They must answer by restating the question and include their answer in their opening statement.
Any details must coincide and enhance their answer. The students must also cite their evidence
that lead them to their answer. As a class, we discuss how well-rounded the groups
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presentations and answers were. This includes any questions that need to be cleared up, or any
possible suggestions to make their answer stronger. Many of the questions urge the students to
use the vocabulary learned in the story.
Often times the students encounter a word they are unfamiliar with, and I suggest using
context clues to figure out the meaning. While this takes some time for the students to do, they
can do it and commit the meanings to memory. The students will need this skill to pick out the
meanings of the messages Sal and Phoebe receive in the novel. In regards to vocabulary, 1
student is meeting with excellence, 10 students are meeting proficiency, 11 students are
developing proficiency, and 1 student is well below. The class participates in collaborative
conversations, which is a 5th grade benchmark. I will be assessing the students on this
benchmark during my unit. While there are some dominate personalities in the class, the
students are continuously learning to work as a team to discuss topics and come to a group
decision. In addition to the dominate personalities, there are students who take on the role of
mediator or peace-keeper to keep the group on task. Serravallo (2015) stated that most word
learning occurs unconsciously and through normal reading, writing, speaking, and listening.
The students participate in journal writing every other morning during the week. The
topics vary every two days. XXXX focuses on one genre of writing per quarter. This usually
takes up about a week to get done, occasionally a little longer. The students previously wrote an
informational piece comparing Native American tribes. The opinion essay they recently wrote
was about their stance on getting homework assigned or not. For opinion writing, 1 student met
with excellence, 12 students met with proficiency, and 9 students are developing proficiency.
This quarter, the students will be focusing on narrative writing.

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In this unit, students will write letters between two of the novels characters to
demonstrate their knowledge on the narrative writing benchmark. In the 3rd quarter, narrative
writing is done informally through weekly journals and letters to their parents about what the
student learned during the week. The students will also need to recall information from the
novel, and produce a clear and coherent writing piece. Their prior experience with recalling
information occurred when they wrote their opinion pieces. The opinion piece also had to be
clear and structured. What will be different about this narrative writing is that they will not be
regurgitating information; they must use their imagination to create an epilogue for the novel.
Serravallo (2015) states that children who read and discuss high-quality stories wrote better
stories than children who read lesser-quality stories. With the reading and discussion of Walk
Two Moons, hopefully the students will be able to use their imaginations to put themselves into
the shoes of the character and write letters from their point of view while using the emotions and
thoughts of the character. The writing standard of recalling information will be assessed for this
task. My class is full of story-tellers, as evident in their journal entries. They will need to focus
that energy into a more specific task with the letter writing.
Health Curriculum
The content area to be integrated into my unit will be health. Health is normally taught by
another 5th grade teacher as part of the subject switch schedule to help the students transition into
middle school.
As stated earlier, the students do a switch day at least once a month to receive instruction in
physical education/health, art, and music for 45 minutes. I have not been present to observe the
students in this content area. However, the students have had instruction about fire protection
and how to not be a bully. Currently 3 students are meeting with excellence, and 20 students are
meeting with proficiency. The benchmarks used in my unit will be the students first exposure to
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the standard. The topic of death and grieving is prevalent in this novel. While the students may
have been exposed to the idea of death from television shows, movies, and video games, some
may have experienced the death of a family member, or might be anticipating one. Dealing with
death and grieving, and other stressful situations requires the person to make many decisions
based on their mental and emotional health. The students have not been assessed on healthy
strategies when dealing with emotional situations yet.
Empathy, the ability to understand and share the feelings of another, is a focus within Walk
Two Moons. One strategy to dealing with emotional situations and trying to avoid inappropriate
communication is to show empathy. Noddings (2010, p.7) stated:
Unlike empathy, sympathy, as used by David Hume, is often held to be contagious.
We may feel happy in the presence of others who are happy, fearful when others show
fear, sad when others are sad. There is also an element of understanding in sympathy.
When we understand what another is feeling or going through, we may feel the pain or
joy of the other even though we know that our feeling is not identical to that others and
that in the same situation we might feel differently.
Teaching about death, dying, and grieving helps students to confront their own emotions, as
well as others emotions, when a loved one dies (Telljohann, Symons, Miller, 2001). Within my
unit, discussions about how to deal with emotional situations will take place. The discussions
will also address the health standard linked to this unit.
II. Instructional Modifications and Differentiated Instruction
Differentiation considers the different learning styles and the needs of a student to best help
them learn. Robb, (2016) stated that differentiated instruction entails you observing and
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understanding the differences and similarities among students and how to use that information to
inform your instruction. Instructional modifications are changes to the lesson to better support a
student. Not all children learn at the same rate or in the same way; this is what makes
modifications and differentiating important in the classroom.
My field classroom has no special education or English language learners during the math
and language arts blocks. During content area block time, my classroom welcomes the fully
self-contained (FSC) special education students. My students range from high achieving to
struggling within all subjects. Each student has their strengths and weaknesses for each subject
area. I do have students who do not like reading chapter books, but they have proven that they
can enjoy it if the book is read as a class. The only change from the past two quarters is that this
novel will have some work to accompany it.
My students are talkative and have no problems sharing their thoughts and feelings during
class discussions. By talking about the content, the students can pull ideas from one another and
transfer these thoughts onto paper. Context clues are still a bit of a challenge for a few students,
but majority of the class can use this strategy to figure out the meaning of an unfamiliar word or
phrase. New vocabulary words are used as soon as they are learned, but slowly over time the
students revert back to more basic, less descriptive words.
To keep the students engaged, I will start the novel with them and read it aloud. After we
have established some intrigue as a class, I will have the students continue their reading with
partners during the designated reading time in language arts, or assign a few chapters for
homework. This allows me to model fluency when reading by using different voices and to stop
and pose questions to the students to think about. Most the class still reads in monotone voices
and do not stop at the appropriate places. My striving learners are very eloquent and produce
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quality work in the time spans given to complete them. They can self-correct their work and see
their errors without my having to prompt them. For the striving learners, I will ask them to delve
deeper with their predictions and thoughts. They may refer to the novel or any work we did as a
class to help them. For the skit during the health lesson, my striving learners will be put in
charge as the team leaders and script writers. This will give them a position of responsibility and
allow them to help their classmates to word their ideas nicely for the script. My struggling
students need to be prompted to discover an inference, their fluency is lacking, and keeping them
engaged is hard. For the struggling students, I would like them to show an attempt at answering
questions. This means answering in QA statements when necessary, or supplying one character
trait they noticed. For the flow map, I will allow drawings of the important events that happened
in the chapter as opposed to purely writing it all out. For the letter writing lesson, I will have the
struggling student pair up with an average or striving student during the revise and edit stage.
This will allow the two to discuss ideas and elaborate more if needed.
During the health lessons, I will have the FSC students integrated within the groups. The
class in good about working with and including the FSC students during group work times. This
also forces the FSC students to socialize with other students outside of their own classroom, and
to practice their teamwork.
Instructional modifications and adaptations not only refer to the content and how to teach the
students, but also how to keep students trust and respect. On the topic of emotional situations, I
will have to have a talk with the class to explain that the classroom is a safe place and we have to
respect each other if anything personal is shared. In addition to respecting each other, we also
practicing empathy. We want to see where the person is coming from and offer our respect and
love to them. Any sort of bullying or teasing will result in a visit to the principal. I am trying to
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build up our classroom community, and that needs trust and respect among all involved.
Telljohann, Symons, and Miller (2001), state a sense of community is stronger after member
commit themselves to taking risks ad sharing meaningful experiences. Group members are more
accepting and tolerant of one another, with a sense of belonging.
The students will be working in groups often during the unit. I will have to post the
directions to keep the students working fluidly without having to stop and ask questions on what
needs to be done next. In respect to cultural beliefs or differences on how grieving or emotional
situations are handled, discussions will be help to gain a new understanding and potentially a
new strategy also. Every culture has their own way of dealing with emotional situations. The
culture is not wrong in its beliefs or practices, and that is something I will iterate to the class.
III. Academic Language and Language Supports
Academic language is the language needed by students to do work in school. A majority of
vocabulary is taught through a concept map with group presentations, or through a Wonders
practice book page. It is the job of a teacher to further develop student understanding and skill
sin the content area and to use that knowledge (Herr, 2007).
The language modalities will be speaking, writing, listening, and reading. There are many
opportunities to learn new vocabulary and figurative language within Walk Two Moons. The
students will keep a running vocabulary list in their Walk Two Moons folder to reference during
discussions or writing pieces. The students are to pick out words they are unfamiliar with in the
chapter and ask a question about it. After learning the definition through group discussion, or
teacher assistance, they are to write the definition in their log. Some of the academic language
will be used to compare two characters, and to justify their predictions about the meaning of the
secret messages. By analyzing the characters actions and emotions, and the secret messages and
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how they apply to the plot, the students are asked to stretch their thinking and to also supply
evidence for their new understandings. Serravallo (2016), states that character development is
intertwined with plot development. These characters can become familiar to us, almost like
friends, and can help us learn about ourselves, help us to think differently, and to better
understand others in our lives. This connects to the enduring understanding of empathy.
Within the content area of health, the students will learn about the stages of grieving. The
students will have to apply these terms to the main character, and provide justification, or
evidence, for their examples. The students have been practicing how to provide and cite their
evidence all year long. A chart displaying the grieving process will be displayed for the students
to reference along with example for each stage. I will also refer to this chart if the students
forget or do not use the language when speaking or within their writing. Empathy is the focus of
this unit. Empathy can be linked to many strategies when dealing with emotional situations by
yourself or with others.
With the running vocabulary log, I will verify with the class the correct definitions. There
are many group activities planned in this unit. One takes place during the message decoding in
lesson 3. The group will have to work together to guess the meaning behind the message before
I give them the correct answer. For both health lessons, the class will work in groups to learn
about the stages of grief and about applying healthy coping strategies in emotional situations.
There will be parts where it is teacher-led to discuss the ideas and vocabulary of the lesson.
Viewing language development as a process of learning to control an increasing range of
registers suggests that while all children are predisposed in a biological sense to learn language,
whether they actually do, how well they learn to control it, and the range of registers and
purposes for which they are able to use it are a matter of the social contexts in which they find
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themselves (Gibbons, 2015, p. 10). The students will gain domain specific vocabulary from the
health lesson in which they will apply to their post-assessment.
IV. Assessment
Assessments are tools or methods used to obtain information, and documentation, on an
individuals knowledge and skills. Assessments can focus on an individual or a group of
learners. Though time-consuming, assessments are important to educators. Without
assessments, how would an educator know if the students understand the content or needs to
offer more support to the student. Borich (2011, p.233) states that to promote higher thought
process and performance outcomes involves the assessment of what has been learned. After
assessing the students, I can make adjustments to the lessons to better address the areas where
the students are struggling.
Currently in my field classroom, my mentor teacher (MT) uses rubric assessments. For my
formative assessments, I will be using checklists and rubrics. The summative assessment uses a
rubric. A checklist was chosen because some tasks are ongoing with the novel. I simply need to
know if the students can follow along and plot information on a flow map, or list character traits
as they learn more about specific characters. The analytic rubrics were chosen to better inform
me of the students skill in applying their knowledge.
For the pre-assessment, I will gain data about whether the students can infer a theme from a
fable, and apply the message to their own life situations. I will check the ongoing assignments
and logs daily to ensure the students are not falling behind. For the days of group work, and the
narrative writing, I will display the rubric that I will use to grade them. This allows the students
to double-check that they are answering all parts of the rubric for full points. For the Message
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Decoding and Matching the Stages activity sheets, I will grade them on the day to see if any
misconceptions need to be addressed the next day.
For this unit, the student learner outcomes are to use context clues to understand the meaning
of a proverb, and to identify positive ways to deal with emotional situations. These outcomes
were chosen because these are two of the main benchmarks that the students will be assessed on.
I will gather the data when I can at the end of the school day. I will use a data table to keep
track of the data in an organized manner. This gathers the data all in one area and makes it easier
to see how each student is doing.
The rubric used for the narrative writing lesson is based on what the 5th grade teacher had
used in the past to grade narrative pieces.
V. Professional Growth
As a student teacher, I am always looking to grow and better myself within this career path.
InTASC standard 7(d) states the teacher plans for instruction based on formative and summative
assessment data, prior learner knowledge, and learner interest. This unit will give me
experience in planning instruction and using the assessment data to adapt the lessons.
Another personal goal is to use InTASC standard 1(i) the teacher is committed to using
learners strengths as a basis for growth, and their misconceptions as opportunities for learning.
I want to use any misconceptions as teachable moments for the whole class. Some students may
share the same misconception, but are too afraid to admit it.
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Featured Sources and Materials
Materials & Supplies

Character Traits reference sheet (in students writing folder)
Compare Sal and Phoebe activity sheet
Chart paper
Match the Stages activity sheet
Five stages of grief (Teen Titans) video
Folder paper/computer paper
Guess the Theme pre-assessment
Group performance
Laminated messages to post in class
Letter criteria to project
Letter writing outline
Message Decoding activity
Pencil
Skit responsibilities
Skit template
Talking stick
Vocabulary list
Walk Two Moons folder to keep work organized
Walk Two Moons novel
Walk Two Moons Post Assessment
References
Borich, G. (2015). Observational skills for effective teaching: Research-based practice (7th
ed.). Boulder, CO: Paradigm Publishers.
Council of Chief State School Officers (2013). Interstate teacher assessment and support
consortium standards. http://www.htsb.org/standards/teacher/
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language

learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Hawaii Department of Education (2015). XXXX Elementary School: School status and
improvement report. Retrieved from
http://arch.k12.hi.us/PDFs/ssir/2016/Central/210SSIR-2.pdf
Herr, N. (n.d.). Academic Language - Defined by PACT. Retrieved December 12, 2016, from
https://www.csun.edu/science/ref/language/pact-academic-language.html
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Moss, J. E. (2013). Walk Two Moons 5"x7" pen and ink and digital [Painting]. Retrieved
December 12, 2016, from https://www.behance.net/gallery/15992255/Walk-Two-Moons
Noddings, Nel (2010). Complexity in Caring and Empathy. _Abstracta_ 6 (2):6-12.
Population estimates, July 1, 2015, (V2015). (n.d.). Retrieved February 01, 2017, from
https://www.census.gov/quickfacts/table/PST045215/1572650
Robb, L. (2008). Differentiating reading instruction: how to teach reading to meet the needs of
each student. New York: Scholastic.
Telljohann, S. K., Wolford, S. C., Miller, D. F., & Miller, D. F. (2001). Health education:
Elementary and middle school applications. Dubuque, IA: McGraw-Hill.
Tompkins, G. E. (2012). Teaching writing: Balancing process and product (6th ed.). Boston,
MA: Pearson Education, Inc.
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Lesson Plan: Pre-Assessment- Guess the Theme

Name: Jayleina Tom Grade: 5th
Date: February 23, 2017 Content Area/s: Reading

Duration: 1 day; 10-20 minutes
Materials needed:
Guess the Theme activity sheet
Walk Two Moons folder
Pencil
Curriculum Information
Supporting Question/s:
How does the author use quotes to support the theme?
Enduring understanding:
Do not judge a person before you know their story (using empathy to understand others).
Evidence-Based Research Practices

Serravallo (2016, p.191) states without understanding themes, ideas, symbolism, or social
issues that show up in a text, it could be that you misunderstand or at the very least miss a lot of
what the story is about. This assessment requires students to use context clues to infer the
theme of the fables.
Student Learning Outcomes
Students will be able to correctly infer a fables theme.
Students will be able to identify the emotion(s) within the fable.
Students will be able to make a personal connection to the proverb and how it applies to a
personal emotional situation.
Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is (Techniques that will help students learn the skill)
intended for students to do
automatically)
Inferring Identify the theme
Context clues Provide text evidence for theme
Referencing Text-to-self connection
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Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the
content. The planned instructional supports to help students understand, develop, and use academic
language.
Academic Theme: the message/moral of the story.
Vocabulary Infer: to gather meaning from evidence that is not explicitly stated.
Language Verbal discussion on the definition of theme and inferring
supports
Language Reading
modalities
Listening
Written
Spoken
Differentiated Instruction
Adaptations to instructional strategies, the learning environment, content, and/or assessments to
meet the needs of students who require further support (e.g., ELL/MLL, struggling, accelerated,
50/IEP, etc.)
Identify type of learners Type of differentiation Instructional accommodations
(ELL, SPED, Accelerated (content, process, product)
Learners, Striving learners,
504 students, reading)
Struggling students process Answer theme question, or personal
example using QA format
1. Standards/Benchmarks/GLOs
L.5.4a: Use context as a clue to the meaning of a word or phrase.
I can use context clues to find the meaning of a word or proverb.
HE.3-5.3.1: Use appropriate strategies for dealing with emotional and stressful situations.
I can apply or recognize healthy strategies for dealing with emotional and stressful situations.
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
I can determine the theme of a story and how characters respond to a challenge.
W.5.7: Recall relevant information from experiences or gather relevant information from print
Tom-p.26
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
I can recall relevant information from personal experiences or print sources.
2. Assessment Task
The students will partake in inferring about a fables theme and how it can relate to their own
lives. A rubric will be used to assess the students answers. The formative assessment will focus
on if the student is able to infer the themes and emotions within the story, connect the theme to a
moment in their life.
3. Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson
that 1) uses clear steps that convey the use of multiple strategies, supports, and resources and 2)
list opportunities offered for multiple modes of participation
Instructional Sequence of Activities
component
Classroom Waterfall
management Awkward staring contest
attention getter
1. Introduction 1. Share that the class will be doing a pre-test related to the novel we
2 minutes will be reading, just to see what we now know and compare it to
what we will learn after we read the book.
2. Share I can Statements
a. I can determine the theme of a story.
b. I can use context clues to determine the meaning of a word or
phrase.
c. I can apply or recognize healthy strategies for dealing with
emotional and stressful situations
1. Ask: What is a theme?

2. Building
2. Say: A theme is the message or the moral of the story
Background
3. Ask: Do stories have emotion or feelings to them?
5 minutes
4. Discuss: Stories do have some sort of emotion or feeling, thats
how we connect to the story. The emotion or feeling may not be
Tom-p.27
explicit, or said outright. We have to infer what the emotion is

based on how the characters are acting, what they say, or what the
problem may be in the story.
5. Inform students of what they will be doing with Guess the Theme
a. COLOR CODE for all questions but the last one.
b. Determining the theme of 4 fables
c. Inferring the emotions or feelings in the fable
d. Picking 1 theme out of the 4 to connect to a personal emotional
situation in your life. How would the theme or message of the
fable have helped you with dealing with that situation?
6. Tell students that the 4 fables are The Farmer and the Stork, The
Young Crab and his Mother, The Mother and the Wolf, and The
Lion and the Mouse.
3. Independent 1. Allow students time to work on pre-assessment.

work (You do it 2. Collect when students finish.
alone)
10 minutes
4. Monitoring Dividers up to prevent cheating.
Plan Color code for all questions but last one.
Question: is there more than one emotion in the fable? Possibly.
All four fables must be read and have the questions answered since they
are very short.
Only pick ONE theme to write about.
DEAR time when students finish and wait for others to finish.
5. Closure 1. Restate I can Statements

3 minutes a. I can determine the theme of a story.
b. I can use context clues to determine the meaning of a word or
phrase.
c. I can apply or recognize healthy strategies for dealing with
emotional and stressful situations
2. Ask Students to turn to their side partner and discuss the themes
for the four fables.
3. Ask students to then talk in their table group about the themes.
4. Call on tables to share one theme from each fable.
5. Say: This was another practice to see how well you can pick out
the theme to a story, and make a personal connection to it.
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)
Tom-p.28
Teacher Assessment Tool
4 3 2 1
Correctly identified Correctly identified 3 Correctly identified 2 Correctly identified
all 4 themes (RL.5.2) themes themes 0-1 theme
Correctly identified Correctly identified Correctly identified Correctly identified
emotions for all 4 emotions for 3 fables emotions for 2 fables emotions for 0-1
fables (HE.3-5.3.1) fable
Color coding Color coding Color coding No color coding
provides accurate provides evidence for provides inaccurate provided
evidence for answer answer evidence for answer
(L.5.4a)
Provided a personal Provided a personal Provided a personal Provided a personal
example to 1 theme example to 1 theme example to more than example to theme(s)
with great detail with some detail one theme with little to no detail
(W.5.7) with vague detail OR no example
Provided a solution provided
Provided a solution based on the emotion Provided a solution
based on the emotion chosen based loosely on the Provided a solution
chosen (HE.3-5.3.1) emotion(s) chosen not based on theme
OR no solution given
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Name______________________ ID#____
Date___________________
Guess the Theme
Directions: Read the 4 fables below. Answer in QA statements. Color code your evidence (not
needed for last question).
The Lion & the Mouse
A Lion lay asleep in the forest, his great head resting on his paws. A timid little Mouse
came upon him unexpectedly, and in her fright and haste to get away, ran across the Lion's nose.
Roused from his nap, the Lion laid his huge paw angrily on the tiny creature to kill her.
"Spare me!" begged the poor Mouse. "Please let me go and someday I will surely repay
you."
The Lion was much amused to think that a Mouse could ever help him. But he was
generous and finally let the Mouse go.
Some days later, while stalking his prey in the forest, the Lion was caught in the toils of a
hunter's net. Unable to free himself, he filled the forest with his angry roaring. The Mouse knew
the voice and quickly found the Lion struggling in the net. Running to one of the great ropes that
bound him, she gnawed it until it parted, and soon the Lion was free.
"You laughed when I said I would repay you," said the Mouse. "Now you see that even a
Mouse can help a Lion."
1. What is the theme of the fable? __________________________________________________

______________________________________________________________________________
2. What are the emotions/feelings in the fable? ________________________________________

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The Mother & the Wolf

Early one morning a hungry Wolf was prowling around a cottage at the edge of a village,
when he heard a child crying in the house. Then he heard the Mother's voice say:
"Hush, child, hush! Stop your crying, or I will give you to the Wolf!"
Surprised but delighted at the prospect of so delicious a meal, the Wolf settled down
under an open window, expecting every moment to have the child handed out to him. But though
the little one continued to fret, the Wolf waited all day in vain. Then, toward nightfall, he heard
the Mother's voice again as she sat down near the window to sing and rock her baby to sleep.
"There, child, there! The Wolf shall not get you. No, no! Daddy is watching and Daddy
will kill him if he should come near!"
Just then the Father came within sight of the home, and the Wolf was barely able to save
himself from the Dogs by a clever bit of running.

______________________________________________________________________________

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The Young Crab and His Mother

"Why in the world do you walk sideways like that?" said a Mother Crab to her son. "You
should always walk straight forward with your toes turned out."
"Show me how to walk, mother dear," answered the little Crab obediently, "I want to
learn."
So, the old Crab tried and tried to walk straight forward. But she could walk sideways
only, like her son. And when she wanted to turn her toes out she tripped and fell on her nose.

______________________________________________________________________________

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The Farmer & the Stork

A Stork of a very simple and trusting nature had been asked by a gay party of Cranes to
visit a field that had been newly planted. But the party ended dismally with all the birds
entangled in the meshes of the Farmer's net.
The Stork begged the Farmer to spare him.
"Please let me go," he pleaded. "I belong to the Stork family who you know are honest
and birds of good character. Besides, I did not know the Cranes were going to steal."
"You may be a very good bird," answered the Farmer, "but I caught you with the thieving
Cranes and you will have to share the same punishment with them."

______________________________________________________________________________
9. Choose an emotion/feeling from one of the fables where you encountered a similar experience.
Describe the situation and the emotions you felt. Then, provide an explanation of how you
handled your emotions. Explain how you would have handled the situation differently.
Write the title/fable:_____________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tom-p.33
Lesson Plan: Flow Map


Duration: Ongoing with novel; Done after each chapter
Materials needed:
Walk Two Moons by Sharon Creech
Flow Map handout
Pencil
How can we summarize information from a text to improve our understanding of the text?

The best way to remember what has happened in a novel is to create a little summary in your
head before you move on to the next chapter. Serravallo (2015) states learning how to
understand a what a section of a text or whole text is mostly about is critical to comprehension.
Students will be able to summarize the chapter.

Skill Strategy
automatically)
Summarization Main idea or actions that happened in the chapter
Sequencing Flow map, in order of chapter
Recall Reference text when making a claim about what happened in the
chapter or while making a prediction
Tom-p.34

language.
Academic Summary: a brief account, or main points of a story
Vocabulary Flow map: graphic organizer
Sequence: arranged in a particular order
Chronological: arranged in order by time
Language Flow map chart
supports
Language Reading
modalities
Listening
Writing
Speaking
50/IEP, etc.)
Struggling student process Have template with parts filled out
Struggling students process Group or pair discussion on the
important events of the chapter; work
together to fill out flow map
Struggling readers process Teacher reads chapter aloud, partner
reading
Struggling/Striving process Menu options: write events in sentence
students or draw them out in order
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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
I can summarize a text.
GLO 4: Quality producer

I can produce products that are neat and done correctly.
4. Assessment Task
The students will be creating an ongoing flow map that identifies the important events that
happen in each chapter. The formative assessment tool used will be a checklist. The checklist
will be used to see if the students filled out the map for the corresponding chapter(s) with the
correct events. The maps will be checked whenever the novel is read in class, and when
assigned for homework.

component
Classroom Waterfall
attention getter Voices off in 3, 2, 1
1. Introduction 1. Tell student the benchmark: RL 5.2: I can summarize a text, and
5 minutes W.5.7: I can recall information. We also want to be quality
producers, thats our GLO #4.
2. Say: We will be keeping track of what has been happening in the
story by creating a flow map. Sometimes when you read a chapter
book, you may forget what happened in the beginning. This way,
we wont forget and can go back to see what happened.
3. Say: I have made folder specifically for this novel and all the work
we do while we read it. Write your name and ID number on the
front cover under the picture. Everything I hand out that has to do
with this book goes in this folder. If you lose anything, you will
Tom-p.36
have to pay in order to get a new copy. I will leave the box for
folders to be dropped off at the end of the language arts block by
my desk. If this folder goes home, you bring it back the next day.
1. Ask: what does it means to summarize? Why is it important?

2. Building
2. Allow students to answer; a summary is a nice, short, recap of
Background
5 minutes what just said, or happened.
3. Review with students that summarizing and using a flow map is
similar to sequencing (reference flow map for The Boy Who Drew
Birds)
1. Read Chapter 1 aloud

3. Focus/mini
2. Draw square with Chapter 1 written inside; provide flow maps
lesson (I do)
with pre-drawn squares for students who need it.
10 minutes
3. Discuss how we pick out important information; Does this idea or
detail offer valuable information about someone or an event?
When we summarize, we what to make sure we include only the
most vital or important parts. If we include all the small details,
we are telling the story over again.
4. Draw a line extending out from the box
5. Draw a smaller box connecting to that line
6. Write in box Sal is country girl
7. Continue this process two more times: mom left and didnt
return and Dad moved them from Bybanks, Kansas to Euclid,
Ohio.
a. Say: For those of you who do not want to write all the time, you are
permitted to draw out the events in quick sketch. However, you
cannot do this all the time. You will have to alternate between
writing and drawing.
4. Guided 1. Read chapter 2 independently

practice (We 2. Begin same process of boxing as chapter 1
do) 3. Allow students to offer possible event or information to add to
10 minutes smaller boxes
4. Allow students to work in pairs or table groups to fill out flow map
5. Regroup to discuss the events of the chapter as a class
5. Monitoring Questions: where do we write the chapter name? what if run out of
Plan room for our events?
Answers: Chapter names in middle boxes. Start going up from
your chapter tittle boxes.
Solution: Have teacher map displayed and ask students to match
size as best as possible, have students discuss if offered event is
Tom-p.37
important or more of a small detail.
6. Closure 1. Restate I can summarize a text, recall information, and show how
2 minutes a character responds to a situation.
2. Turn to a side partner and discuss the positives of doing this
summary map
3. Ask students to share the positives they talked about
4. Ask students to put map in WTM folder as to not lose it
Tom-p.38

Checklist:
Big Box with Chapter number

Information matches teacher map (students offer potential information to note)
Summarizes important events in 3 or less sentences (RL.5.2) (W.5.7)
3 2 1
All 3 criteria met 2 criteria met 0-1 criteria met
GLO4: Quality Producer

Work is neat and done correctly
4 3 2 1
Consistently Usually completes Sometimes completes Rarely completes
completes flow map flow map for each flow map for each flow map for each
for each chapter chapter chapter chapter
Work is very neat and Work is neat and Work is somewhat Work is not neat and
legible legible neat and legible legible
Tom-p.39
Teacher Sample of Flow Map

Tom-p.40
Lesson Plan: Character Analysis


Duration: Ongoing with novel; Done after every 2-3 chapters
Materials needed:
Folder paper
Pencil
Character trait list from writing folder
How can we describe and understand a character?

Character development is tied with the plot development, and characters ae constructed, unlike
real people (Serravallo, 2015). While characters are constructed, the events they go through
might be similar to those that happen in real-life.
Students will be able to identify character traits and emotions.
Students will be able to compare and contrast two characters.

Skill Strategy
automatically)
Inferencing Describing characters physical and personality traits
Recall Recall information form the chapter that describes Sal or Phoebe
Tom-p.41

language.
Academic Character Traits: Who a character is on the inside, their personality. This is
Vocabulary shown through what a character says or does.
Character Emotions: Fleeting feelings a character may be having, often due to
an outside force. Characters emotions show through what they say and do.
Infer: To deduce or conclude (information) from evidence and reasoning rather
than from explicit statements.
Language Definition posters
supports
Language Reading
modalities
Listening
Writing
Speaking
50/IEP, etc.)
Striving and struggling process Draw an illustration of the character
Learners that matches the physical and
personality traits learned so far
Struggling learners process List 5 traits
Striving learners process List more than 10 traits
Tom-p.42
RL 5.3: Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
I can identify character traits and compare two characters.

2. Assessment Task
The students will keep a running list of character traits, emotions, actions, or behaviors for Sal
and Phoebe. At the end of the novel, the students will create a graphic organizer aligning the
similarities and differences between the two characters. The formative assessment tool will be a
checklist to document if the students are keeping a list for each chapter. The summative will be a
rubric checking for similarities and differences between the characters and how they handled the
same situation.

component
Classroom Waterfall
1. Introduction 1. Share I can statement: I can identify character traits and compare
2 minutes two characters. I can produce products that are neat and done
correctly.
2. Share purpose of lesson: to learn about character traits and how to
chart them with our flow map. This requires inferring information
about a character.
1. Ask what inferencing means?

2. Building
2. Allow students to answer; Inferencing means to try and pull the
Background
answer out of a text without it telling you exactly what it means.
5-10 minutes
3. Ask what character traits are?
4. Share definition; Traits are what makes a person them. Its their
Tom-p.43
personality, what they like to do, what they say or do, what their
physical appearance looks like.
5. Ask what character emotions are?
6. Share definition; Character emotions are the feelings that a
character may be having due to a force they have no control over.
7. State the difference between traits and emotions. Sometimes they
may be the same, but the emotions have something outside of the
person making them feel that way.
8. Remind student they have a list of traits they may reference in
their writing folders
1. Write Ms. Tom at the top of printer paper
3. Focus/mini
2. Ask what do we know about Ms.Tom? How would I describe her?
lesson (I do)
3. Write character traits-sarcastic, caring, intelligent, funny,
5 minutes
4. Say that these are traits I use to describe myself.
5. Say: Our hobbies and our actions help to define us too. For
instance, Ms. Tom likes the theater, so I can list actor and
technician too. Or XXX, wins art contest a lot, so some might say
she is artistic, talented, creative.
6. Write down evidence for each trait- Sarcastic (uses low voice
when making a joke), caring (worries about how class feels and if
they need help with anything), intelligent (knows a lot about
things), funny (makes jokes)
7. Say: Sometimes our traits can double as the roles we play in our
lives. For example, Ms. Tom is a student teacher, a daughter, a
sister, a dog mom.
4. Independent 1. Ask students to take out a folder paper and write name on the top
Work in big letters
(You Do) 2. Say: Make sure your holes are on the left side so I dont have to
5-10 minutes flip your paper all over trying to find where you wrote your
answers.
3. Ask students to list 10 traits to describe themselves and to give
evidence too, they may use character trait list in writing folder
a. Struggling students may write 5 traits with evidence provided.
5. We Do 1. Ask students to take out flow map

15 minutes 2. Label bottom half character traits
3. Discuss with class how we would describe Sal in chapter 1; what
is she feeling?
4. List traits and feelings under chapter 1
5. Continue this with chapter 2, and add Phoebe to the list
Tom-p.44
6. Monitoring How are emotions different from traits?

Plan Can emotions be the same as traits?
Tell students to use the traits page located in their writing folder if they
need some inspiration.
On occasion, emotions can overlap with traits. Tell students to focus on

activities and hobbies if they are struggling. They may also list roles they
have at home or at school.
7. Closure 1. Ask students to share one trait about themselves and the evidence
5 Minutes with a side partner.
2. Ask students if learning about traits by applying it to themselves
helped? How?
3. Discuss as table groups
4. Allow students to answer
5. How will tracking Sal and Phoebes traits help our understanding
of the story?
7. Re-share I can statement: I can identify character traits and
compare two characters. I can produce products that are neat and
done correctly
Tom-p.45
GLO 4: Quality Producer

4 3 2 1
completes traits every traits every two traits every two traits every two
two chapter for both chapter for both Sal chapter for both Sal chapter for both Sal
Sal and Phoebe and Phoebe and Phoebe and Phoebe
Work is very neat and

legible Work is neat and Work is somewhat Work is not neat and
legible neat and legible legible
Rubric (RL.5.3)
2 1 0
Wrote 2 or more traits per Wrote 1 trait per character No traits written
character
Rubric (RL 5.3, W.5.7)
3 2 1
Diagram contains 3 or more Diagram contains 2 Diagram contains 0-1
differences differences differences
Diagram contains 2 or more Diagram contains 1 similarity Diagram contains no
similarities similarity
Diagram contains 1 Diagram vaguely contains 1 Diagram contains no mention
similarity/difference of how similarity/difference of how of a similarity/difference of
Sal and Phoebe handled a Sal and Phoebe handled a how Sal and Phoebe handled
situation situation a situation
Provides a detailed summary Provides a summary of Provides a poor summary of
of situation both characters situation both characters are situation both characters are
are facing facing facing OR No Summary
Tom-p.46
Teacher sample of flow map with character trait list

Tom-p.47
Lesson Plan: Secret Message Decoding
Date: TBD Content Area/s: Reading

Duration: Ongoing with novel; Chapters 9, 11, 17, 24, 31
Materials needed:
Pencil
Message Decoding activity sheet
Why does the author use quotes to support her theme?

When interpreting the mysterious messages that appear in the novel, the students will need to
practice their inference skills. Readers need to be resilient and at times, apply more than one
strategy to figure out the word (Serravallo, 2015). The students will also be using context clues
to determine the meaning of the proverb. Serravallo (2015) stated that most word learning
occurs unconsciously and through normal reading, writing, speaking, and listening.
Students will be able to infer the meaning of a proverb from close reading of a text.

Skill Strategy
automatically)
Inferring Context + Clues = Clarity (11.15)
What is happening? How is the word being used? So what might
the meaning be?
Tom-p.48
Context clues Reading closely to look for evidence or clues to support claim

language.
Academic Inferring
Vocabulary Proverb
Language Class discussion
supports
Proverb posters
Language Reading
modalities
Listening
Writing
Speaking
50/IEP, etc.)
Struggling Students process Pair/group discussions; draw a picture
(like we did with personification and
idioms)
Striving Students product Extension: is there a time where this
proverb would have helped you in life?
Tom-p.49
L 5.4a: Use context as a clue to the meaning of a word or phrase.

I can use context clues to discover the meaning of words or phrases.
RL 5.1: Quote accurately from a text when explaining what the text says explicitly and when
I can quote accurately from a text and explain what the text means.
I can recall relevant information from past experiences or printed texts.
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
I can have a discussion with my peers about grade 5 topics.
GLO5: Effective Communicator

I can communicate effectively through speaking and writing.
2. Assessment Task
The students will be filling out a message decoder that requires them to write what they
believe the proverb to mean, what it really means, and how it relates to the story. The students
will cite the page the proverb came from and where they got their evidence to support their
answer. As a table group, the students will discuss their ideas and come to a conclusion before
the true meaning of the proverb is revealed. A rubric will be used to assess if the students
reached all areas needed on the Message Decoding activity sheet about understanding the
proverb. Anecdotal notes will be taken on students group participation.

component
Classroom Waterfall
management Awkward Staring Contest
1. Introduction 1. State I can Statements: I can use context clues to discover the
2 minutes meaning of words or phrases. I can quote accurately from a text. I
can recall information. I can have a discussion with my peers. I
can be an effective communicator through speaking and writing.
Tom-p.50
2. Say we will learn about a proverb and what it means. Proverbs

appear in our life more often than you think.
1. Read chapter 11 independently
2. Building
2. Ask: what is a proverb?
Background 3. Discuss definition of proverb
15 minutes 4. Say: Proverbs describe basic rules of conduct, so guidelines on
how to lead a good life. Sometimes the messages arent easy to
recognize at first. The figurative language may be too strong.
However, if we take the time to try and dissect it a little at a time
and try to make sense of it on our own, or by doing close reading.
a. Example: You can lead a horse to water, but you cant make it
drink.
b. Say: Lets break this up into two parts: You can lead a horse to
water. But you cant make it drink.
c. Ask What are the main words we probably want to focus on?
Lead, cant and drink.
d. Ask: What can we piece together based on these clues? You
can lead or bring someone somewhere, but you cant force
them to do something.
3. Guided 1. Pass out decoder activity sheet

practice (We 2. Display proverb poster in classroom
do) 3. Read proverb together as a class
10 minutes 4. Fill in proverb in designated space
5. Ask: can we break up our proverb into smaller pieces so it is not so
overwhelming? If so, where can we break it up? Are there key
words we can underline to keep our guesses on a good path?
a. Mark up proverb on activity sheet.
6. Ask students to make a prediction about what it might mean.
7. Wait for students.
8. Tell students to fill in what was happening before the proverb
showed up; might have to look to the previous chapter. Cite your
evidence.
4. Collaborative 1. Discuss in tables what the meaning of the proverb might be and
Group work how you know, what evidence can support your answer?
(You do it a. Say: If itll help you decode the proverb, we can draw a
together) literal picture like we did with our personification and
10 minutes idiom pictures.
2. Discuss as a class the meaning of the proverb; allow students to

share any evidence to support the answer.
5. Guided 1. Say: Now that I have some predictions, lets go through them to
practice (We see if any of them seem to make sense and match.
do) 2. Ask students to share their predictions and we vote on the one that
sounds the best
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5 minutes 3. Fill in the area about the true meaning of the proverb
Monitoring Plan Students may disagree about meaning of the proverb or the evidence to
use; in this case, he group may present the problem to the class to form a
new discussion.
Students may be having trouble getting their ideas heard. Teacher will
have to mediate and remind group of being respectful to other and their
ideas.
Have a group who finished put the proverb on the idiom example poster.
Walk around room to monitor progress.
6. Closure 1. Restate I can Statements: I can use context clues to discover the
10 minutes meaning of a proverb. I can quote accurately from a text. I can
recall information. I can have discussions of grade 5 topics, and I
can be an effective communicator.
2. Ask students to talk as a table group about how they reached a
common answer.
3. Allow students to share with the class.
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GLO 5: Effective Communicator

I can effectively communicate through writing and speaking in a group.
4 3 2 1
Consistently speaks Usually speaks Sometimes speaks Rarely speaks clearly
clearly and clearly and clearly and and respectfully
respectfully respectfully respectfully
Consistently Usually Sometimes Rarely communicates
communicates ideas communicates ideas communicates ideas ideas clearly trough
clearly trough writing clearly trough writing clearly trough writing writing
3 2 1
Proverb is written correctly Proverb is written incorrectly; Proverb is not written; not
and clearly; cited (page, partially cited or not cited at cited
paragraph, sentence) all
(L.5.4a) (RL.5.1)
Previous events are clear; Previous events are not clear; Previous events are not stated;
Connected and supports Vaguely connected or supports not connected or supports
proverb; cited proverb; partially cited or not proverb; no citation
(W.5.7) cited
Inferred meaning is clearly Inferred meaning is unclear or No inferred meaning is listed
stated; context clues listed context clues not listed and no context clues listed
(L.5.4a)
Group collaborated effectively Group collaborated, but had Group did not collaborate
to reach a group answer some disagreements that could and
(SL.5.1) not be solved without help; Did not reach a group answer
reached group answer after
some time
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Example of Proverb poster:

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Name_______________________ ID#______
Date____________________
Message Decoding
1. What is the message? Where did it appear (pg, paragraph, sentence number)?______________
______________________________________________________________________________
2. What do you think it means? Provide context clues or evidence you used. ______________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. As a group, discuss your answer from question 2 and choose one answer. Write your answer
below:________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What is the TRUE meaning/theme of the message?___________________________________

______________________________________________________________________________
______________________________________________________________________________
5. How will the proverb relate to or influence the story? ________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Lesson Plan: Good Grief
Date: TBD Content Area/s: Health

Duration: 1 day; 45 minutes (Done after novel is completed)
Materials needed:
Folder paper
Pencil
Chart Paper of the grieving process
Teen Titans Video
Talking stick
How do people handle emotional situations?

Dealing with death and grieving, and other stressful situations requires the person to make many
decisions based on their mental and emotional health. Telljohann, Symons, Miller (2007) state
that teaching about death, dying, and grieving helps students to confront their own emotions
when a loved one dies.
Students will be able to state how to deal with an emotional situation in a healthy way.

Skill Strategy
automatically)
Inferring Explain reasons for a character being in that stage
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Coping Talking stick/ emoji drawings

language.
Academic Grief: deep sorrow, especially that caused by someone's death
Vocabulary Grieving process: the 5 stages a person goes through when someone close to
them dies.
Language Chart paper with definitions

supports
Language Reading
modalities
Listening
Writing
Speaking
50/IEP, etc.)
Struggling process Emoji anchor chart
Struggling process Inferring: What where the emotions
Sal were feeling about her mother?
Where could we place her in stages?
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I can give an appropriate strategy for dealing with an emotional situation.


I can communicate effectively through speaking and writing.
2. Assessment Task
The students will explain how Sal, or her father, fit into the 5 stages of grieving. The students
will then give Sal advice about how to better cope with the death of her mother. A checklist will
be used to record student learning. The checklist will look for if the student placed Sal in the
correct stages of grieving, and if they offered her a healthy way to deal with her loss.

component
Classroom Waterfall
1. Introduction 1. State I can Statement: I can give an appropriate strategy for

2 minutes dealing with an emotional situation, I can recall information, I can
have discussions on grade 5 topics, I can be an effective
communicator through speaking and writing.
2. Say: Today we will be learning about how to deal with a stressful
situation in a healthy way. As you get older, you will encounter
more and more emotional situations, and one of those situations
may be the death of a loved one.
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3. Say: Before we start, there are some ground rules: This room is a
safe-space; nothing leaves the classroom, No teasing or disrespect
will be tolerated, raise your hand to speak, if someone has the
talking stick, then we all have to good friends and listen without
interrupting.
1. Say the word Grief

2. Building
2. Ask students to share what comes to their mind when they hear
Background
that word; use talking stick
15-20 minutes
3. Play video: Teen Titans 5 Stages of Grief
(https://www.youtube.com/watch?v=fBm7pzErEWM)
4. Write down on backboard the 5 stages
5. Discuss each stage as it relates to the video
6. Ask student to take out whiteboards
7. Draw an emoji to represent the stage
8. Ask students to share reasons why they chose the emoji they did
9. Add emoji to anchor chart
10. Discuss that grieving is a very normal process for anyone suffering
from a loss.
11. Ask what are ways they have seen people (in tv, movies, real life)
deal with their grief
12. Write answers on whiteboard
13. Divide answers into healthy and not healthy categories
1. Say: Lets practice identifying people in the different stages and
3. Mini-Lesson
5 minutes see if we can match them.
2. Give example of one stage
3. Allow students to guess the stage with a partner and give evidence
for their answer
4. Tell students the correct stage
5. Repeat steps 2-4 for the remain stages
4. Guided 1. Pass out Match the Stages activity sheet

practice (We 2. Say: Were going to connect Sal to these 5 stages as best we can
do) because she does work through it in her own way.
10 minutes 3. Fill in Denial: how is Sal in denial about her mother coming
home?
4. Write in that Sal believes her mother is alive, just living in a
different town.
5. Fill in Anger: how does Sal show anger about her mother being
gone?
6. Fill in answer
7. Instruct students that they must offer Sal advice about her
situation, preferable a healthy way to handle her mother being
gone.
5. Collaborative 1. Allow students to work has table groups to fill in the last 3 stages,
Group work and to offer the character advice about coping with Sals mothers
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(You do it absence.
together) a. Remind students to reference the chart if they need help
20 minutes remembering the stages (differentiation). Think about what
Sal is feeling and go based on that, thats a good place to start.
b. Offer prompts to struggling students: What where the emotions
Sal were feeling about her mother? Where could we place her
in stages?
6. Monitoring Make sure students do not make disrespectful jokes

Plan Establish a safe-zone within the classroom
Consequences: pay $15
Can the stages of grief go in a different order than listed? Yes, it
happens like a rollercoaster, not an elevator. All stages happen, but
sometimes not in the exact order listed.
May have to use talking sticks for groups that cant handle
speaking one at a time or respectfully.
Offer prompts to students: What where the emotions Sal were
feeling about her mother? Where could we place her in stages?
Ask students to explain their reasoning more if unclear
7. Closure 1. Restate I can Statements: I can give an appropriate strategy for

3-5 minutes dealing with an emotional situation, I can recall information, I can
have discussions on grade 5 topics, I can be an effective
communicator through speaking and writing.
2. Turn to a side partner and discuss what the 5 stages of grief are
3. Ask students to share the five stages and an example of how Sal fit
into the stages.
4. Ask: What is the best way to help someone through an emotional
situation? (Showing empathy)
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Rubric
3 2 1
Recall the situation Recalls the situation character Does not mention the
character is in clearly is in vaguely situation character is in
(W.5.7)
Answers are relevant to Answers are somewhat Answers not relevant;
characters grieving; relevant to characters Advice is unhealthy/doesnt
Advice is healthy and grieving; match situation or not given;
sound; matches situation; Advice is somewhat healthy Reason is irrelevant or no
Reason for advice relevant and sound; sort of matches reason given
(HE.3-5.3.1) situation;
Reason for advice semi-
relevant
Group collaborated Group collaborated, but had Group did not collaborate
effectively to reach a group some disagreements that could and
answer not be solved without help; Did not reach a group answer
(SL.5.1) reached group answer after
some time

4 3 2 1
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Name________________________
Date________________ ID#_____
Match the Stages
Situation:
Denial Evidence
Anger Evidence
Bargaining Evidence
Depression Evidence
Acceptance Evidence
1. What advice would you give to this character as they go through this situation? Explain your
reasoning.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Lesson Plan: Healthy Emotional Behaviors
Date: TBD Content Area/s: Health

Duration: 1 day; After novel is completed
Materials needed:
Pencil
Folder Paper
Presentation Slips
Emotional and Mental health video: https://www.youtube.com/watch?v=KYfRzAIl7TQ
How do we promote healthy emotional behavior?

The goal of health education is to help students adopt or maintain health-enhancing behaviors
(Telljohann, Symons, Pateman, 2007). Health-enhancing behaviors also include emotional
health.
Students will be able to identify how to promote healthy emotional behaviors.

Skill Strategy
automatically)
Referencing Applying strategy listed on board
Listening/ Observing Watching skit closely and responding to written prompts
Appropriate strategy for Class discussion on healthy ways to deal with intense emotions
emotional situation and possible situations
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language.
Academic Stress
Vocabulary Emotional-health
Language Class discussions
supports
Language Reading
modalities
Listening
Speaking
Writing
50/IEP, etc.)
Struggling learners Process/product Role playing; identify emotion,
situation, solution
I can give an appropriate strategy for dealing with an emotional situation.

Tom-p.64

I can effectively communicate through speaking and writing.
2. Assessment Task
The students will learn about strategies to promote mental and emotional health. The students
will then apply these strategies to their own situations in the form of a skit. A checklist will be
used to assess student learning. The checklist will include the emotion the student felt, the
situation when they felt the emotion, how they handled the situation, and how to handle the
situation by using a strategy from the list on the board.

component
Classroom Waterfall
1. Introduction 1. State I can statement: I can give an appropriate strategy for dealing
3 minutes with an emotional situation, I can recall relevant information from
past experiences or printed texts, I can have a discussion with my
peers about grade 5 topics, and I can effectively communicate
through speaking and writing.
2. Say: Today we are focusing on promoting emotional and mental
health.
3. Say: Before we start, there are some rules we need to follow:
Create a safe-space rule; nothing leaves the classroom, No teasing
or disrespect will be tolerated.
1. Play video: (https://www.youtube.com/watch?v=KYfRzAIl7TQ)
2. Building
2. Ask students for examples of when they were emotional, such as
Background
sad/depressed. Angry, worried, excited, happy?
10-15 minutes
3. Ask: How did you deal with that situation?
4. Ask: Are there healthier ways to deal with those situations or
emotions?
5. State that showing empathy and communication are super
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important when it comes to mental and emotional health.

6. Create a list of ways to promote mental and emotional health for
students to reference on whiteboard.
7. Discuss: What is a skit? How do we create a skit?
a. Say: A skit is a very short play. No more than maybe 2 pages.
b. Say: In a skit, we make sure everyone has a speaking part. We
talk about the situation and offer a solution. We also act in our
skits, we read with emotion.
1. Model how to create a short skit; write on backboard for students
3. Focus/mini
to reference
lesson (I do)
a. What is the emotion?
10 minutes
b. What is the situation?
i. Say: You may start with whichever one best helps you
figure things out. If you want to start with the situation first
instead of the emotion, thats fine.
c. What is the strategy I want to use to solve the situation?
d. Dialogue (how to write)
e. Assigning parts/roles
f. Rehearse skit
1. Model how to create a short skit; write on backboard for students

4. Guided
to reference
Practice (We
2. What is the emotion? The Emotion I want to use is fear.
Do)
3. What is the situation? My dog ran away from home.
5-10 minutes
a. Say: You may start with whichever one best helps you figure
things out. If you want to start with the situation first instead of the
emotion, thats fine.
4. What is the strategy I want to use to solve the situation? I want to
stay calm and ask my friends for help.
5. Dialogue (how to write)
Me: Hey, A, B, and C, My dog ran away from home. Im really
scared that she got hurt or is lost or
B: Its okay, just take some deep breaths to calm down
C: We can help you find her!
A: YEAH! We can go check the humane society and see if anyone
called and said they found her, or put up lost posters!
C: See, itll be okay, well find her.
Me: Thanks for helping me. I dont know what Id do without your
help.
B: Thats what friends are for!
A: Plus, I remember when my dog was lost and you helped me
find him. Now, come on, lets go find your dog.
6. Assigning parts/roles
a. Now, I would be me, and if I was part of this group, X would
be A, XX would be B, and XXX would be C.
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1. Assign 6 groups of 3 (one group of 4); groups may work anywhere

5. You Do It
Together in the room, they do not block the doors.
25-30 minutes 2. Assign each group a situation (you failed a test, loss of a pet, loss
of a family member, a friend is being bullied)
a. Each situation has 2 groups
3. Allow students to create short skit written on folder paper
a. Delegate roles if need be
4. Rehearse skit
6. Closure 1. Restate I can statement: I can give an appropriate strategy for

5 minutes dealing with an emotional situation, I can recall relevant
information from past experiences or printed texts, I can have a
discussion with my peers about grade 5 topics, and I can
effectively communicate through speaking and writing.
2. Revisit list of strategies on board
3. Ask students to discuss with a partner about the script writing
process. What was easy? What was difficult?
4. Ask students to share thoughts with the class.
5. Say: Thank you for working on your script and rehearsing it. We
will be doing our performances tomorrow. So you can relax for
now.
DAY TWO
1. Introduction 1. State I can statement: I can give an appropriate strategy for dealing
5 minutes with an emotional situation, I can recall relevant information from
past experiences or printed texts, I can have a discussion with my
peers about grade 5 topics, and I can effectively communicate
through speaking and writing.
2. Say: Today we are focusing on promoting emotional and mental
health.
3. Say: Before we start, there are some rules we need to follow:
Create a safe-space rule; nothing leaves the classroom, No teasing
or disrespect will be tolerated.
2. Independent 1. Ask students to get back into performance groups.
work (You do it 2. Pass back scripts to groups.
alone) 3. Allow students time to rehearse skit or to make edits to script as
20-25 minutes needed.
4. Gather students to the back of the class for performances.
5. Say: When a group is presenting, we are good audience members.
This means no talking or side conversations, no distracting noises,
and we clap after each performance.
6. Pass out activity sheets
a. Review activity sheet with students
7. Remind students to pay attention so they can fill out their sheet
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correctly.
8. Allow students time to perform.
9. Allow audience time to record answers.
Monitoring Plan Create a safe-space rule; nothing leaves the classroom
No teasing or disrespect will be tolerated
Play classical music to monitor volume control as students work
Walk around room to monitor progress
Delegate roles if needed
Prompt an emotion to match the situation
Fined $15 for not being on task or being a bad audience member
Make sure students are using strategies we listed as a class from
the board.
Okay any strategies that the group comes up with on their own.
Monitor that students are using script template appropriately.
Responsibility sheet must be filled out before starting script
construction to ensure each person is included in the skit.
3. Closure 1. Restate I can statement: I can give an appropriate strategy for

5 minutes dealing with an emotional situation, I can recall relevant
information from past experiences or printed texts, I can have a
discussion with my peers about grade 5 topics, and I can
effectively communicate through speaking and writing.
2. Revisit list of strategies on board
3. Ask students to discuss in pairs which strategy they think they use
more when they are feeling a negative emotion
4. Ask students to share their answers with the class if they feel
comfortable
5. Collect scripts and presentation slips.
Tom-p.68

4 3 2 1
Rubric
3 2 1
Strategy is clear; Strategy Strategy is vague; Strategy No Strategy is mentioned;
matched situation matched situation or did not Strategy did not match situation
(HE.3-5.3.1) match
Strategy is one used from Strategy is possibly used from Strategy is not from provided list
provided list list provided
(W.5.7)
Each member has contributed to Half the members have Less than half the member has
the discussion/creation of script contributed to the contributed to the
(SL.5.1) discussion/creation of script discussion/creation of script
Tom-p.69
Name___________________ ID#____
Skit Presentations
Group Members:_____________________________________________________________
Situation:_____________________________________________________________________
Emotion:_____________________________________________________________________
Strategy Used:_________________________________________________________________
Group Roles and Responsibilities:
1.___________________________________________________
2.___________________________________________________
3.___________________________________________________
4.___________________________________________________
SKIT
Use the template below to write your script. The speakers name goes on the short line.
The dialogue goes on the long line. Be sure to state the title and your roles before
performing.
TITLE:_________________________________________________
______________
_____________________________________________________________________________
______________
_____________________________________________________________________________
______________
_____________________________________________________________________________
______________
_____________________________________________________________________________
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______________
_____________________________________________________________________________
____________
_____________________________________________________________________________
______________
_____________________________________________________________________________
______________
_____________________________________________________________________________
______________
_____________________________________________________________________________
______________
_____________________________________________________________________________
______________
_____________________________________________________________________________
(Pause and Take a bow as a group)
Script Checklist:
Review your script to make sure you have addressed these points
o Clearly stated the problem
o Stated the emotion the person is feeling
o A solution was offered that came from our class list
o Everyone in the group will speak at least one line that is more than 4 words.
o Skit is titled
o Roles are listed and will be presented to the class
o Group closes skit with a bow, not okay, were done
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Lesson Plan: Pen Pal Letter Writing

Date: TBD Content Area/s: Writing

Duration: 1-2 days; After novel is completed
Materials needed:
Pencil
Narrative Transitions hand-out
Types of Writing hand-out
How do we use our past experiences to help us in the future?

Children who wrote to pen pals wrote longer and more complex letters once they started
receiving responses to their letters. The results emphasize the importance of a real audience.
(Tompkins, 2012, p. 117).
Students will write a narrative letter from the perspective of a character.

Skill Strategy
automatically)
Planning Using a graphic organizer to gather ideas in order
Sentence Fluency Use transition words to maintain a smooth flow to the writing
Detail Use concreate words to add detail to the writing
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Sequencing Write about the after events of the novel characters

language.
Academic Narrative: Tells a story
Vocabulary Pen Pal: a person you write letters to
Point of view: view of the story and character
1st person: you are the story teller (uses I, me)
Language Class discussions

supports
Language Reading
modalities
Listening
Speaking
Writing
50/IEP, etc.)
Striving learners product Provide a photo to send with one of
your letters
Striving process Pair up with a student of similar
learners/Struggling learners writing level to be pen pal
Struggling product Incorporate 1-2 events from the book
Tom-p.73

W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
I can establish a story by introducing a narrator or character, and organize the events in order.
W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
I can use creative actions, descriptions, feelings and thoughts to show the event.
W.5.3c: Use a variety of transitional words, phrases, and clauses to manage the sequence of
events.
I can use a variety of transitional words or phrases to help progress the story.
W.5.3d: Use concrete words and phrases and sensory details to convey experiences and events
precisely.
I can use concrete words and sensory details to make the experience come to life.
W.5.3e: Provide a conclusion that follows from the narrated experiences or events.
I can provide a conclusion that follows the story.
W.5.4: Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
I can produce clear and understandable writing for my audience.
2. Assessment Task
The students will write a narrative letter from the point of view of one character. The students
must also respond to a characters letter. Before the students may start their letters, they must
complete a planning map for both letters. The assessment tool will be a rubric assessing all areas
of benchmark W.5.3: narrative writing. To assess GLO 4: Quality producer, a rubric will be used
to assess the quality of the students work.

component
Tom-p.74
Classroom Waterfall
DAY ONE (Planning, Drafting)

1. Introduction 1. State I can statement: I can produce quality work, I can establish a
3 minutes story by introducing a narrator or character, and organize the
events in order, I can use creative actions, descriptions, feelings
and thoughts to show the event, I can use a variety of transitional
words or phrases to help progress the story, I can use concrete
words and sensory details to make the experience come to life, I
can provide a conclusion that follows the story, I can produce clear
and understandable writing for my audience.
2. Say: Today we will be starting our narrative writing pieces.
1. Ask: what is a narrative? A narrative is a piece of writing that tells
2. Building
a story.
Background
2. Ask: have we written something like this? Have you had to write a
10-15 minutes
story about a moment in your life or a fiction story?
3. Allow students to answer.
4. Reference the narrative writing they did in 3rd quarter. They
finished the ending to a short story.
5. Say: What we will be doing is kind of like finishing the story, but
we are going to finish it in the form of letters.
6. Ask: Have any of you had experience with a pen pal?
7. Allow students to share their experience, if any
1. Say: Now before we even start writing, we must first plan!
3. Focus/mini
2. Say: This is the graphic organizer we will be using
lesson (I do)
3. Display organizer
5-10 minutes
4. Say: The purpose for our letters is to create more of an ending to
the story. Sometimes we want to know what happened to the
characters after the story ends, and this is our chance to do so.
5. Read through the different parts to fill in
a. Use the voice from one character.
b. Include 3 references from the book to demonstrate their
understanding of the story.
c. Create a fictional situation that could have happened after
the end of the story but is currently happening to the
character in the moment
d. Have a question to ask to their pen pal (character)
e. Use the letter format accurately
6. Talk out-loud about how I plan to fill in the organizer
a. Model how to fill out organizer
i. Your character: Margaret Cadaver
ii. Pen Pal Character: Mr. Hiddle; Mrs. Cazimero is
my pen pal
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iii. Three facts from the novel

iv. Question I would like answered
7. Say: Now, I would like to write as Margaret Cadaver to Sals Dad.

8. Model: Now the 2 things I would like to include from the novel
will be my mother, my connection to Sals mom. I can always
look back at my flow map to look for events that re connected to
Mrs. Cadaver, and use them to talk about in my letter.
1. Model with class the 3rd fact
4. Guided
2. Say: I have two facts already listed, what is a 3rd one I could write
Practice (We
Do) about?
5 minutes 3. Allow students to offer suggestions
4. Write down a student offered suggestion
5. Independent 1. Pass out organizers

work (You do it 2. Tell students to think about which character they would like to
alone) write as, what things they would like to reference from the novel.
15-20 minutes 3. Say: Those of you who are having trouble, you may look back at
our flow maps to see if there are any events or people you want to
reference in your letter.
4. Tell students that they must fill out their organizer for the first
letter before they start their draft.
Monitoring Have students use flow map to find ideas for facts to include in letter
Plan Prompt students about what questions they might have for their pen pal
Suggest a character they could write as or write to depending on how
much information we know about them
6. Mini Lesson (I 1. Say: Writing letters is a form of communication before we had

Do) email, texting, and telephones. We wrote letters to let our friends
10 minutes and family know how we are doing and to ask how they are.
2. Say: The elements of a letter include our greeting, the body, and
our closing expression, and a space for out name.
3. Model: Look at outline and transfer it into a letter.
a. Say: My character is Margaret, and I am writing to Mr.
Hiddle, so I can start off my greeting by saying Dear, Mr.
Hiddle.
b. For my body, I want to take my 3 facts and fill this space.
The 3 things I want to reference in my letter are my
mother, my connection to Sals mom, and (whichever
suggestions students gave; alter letter to fit it in).
c. I need to add in my question for them to respond to
because its rude if we only talk about ourselves and not
Tom-p.76
ask the person were talking to a question.

d. We close our letters with something nice like Best wishes,
give all my love, write soon.
e. Our last step in our letter is to sign our name. We can use
your friend, sincerely, or just write our name.
4. Tell students that we want to include a lot of feelings from the
characters. Thats how we hook our readers and get them to keep
reading, we can also use sensory details to paint a picture in their
mind as they read. Use your imagination, get into the characters
heads.
7. Guided 1. Ask students to take out folder paper

Practice 2. Say: We can start with our greeting. We start our letters with Dear Pen
10 minutes Pals name, and we put a comma after the persons name.
3. Allow students to write greeting
4. Say: Now we are going to start our body of our letter. This is where we
take our 3 facts and try to weave it into our letter and what you think the
character is doing now after the novel. You can write it like a fun
memory to look back on if you wish. Lets try this with our first fact.
5. Allow students time to work
6. Walk around and offer suggestions to students who may be struggling.
8. Independent 1. Say: Okay, now you will work on the rest of your letter yourself.
work (You do it Here are the criteria for your letter.
alone) 2. Project the letter criteria for students to reference as they work
30 minutes 3. Allow students time to work on first letter
4. Collect drafts at the end of the period, or assign to be completed as
homework
9. Monitoring Walk around room to monitor that students are on task

Plan Project criteria for the letter
Prompt students on how they think the character might be feeling
or thinking about the things going on after the novel
Pair students up by similar writing levels
10. Closure 1. Restate I can statement: I can produce quality work, I can establish
5 minutes a story by introducing a narrator or character, and organize the
2. Ask students to share at their tables who their letters are to and
Tom-p.77
what they are writing about.

3. Ask groups to share a couple events their table is writing about.
4. Say: Everyone might write something differently based on the
same character.
DAY TWO (Edit/Revise, Final)

1. Introduction 1. State I can statement:
5 minutes I can produce quality work,
I can establish a story by introducing a narrator or
character, and organize the events in order,
I can use creative actions, descriptions, feelings and
thoughts to show the event,
I can use a variety of transitional words or phrases to help
progress the story,
I can use concrete words and sensory details to make the
experience come to life,
I can provide a conclusion that follows the story,
I can produce clear and understandable writing for my
audience.
2. Say: We will be editing and revising our letter drafts today.
2. Building 1. Say: Now when we revise and edit, we look for any spelling,
Background punctuation or grammar mistakes. Reading it to yourself slowly
5 minutes usually helps with this. Revising, means changing the content or
reorganizing the letter so it makes sense to the reader. Editing is
when we look for the errors such as spelling or improper grammar.
Revising should be done first. This is where we want the most
help.
2. We will first do these two stages independently, then we will find
partners to help edit and revise out work.
3. Mini Lesson (I 1. Model with own letter example on how to revise.

Do) a. Read letter out loud. Think out loud if there may be something I
10 minutes could add or change. Is there enough feeling in this letter? How
5 can I show more emotion?
m b. Does my letter follow my outline and the criteria? If not how can
I fix it?
c. Write in revision ideas
2. Model how to edit with own letter
a. Are my paragraphs indented? Did I use correct capitalization
and punctuation?
4. Independent 1. Pass back drafts

Work (You Do 2. Allow students time to personally revise and edit. Students should
It Alone)
Tom-p.78
15- 20 minutes be working alone.

3. Offer suggestions when asked
5. Collaborative 1. Pair up students based on similar writing levels

Group Work 2. Have students trade papers and edit/revise work
(You Do It 3. Allow students time to talk to each other about any revisions or
Together) edits made
20 minutes
6. Independent 1. Ask students to return to their seats and thank their partner
Work (You Do 2. Say: Okay now, that we have some revision and edit suggestions,
It Alone) we can start on a final draft. You do not have to listen to the
15 minutes advice your partner gave you, but take them into consideration,
especially if it came from me.
3. Remind students that final drafts are to be of quality work: no
random doodles in the margins, neat handwriting, paragraphs are
noticeable, there is a closing signature or saying.
5. Say: If you finish early and are happy with your work, you have
the added joy or drawing a picture to go along with one of your
letters.
6. Collect with first drafts and graphic organizer when students
finish.
7. Closing 1. Restate I can statement: I can produce quality work, I can establish
5-10 minutes a story by introducing a narrator or character, and organize the
2. Ask students to talk as a table group about any changes they had to
make to their letters.
3. Ask student to share with the class the changes they had to make;
where there any changes offered but you didnt take?
4. Ask: Was it easier to write the first letter or second letter? Why?
5. Allow a few students to share their thoughts.
6. Thank students for giving letter writing a chance.
DAY THREE (Pen Pal Response)

1. Introduction 1. State I can statement: I can produce quality work, I can establish a
3 minutes story by introducing a narrator or character, and organize the
Tom-p.79

2. Say: Today we will be starting our narrative writing pieces.
2. Building 1. Say: We wrote our first letter, now we have to respond to a letter.
Background 2. Pass back first letters
5- 10 minutes 3. Ask students to quietly deliver their letters to their pen pal
4. Say: Do not read your letters yet until I say so.
5. Wait for students to settle down and be ready to read letters
6. Allow students to read their letters.
7. Say: Now, we are going to do the same process as we did without
first letters. We are going to fill out our outline, form that into a
first draft, revise and edit, and then write our final draft to our pen
pal.
3. Mini Lesson (I 1. Review the criteria for the second letter

Do) a. Use the voice from one character.
10 minutes b. Answer the question
c. Include 2 references from the book to demonstrate their
understanding of the story.
d. Create a fictional situation that could have happened after the
end of the story but is currently happening to the character in the
moment
e. Have a question to ask to their pen pal (character)
f. Use the letter format accurately
2. Explain and model the outline
a. Your Character (who your partner was writing to): Mr. Hiddle
b. Pen Pal (who you are responding to): Margaret Cadaver
c. Question I was asked: How am I coping back on the farm?
d. My answer to the question: I am doing well, but it is
challenging.
e. Two facts from the book that you will incorporate: Everything
on the farm reminds me of Sugar,
f. Question I would like answered
3. Pass out second outline
4. Guided 1. Say: Now we will fill in a few parts together, so please do not rush
Practice (We ahead. We can fill out who we will be writing as.
2. Allow students to fill in space
Do)
a. Clarify who the students are if they are confused
5-10 minutes 3. Say: Next we can fill in who we are responding to
4. Allow students to fill in space
5. Ask students to reread their letter and find out what the question is they
are being asked.
6. Allow students time to read and fill in space
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5. Independent 1. Say: Now, the rest is up to you to fill in. How would you answer the
Work (You Do question as the character? What 2 events do you want to reference.
It Alone) Please use your flow map to help you.
10-15 minutes 2. Allow students time to work
Monitoring Plan Suggest students use flow map for event ideas
Prompt answers for question response if student is struggling
Figure out which character they are responding as and who they are
responding to
6. Mini Lesson 1. Say: The elements of a letter include our greeting, the body, and our
10 minutes closing expression, and a space for out name.
2. Model: Look at outline and transfer it into a letter.
3. Say: My character is Mr. Hiddle, and I am writing to Margaret, so I can
start off my greeting by saying Dear, Margaret.
4. For my body, I want to first respond to their question. Next, I want to
take my 2 facts and fill this space. The 2 things I want to reference in my
letter are how Mrs. Partridge would send Sal and Phoebe messages, and
how everything on the farm reminds me of Sugar.
5. I need to add in my question for them to respond to because its rude if
we only talk about ourselves and not ask the person were talking to a
question.
6. We close our letters with something nice like Best wishes, give all my
love, write soon.
7. Our last step in our letter is to sign our name. We can use your friend,
sincerely, or just write our name.
8. Tell students that we want to include a lot of feelings from the
characters. Thats how we hook our readers and get them to keep
reading, we can also use sensory details to paint a picture in their mind
as they read. Use your imagination, get into the characters heads.
7. Guided 1. Ask students to take out folder paper

Practice 2. Say: We can start with our greeting. We start our letters with Dear Pen
10 minutes Pals name, and we put a comma after the persons name.
3. Allow students to write greeting
4. Say: Now we are going to start our body of our letter. We are going to
answer their question first. This is where we take our 2 facts and try to
weave it into our letter and what you think the character is doing now
after the novel. You can write it like a fun memory to look back on if
you wish. Lets try this with our first fact.
6. Walk around and offer suggestions to students who may be struggling.
8. Independent 1. Say: Okay, now you will work on the rest of your letter yourself. Here
Work are the criteria for your letter.
10-15 minutes 2. Project the letter criteria for students to reference as they work
3. Allow students time to work on first letter
Tom-p.81
9. Mini Lesson (I 1. Model with own letter example on how to revise.

Do) 2. Read letter out loud. Think out loud if there may be something I could
5-10 minutes add or change. Is there enough feeling in this letter? How can I show
more emotion?
3. Does my letter follow my outline and the criteria? If not how can I fix it?
4. Write in revision ideas
5. Model how to edit with own letter
6. Are my paragraphs indented? Did I use correct capitalization and
punctuation?
10. Collaborative 1. Pass back drafts

Group Work 2. Allow students time to personally revise and edit. Students should be
working alone.
(You Do It
3. Offer suggestions when asked
Together) 4. Pair up students based on similar writing levels
15 minutes 5. Have students trade papers and edit/revise work
6. Allow students time to talk to each other about any revisions or edits
made
11. Independent 1. Ask students to return to their seats and thank their partner
Work 2. Say: Okay now, that we have some revision and edit suggestions, we can
10 minutes start on a final draft. You do not have to listen to the advice your partner
gave you, but take them into consideration, especially if it came from
me.
3. Remind students that final drafts are to be of quality work: no random
doodles in the margins, neat handwriting, paragraphs are noticeable,
there is a closing signature or saying.
5. Alert students that they may have to finish their final drafts as
homework.
6. Collect first pen pal letter
12. Closing 1. Restate I can statement: I can produce quality work, I can establish a
5 minutes story by introducing a narrator or character, and organize the events in
order, I can use creative actions, descriptions, feelings and thoughts to
show the event, I can use a variety of transitional words or phrases to
help progress the story, I can use concrete words and sensory details to
make the experience come to life, I can provide a conclusion that follows
the story, I can produce clear and understandable writing for my
audience.
2. Ask students to talk as a table group about any changes they had to make
to their letters.
3. Ask student to share with the class the changes they had to make; where
there any changes offered but you didnt take?
4. Ask: Was it easier to write the first letter or second letter? Why?
5. Allow a few students to share their thoughts.
6. Remind students that their final draft for their second letter is part of
Tom-p.82
homework and is due the next day.
Tom-p.83
GLO 4: Quality Producer

4 3 2 1
completes work fully work fully; minimal work; few reminders work fully; constant
reminders reminders
Work is very neat and
legible Work is neat and Work is somewhat Work is not neat and
legible neat and legible legible
Rubric
Criteria (1st letter)

Use the voice from one character.
Include 3 references from the book to demonstrate their understanding of the story.
Create a fictional situation that could have happened after the end of the story but is currently
happening to the character in the moment
Tom-p.84
Have a question to ask to their pen pal (character)

Use the letter format accurately
Criteria (2nd letter)

Answer the question
Include 2 references from the book to demonstrate their understanding of the story.
Create a fictional situation that could have happened after the end of the story but is currently
happening to the character in the moment
Letter Writing Outline

Include references from the book to demonstrate their understanding of the story.
o 3 for the first letter
o 2 for the second letter
Create a fictional situation that could have happened after the end of the story but is
currently happening to the character in the moment
Your character:____________________
Pen Pal Character:___________________ Name of Partner:________________________
First Letter
Three facts from the book that you will incorporate:
1.______________________________________________________________
2.______________________________________________________________
3.______________________________________________________________
Question I would like answered:_______________________________________________
Format into a letter.

Tom-p.85
Tom-p.86
Second Letter
Your Character (who your partner was writing to):_______________________________
Pen Pal (who you are responding to):___________________________________
Question I was asked:______________________________________________________
My answer to the question:___________________________________________________
Two facts from the book that you will incorporate:
1._____________________________________________________________
2._____________________________________________________________
Question I would like answered:_______________________________________________
Next is to format in to a letter.

Tom-p.87
Teacher Example
Dear Mr. Hiddle,
Greetings from the suburbs! I hope life back on the farm is treating you and Sal well.
Thank you for being such a dear friend. I know we both lost the loves of our lives, and helped
each other through that emotional time. It is still painful, but every day it becomes more and
more bearable. How are you coping with being back on the farm?
My brother has been asking how Sal is doing at her new school. It seems she really made
an impression on him. Speaking of people Sal has made an impression on, my mother is also
asking about Sal. Phoebe comes by every now and again to chat with my mother, but its not the
same without Sal.
Listen to me, I just keep talking about Sal. Then again, she is an amazing girl. Your wife
would be so proud of the woman she is growing up to be; I know I am.
Give my best to Sal and your father.
Sincerely,
Margaret
Tom-p.88
Pen Pal Response
Dear Margaret,
Thank you so much for the letter. It feels amazing to be back on the farm. Sal is a s
lively as ever. I think she is just happy to be back home. Im thankful that we had our friendship
to help us through our tough times. Sugar would have wanted us to be friends and help keep her
memory alive for Sal. Im doing better. Every day is a challenge; everything reminds me of
Sugar. However, I also see how Sal is growing to be so much like her mother. It brings great joy
to my heart and I know Sugar would be tickled to see how amazing Sal is turning out to be.
Tell your mother and brother that we may come by for a weekend visit soon. Sal is
overdue for some of your mothers wild stories and talks. She doesnt like to admit it, but I think
she misses the suburbs just a little bit, or at the very least the people who lived there.
Give my love to your mother. By the way, has she found anymore messages to give to
Phoebe? Tell her to send some Sals way too. Take care.
Papa Hiddle
Tom-p.89
Lesson Plan: Post-Assessment-Interpret a Proverb

Date: TBD; After novel is completed Content Area/s: Reading

Duration: 1 day; 20 minutes
Materials needed:
Post-assessment sheet
Pencil
Walk Two Moons Book
Why is it important to show empathy to those in an emotional situation?

Serravallo (2016) states readers need to be resilient and at times, apply more than one strategy
to figure out the word. The students will need to use inferencing and referencing to pick out the
meaning of the proverb.
Students will be able to correctly interpret a proverb.
Students will be able to make a personal connection to the proverb and how it applies to a
personal stressful situation.
Describe a healthy strategy to address an emotional situation.

Skill Strategy
automatically)
Inferring Deconstructing proverb
Referencing Provide text evidence
Referencing Text-to-self connection
Tom-p.90

language.
Academic Proverb: a saying that states a general truth or piece of advice.
Vocabulary
Language Verbal discussion on the definition of proverb
supports
Language Reading
modalities
Listening
Written
Spoken
50/IEP, etc.)
Struggling students process Answer what they can using QA
format
L.5.4a: Use context as a clue to the meaning of a word or phrase.
I can use context clues to find the meaning of a word or proverb.
I can apply or recognize healthy strategies for dealing with emotional and stressful situations.
RL 5.1: Quote accurately from a text when explaining what the text says explicitly and when
I can quote accurately from a text.
Tom-p.91
2. Assessment Task
The students will be given the task of interpreting a proverb, and applying that proverb to an
emotional situation in their lives. A rubric will be used to assess the students answers. The
summative assessment will focus on if the student is able to interpret a proverb, connect the
proverb to a moment in their life, and if they can quote an example form the novel. The students
should be able to quote form the text as they have now finish reading the novel. A rubric will be
used to assess the students work.

component
Classroom Waterfall
1. Introduction 1. Share that the class will be doing a post-test.

2 minutes 2. Share I can Statements
a. I can use context clues to find the meaning of a word or proverb.
I can apply or recognize healthy strategies for dealing with
emotional and stressful situations.
b. I can quote accurately from a text.
1. Ask what is a proverb

2. Building
2. Discuss definition of a proverb and examples
Background
3. Inform students of what they will be doing with the Prover
3-5 minutes
Interpretation
a. Interpreting the proverb on the activity sheet, applying the
proverb to an event in their life
3. Independent 1. Allow students time to work on post-assessment.

Tom-p.92
work (You do it
alone) 2. Students should be able to provide text evidence now.
10-15 minutes 3. Collect when students finish.
4. Monitoring Students will ask about the text evidence form the novel, they must cite
Plan their evidence using page, paragraph, and sentence numbers.
Students must write in QA format.
DEAR time when students finish and wait for others to finish.
5. Closure 1. Collect post-assessment sheets

3 minutes 2. Ask students to turn to a side partner and discuss if this test
seemed familiar. How so?
3. Allow students to share answers
4. Ask: What where you able to answer more confidently during this
assessment as opposed to the first one you took?
Tom-p.93
3 2 1
Interpret proverb correctly; Interpreted proverb; cited No interpretation; no citation
cited proverb and evidence proverb or evidence correctly for proverb or evidence
correctly
(RL.5.1) (L 5.4a)
Provided example from novel Provided example from novel No example provided
(RL.5.2)
Provided a personal example Provided personal example, No personal example OR no
and how the proverb applied but no reference to proverb. mention of how proverb
to the situation. (W.5.7) related to example.
Provided a healthy solution to Provided a semi-healthy No mention of a healthy

their situation. solution to their situation. solution to their situation
(HE.3-5.3.1)
Tom-p.94
Name______________________ ID#____
Date___________________
Walk Two Moons Post-Test
Directions: Use the proverb below to answer the questions. Answer in QA statements.
Dont judge a person until youve walked two moon in his moccasins.
1. What does this proverb mean? _________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How does this proverb relate to the story Walk Two Moons? (theme, characters) Cite your
evidence.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tom-p.95
You cant keep the birds of sadness from flying over your head, but you can keep them
from nesting in your hair.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
evidence.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tom-p.96
Everyone has their own agenda.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
evidence.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Choose a proverb that you can relate to a situation you had experienced. Describe the
situation and the emotions you felt. Then, provide an explanation of how you handled your
emotions. Explain how you would have handled the situation differently using the strategies we
learned about.
Write the proverb:__________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tom-p.97
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Copyright: Moss, J. E. (2013).

Walk Two Moons

Semester 4; Spring 2017

Unit Plan Framework

1. Theme and Overview

Essential Essential Question: Why is it important to show empathy?

Baseline/ Activity: Pre-Assessment (baseline data)

Supporting Supporting Supporting Supporting Supporting Question

Formative Formative Formative Formative Formative

(description/ (description/ (description/ (description/ Assessment #6

Checklist Checklist Message Match the Skit

Features Features Features Features Features Sources/

Match the Skit template

Supporting Formative Features Sources/ Materials Needed

Summative Interpret quotes Criteria (rubric/checklist)

Extension Criteria (rubric/checklist)

Standards, Benchmarks, and General Learner Outcome Overview

Content Benchmark Lesson Lesson Lesson Lesson Lesson Lesson

Content Benchmark Lesson Lesson Lesson Lesson Lesson Lesson

I. Context for Learning

XXXX Elementary school is located in Wahiawa Heights. It is one of seven elementary

money at the Dragon Dollar Store.

(STEM) curriculum workdays.

with small-group intervention during math and language arts, administering

the correct answer, but their evidence is incorrectly coded.

4 students are developing proficiency in regards to reading comprehension. Reading

comprehension is the focus of this subject area.

chapter in their folders.

use the vocabulary learned in the story.

This quarter, the students will be focusing on narrative writing.

strategies when dealing with emotional situations yet.

communication is to show empathy. Noddings (2010, p.7) stated:

Unlike empathy, sympathy, as used by David Hume, is often held to be contagious.

that in the same situation we might feel differently.

will also address the health standard linked to this unit.

II. Instructional Modifications and Differentiated Instruction

modifications and differentiating important in the classroom.

novel will have some work to accompany it.

students revert back to more basic, less descriptive words.

to practice their teamwork.

accepting and tolerant of one another, with a sense of belonging.

III. Academic Language and Language Supports

Academic language is the language needed by students to do work in school. A majority of

yourself or with others.

Viewing language development as a process of learning to control an increasing range of

health lesson in which they will apply to their post-assessment.

Assessments are tools or methods used to obtain information, and documentation, on an

individuals knowledge and skills. Assessments can focus on an individual or a group of

learners. Though time-consuming, assessments are important to educators. Without

the students are struggling.

me of the students skill in applying their knowledge.

misconceptions need to be addressed the next day.

to see how each student is doing.

used in the past to grade narrative pieces.

Featured Sources and Materials

Materials & Supplies

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language

Noddings, Nel (2010). Complexity in Caring and Empathy. _Abstracta_ 6 (2):6-12.

Lesson Plan: Pre-Assessment- Guess the Theme

Date: February 23, 2017 Content Area/s: Reading

Evidence-Based Research Practices

Application of skills and strategies

Academic Language and Language Supports