William Paterson University

College of Education
LESSON PLANNING TEMPLATE
Teacher Candidate Name: Katelyn Sheridan
Grade: 5 inclusion
Topic: Language Arts/Reading Comprehension
Date of Lesson:10/29/14 Period 3
Standard/s):
R.I.5.1 Quote accurately
from a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.
R.I.5.4 Determine the
meaning of general
academic and domainspecific words and
phrases in a text relevant
to a grade 5 topic or
subject area.
R.I.5.10 Read and
comprehend informational
texts, including
history/social studies,
science, and technical
texts at the high end of
the grades 4-5 text
complexity band
independently and
proficiently.
RF.5.4 Read with
sufficient accuracy and
fluency to support
comprehension
-Read grade level text
with purpose and
understanding.
-Use context to confirm or

School: Hamburg School

Concept: Gathering Evidence and Supporting a case using textual evidence

Learning objective(s):

Assessment(s): ( attach assessment tools & rubrics)

Students will be able to:

Summative: In the motivate portion of the lesson I will use multiple

response strategies using the magnifying glasses (gather evidence, ask
questions, make your case, and prove it) to gauge the students
understanding of the sleuth tips. This assessment will just be observed.

Gather Evidence from the text.

Ask Questions to help them
gather evidence. They will find out
who, what, when, where, why, and
how.
Draw conclusions from the
evidence they gathered in the
text.
Recognize facts
within a text.

and

opinions

Organize information they gather

from the text and use it in their
writing.
Identify 4/4 Sleuth tips correctly

Students will compete the Ask Questions and Gather Evidence section
on page 13. This assessment will be based on reading comprehension.
Formative Assessment: Exit ticket or Demonstration of Learning. The
students will complete a pre-made worksheet where they have to
match the correct sleuth tip to the example of how that tip would be
used. (Match tip to bullet point that was written on poster we reviewed
at the beginning of the lesson) This assessment will measure if the
students understand what Sleuth tips are and how we use them while
reading informational text and supporting our answers.
Formative: Turn and talk or Pair share

self-correct word
recognition and
understanding rereading
as necessary.
W.5.4 Produce clear and
coherent writing in which
the development and
organization are
appropriate to task,
purpose, and audience.
W.5.8 Gather relevant
information from print and
summarize.

Planning:

Teacher Resources (Internet Sites, Technology / Visuals)- Reading Street Sleuth Book Pgs 7,12, &13. The Whiteboard, Pre made
posters and pre made worksheet for exit ticket.
Academic Vocabulary:
Materials (e.g. Props/Manipulatives/Picture Book or Information Text): Reading Street Sleuth Book pages 7,12 & 13
Groupings: High, Middle and Low Group. Miss Windish will take the middle group, Mrs. Danko will take the high level group and I will
take the lower level group that will receive modifications. Within the groups the students will do pair shares to discuss answers to the
questions before discussing as a full group.
Family Engagement: Parents or guardians can check homework and review what was done in class on Miss Windishs homework
webpage.
Cite Sources (e.g. textbook page # or pinterest website) Reading Street Sleuth Book pages 7,12, and 13
Student prior knowledge needed: Understanding of fact and opinion and why facts are better for supporting an argument.

Teaching and Learning

Process:

ENGAGE

Teacher
What questions will you ask?
What will you do, say, and/or
write? What tools will you use?
Motivate: Review the sleuth
tips. Show pictures of
characters like Scooby Doo, a
detective, and Inspector

Students
What will students do? What tools will students use? Where in the classroom
are the students? How will students be grouped?
The students will conclude that all the characters solve mysteries.

Clouseau from the pink panther

and then ask the students what
all these characters have in
common.
On the board I will have posters
captioned with a sleuth tip and
with bullet points below that tip
on how we use that tip. As a
modification I will have printed
copies of the sleuth tips found
on page 7 that the posters
correlate with and the IEP
students will have those sheets
at their desk. An example of
the poster I will have: Gather
Evidence and below that will
be: Sleuths hunt for clues in
images. They study data on
charts and graphs.
I will have a poster for each
sleuth tip and we will briefly
review each tip before I assess
their knowledge of the tips
using multiple response
strategies.
The students are already
seated in groups of three and I
will give them an example of
how we use a tip and they will
discuss with their partners to
decide what tip I am
describing. I will give the
example: Sleuths figure out
what conclusion they can
draw from the evidence.
If a student holds up the
wrong answer, I will ask the
class who can tell me why
this is not the tip we are
describing? or Why does

Students will relate the tips to how Scooby Doo might solve a case.

Students will be seated in their normal seats, where they are

grouped with two other students (a group of 3). Student response
to my example: Hold up the magnifying glass labeled Make Your
Case and then pass the multiple response strategy manipulative
(the labeled magnifying glass) to another person in their group so
they can hold up their response for my next example.
Students who held up the right response can explain how they knew
the answer to the class.

this example better explain

this tip?
EXPLORE

Teach: Now boys and girls, we

will be reading this piece of
text on the worlds smallest
island nation. This island nation
is called Nauru. I will then
show a map on the board and
point out the island. This will
help the students understand
that Nauru is a real place. I
might even compare the size of
Nauru to the United States and
make them understand that
Nauru is only a little bigger
than the town they live in. We
will also look at the pages that
the text is on in the book and
identify some textual features
like the captions, pictures etc
and how they may help us
gather evidence.

Students will open their Sleuth books to page 12 and 13 to see what we will
be reading. They will participate in the discussion about the size of Nauru
after looking at the map projected on the interactive white board.

Students will point out that in our text there are images that could help us
figure out what we are going to be reading about. They may also state that if
the text had captions, charts and graphs that those features can also help us
gather evidence. Students will have reviewed this knowledge when
reviewing the Sleuth Tips in the motivate section.
The students will be grouped into three groups based on their skill level. I will
take the low level readers, Miss Windish will take the middle group and Mrs.
Danko will take the high level.

I will break up the students into

3 groups so we can read the
text. Today we are going to
use our new sleuth skills when
we read The Worlds Smallest
Island Nation. While we read
keep in mind the sleuth tips we
reviewed.
For the lower level group I will
be working with I will have
printed out copies of the text
condensed to one sheet and
have parts assigned for each
student to read. We will do
sandwich reading where one
student reads and then I read
and then another student reads

Lower level group: Students will read assigned parts that are highlighted
on their printed sheet (1 page). They will have time to review their part
before we read.
Middle and higher reading groups: Miss Windish and Mrs. Danko may
assign parts to the students. Students will read from the book (2 pages).

and so on Assigning parts will

be one form of differentiated
instruction. The students will
receive their part before we
read and I will give them a few
minutes to review it before we
begin.
Questions in this section will be
asked while discussing
vocabulary in the text. As we
go through the text I will stop
after each assigned part to go
over any vocabulary or phrases
that the students may not
understand. Examples: 1.
Uninhabitable Lets look at
the word uninhabitable;
what does this word sound
like? What word do we see
within this vocab word?
Lets look at the text and
find context clues to figure
out what this word means.
2. Scarring the land- What
does scarring the land
mean? Scarring hmm we
know what a scar is, right?
What might the author
mean by scarring the
land?
3. South of the EquatorLets look at our map,
where is the equator? What
would be south of that?
EXPLAIN

Guided Practice: While going

through the text I will ask
students the following
questions orally:
1. State the challenges the
residents of Nauru face. Quote

1.Possible Student response: Uninhabitable, it sounds like habitat

Students will continue to discuss the origin of the vocab word until
they understand that uninhabitable means not suitable for living.

2. Possible Student response: A scar is a mark that is left on our

skin after we get cut or have stitches. Scarring is the actual making
of the scar or mark on our skin. Therefore scarring of the land must
mean that the land is being marked or damaged.
3. Possible Student response: Points to where the equator is
located. Thinks about cardinal directions and determines that south
would be below the equator.

1. Student will use the sleuth tips Gathering evidence and Prove it: They will
orally state the challenges and cite where they found evidence for their
answer on page 12.

from the text to support your

reasoning.
2.What was the effect of
phosphate mining? Cite
evidence from the text.
3.Explain the process of
desalination. (By using the text
to support their evidence for
this question they will explain
what desalination is)
4 Predict the problem Nauruans
will have with decreased
mining and scarce natural
resources.
Cooperative Learning: The
students will discuss their
responses in think pair share
groups within the reading
group.
Model a New Skill: When
students cite or quote from the
text I will explain what sleuth
tip they are using (gather
evidence) Also explain that
using this information in the
text is leading them to their
conclusion or answer.

2. Students will find on page 12 the effect of phosphate mining and cite
mining cleared the lush tropical rainforest or they might just cite
phosphate mining brought in money for the small country and helped it
prosper. If students only cite the last example we will discuss as a group
why the 1st citation would be better evidence to use.
3. After students locate where in the text desalination is mentioned. We will
read it as a group and find evidence to cite to support our answer.
4. If students are familiar with the great depression they may respond with I
predict the Nauruans will go into a depression I will then prompt them to
support this using evidence from the text. If students are not aware of the
depression they may respond with Nauruans will have a hard time finding a
job.

Differentiated Instruction: The

students are broken up into 3
groups for reading based on
their skill level. Modifications to
the extent of their response will
be made.
EXTEND

Performance task: As a group

the entire text will be read and
we will then answer the
questions on page 13 of the
text. As a group we will
complete the first two in class
and the Make Your Own Case

Students will complete the ask questions and Gather evidence sections on
page 13 after the group completes reading the text. The Make Your Own
Case Section will be used as independent homework practice.

will be assigned as
independent homework
practice.
Differentiated Instruction- The
Ask Questions section will be
modified so the lower level
students only have to come up
with one factual question they
would like to research.
EVALUATE
Formative Assessments: I will
This pre made worksheet will be completed at the end of class. It will be
have a pre made exit ticket. I
their exit ticket and will be graded to see if the students understand the
will have an example of how a
sleuth tips we use while reading.
sleuth tip is used and they
have to match the correct
sleuth tip to the example. For
modifications I will give lower
level students a word bank of
the 4 choices.
Differentiated Instruction: Two students will receive a copy of the sleuth tips page 7 to have at their desk and refer to.
Students will be grouped into high, middle, and low reading groups. The low group will receive assigned highlighted parts when
they read. They will also be given a plain B&W sheet of the text fit on one page so they can read without the distraction of the
colors and images.
*******Analysis of Student Learning and Reflection To be completed AFTER lesson implementation*******
Students were able to
Evidence
How can I improve upon this lesson and what are the implications for future lessons and my own professional development?