UMU Lesson Plan Template

2017-2018

Name: Makaela Bennett Date: 2-11-18

Grade Level: 2nd Class Period: 2nd
Subject: Language Arts Lesson # & Title: The 5 W’s
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes:
This lesson is being taught at Damascus Elementary. There are 416 students with 100 white and 10 multiracial.
Out of all of the students, 41 of the students have disabilities and 137 are economically disadvantaged.
I have 20 students in the class, 11 boys and 9 girls. This is an inclusion classroom, with 4 students on IEPs and 2
with 504 plans. Within this class we have 1 African American student and 18 Caucasian students. Several of the
students within this class come from financially stable homes, although 12 students are identified as of low
socioeconomic levels.
 One female student has been identified with high functioning autism. She struggles with oral and written
skills being a grade level below her fellow classmates in literacy skills
 One male student has been identified with a SLD and is reading one grade level below his classmates. He has
many problems with writing sentences and paragraphs on given prompts. He makes errors in capitalization,
punctuation, and spelling making his writing hard to read.
 Another male student has been identified with an ID, and he reads nearly 3 grade levels below his peers. He
can copy basic words but has a hard time writing basic words and sentences from memory.
 A male in the class, identified as ED has achieved grade level standards in math, reading and other academic
abilities. Multiple behavior interventions, planned to ignore, proximity, and tweaking assignments to limit his
frustrations and emotional overload helps this student.
 One student with a 504 plan has poor eyesight and needs to be at the front of the room. She also receives
special accommodations for her learning.
 Another student with a 504 plan has a health disability and makes frequent trips to the nurse’s office. He will
need help with assignments if he needs to leave.

Environment:
 The desks are in two line clusters with two rows of desks facing each other for easy collaboration.
 There are posters all over the room that the students can refer back to if needed. The posters consist of items
previously learned in class.
 The student with poor eyesight will sit in the front of the room, where she can see the board clearly.
 The student that makes frequent trips to the nurse’s office will sit by the door. A student that is a good listener
will sit beside him to help him when he returns.

Cultural Responsive Rationale:

 I need to consider students’ prior experience with the interrogative words.
 I also have to be aware of the stories that I read.
 I have one African American student in my classroom. I will not call them out and ask them to speak for
their race. That is racial spotlighting, and you cannot expect one person to speak for the whole race.
 I have 4 students on IEP’s and 2 that have 504 plans. I will make sure that my lesson is at a pace that the
students can keep up.
Revised 08/2017
  Some students have trouble reading, so the stories will be read as a group aloud rather than individually.
 I have 12 students that are identified as low socioeconomic status. These students may not be eating at
home so I must make sure that their needs are met prior to the lesson starting.

Content Standards:
Standard: RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Rationale: This standard is being taught because interrogative words are used throughout the rest of the students’
schooling. At this point the students have most likely heard these words because they are used in daily living, but
need them clearly taught. Students are typically asked questions like, “How was school” and “What did you learn
today?” They are used to these words from general language.

Learning Objectives:
When given a grade level short story, students will identify the interrogative words by filling out the worksheet
with 5 out of 6 correct.

Academic Language:
Who- people
What- things
When- time
Where- places
Why- reasons
How- more details

Assessment Plan:
Formative Assessment:
1. Do a quick check for understanding to make sure everyone knows what each word means by using Choral
Response. Ask the students, “When I say the word “who”, what am I referring to?” Continue to do this
with each word listed above in academic language.
2. Give students individual whiteboards. With the story we read, state one of the interrogative words and ask
students to answer with the correct story part. Ex. Who made the cake?
Summative Assessment:
Students will read a given story (attached). There will be a text features worksheet with questions on it and they
have to answer the questions as well as give their rationale. The worksheet will be collected. It will show the
students’ ability to answer questions that start with an interrogative word. Students should be able to get 5 out of 6
correct on the summative assessment worksheet.

Procedures- Lesson Introduction- 10 minutes

1. Gain attention by asking students questions. “Who rode the bus this morning?” “What did you have for
breakfast?”
2. Ask students if they know what the following words mean, who, what, when, where, why, and how.
3. Tell the students that these words are used all of the time and it is very important to understand what they
mean.
4. Then tell the students that today, we will be learning about these words, also called question words, and
how to answer questions from reading a story.
Procedures- Lesson Body
Review & Presentation- 20 minutes

Revised 08/2017
 1. Tell the students that there are many question words, but today we will be focusing on who, what, when,
where, why, and how.
2. Explain to the students what each word means.
3. Show the video- Questions Start With These A Song for kids about asking qu
4. Have the students make up questions to go with each word.
Structured & Guided Practice- 15 minutes
1. Do a quick check for understanding to make sure everyone knows what each word means by using Choral
Response. Ask the students, “When I say the word “who”, what am I referring to?” Continue to do this
with each word listed above in academic language.
2. Read the story, Superhero Joey (attached).
3. Ask students questions about the story on individual whiteboards. With the story we read, state one of the
interrogative words and ask students to answer with the correct story part. Have them back up their
answers.
a. Why was Joey dressed like a superhero?
b. What was joey supposed to do at the party?
c. Who all was in the story?
d. When does this story take place?
e. Where does Joey have to take his sister?
f. How does Joey make his sister a superhero?
Independent Practice- 15 minutes
1. For the summative assessment, the students will read another story (First Plane Trip) and answer
questions on the given worksheet as well as give a reason why that is their answer.
2. The students will each be given the story and the worksheet.
3. Have the students work independently on this, and turn it in when completed.
Procedures- Lesson Closure- 10 minutes
1. Summarize by saying, “today we learned how to use question words. You should be able to answer
questions asked correctly, as you know what each word means.”
2. Say, “These words will be used a lot in your life. You ask questions daily.”
3. As a class, give examples of questions using each question word once.
Differentiation, Individualized Instruction, and Assessment:
 Students will have full access to manipulatives or reading help if needed. Students will get the first story
and have it read to them while they look at it. The second story is on their own but if they need help
reading it, they will have the assistance.
 Students are given 15 minutes for the independent practice, but will not be denied additional time. If they
need the extra time, I will give it to them.
 One female student has been identified with high functioning autism. She struggles with oral and written
skills being a grade level below her fellow classmates in literacy skills. She will work in a group with
students that are at grade level so they can help her with her skills.
 One male student has been identified with a SLD and is reading one grade level below his classmates. He
has many problems with writing sentences and paragraphs on given prompts. He makes errors in
capitalization, punctuation, and spelling making his writing hard to read. He will work with students at
grade level that can assist him with his writing during group work.
 Another male student has been identified with an ID, and he reads nearly 3 grade levels below his peers.
He can copy basic words but has a hard time writing basic words and sentences from memory. He will
work with students that are at different levels, but will also work outside of groups. He will start with
easier books, and build up.
 A male in the class, identified as ED has achieved grade level standards in math, reading and other
academic abilities. The workload will be lessened on this student to reduce stress.

Revised 08/2017
  One student with a 504 plan has poor eyesight and needs to be at the front of the room. She also receives
special accommodations for her learning. She has a group that will assist her as well as what
accommodations are needed.
 Another student with a 504 plan has a health disability and makes frequent trips to the nurse’s office. He
will need help with assignments if he needs to leave. He has a special group to work with and will have
time to work outside of groups to catch up.
Instructional Materials and Support:
 2 Stories (attached)
 Question sheet (attached)
 White Boards
 Markers
 Erasers
Research and Theory Commentary:
1. Lev Vygotsky’s research theory promotes learning through social interaction. This is shown through
choral response and the individual whiteboard assessments. Working together during lessons allows
students to gain more knowledge as they can pass their ideas between each other.
2. Dewey is shown in the lesson, as students have to figure out if they know what the question words mean
(experiential learning), and construct their own questions (inquiry-based learning).
3. Active student response (ASR) is a technique that supports learners because it allows the chance for ALL
students to respond to the teacher, and not just the same students every time. This technique also supports
learners because it keeps the students on track and making good behavioral choices.
4. Exemplars is just another word for the use of examples. The use of exemplars is to promote clarity within
the classroom and give the students references to look at while doing their own individual work.
Sources:
 Superhero Joey and First Plane Trip- Super Teacher Worksheets… superteacherworksheets.com
 5 W’s 1 H worksheet- Better Lesson Plans… https://betterlesson.com/lesson/resource/2443872/ask-
questions-and-use-text-features-worksheet-docx?from=resource_image

Revised 08/2017
Question: Who is panda?
Answer:
________________________________________________________
Evidence: _____________________________

Question: Where is Jake going in the taxi?

Answer:
________________________________________________________
Evidence: _____________________________

Question: When does Jake open his backpack?

Answer:
________________________________________________________
Evidence: _____________________________

Question: What does a pilot do?

Answer:
________________________________________________________
Evidence: _____________________________

Question: How do Jake and his mom travel to the airport?

Answer:
________________________________________________________
Evidence: _____________________________

Question: Why did Jake hold panda’s paw?

Answer:
________________________________________________________
Evidence: _____________________________

Revised 08/2017
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