ddddddddddSSTONY CREEK ELEMENTARY SCHOOL
LLESSON PLAN
Teacher: Daniel Meyer
Date of Lesson: 6/2/14
Content: Language Arts
Format: Announced
Brief Description of the Lesson
PA Core Content Standard(s)
WSD SharePoint / Employee
Sharepoint / Curriculum
Department / Public Documents /
Elementary / PA Core Standards /
PACCSS ELA PreK-5 Elementary
January 2013
Student Performance-based Objective
Materials / Resources
Procedure
Closure
Differentiation
Time: 10:00 11:25
Grammar: Adverbs
Close Read: The Unbreakable Code with a focus on genre, summarization,
and identifying the theme. Anthology story paints a picture of what it was like for
Navajo Indians during World War II and how they contributed to help the U.S.
win the war in the Pacific.
Guided Reading Groups (four groups ranging from approaching to beyond)
Theme: RL.5.2
Summarize: RL.5.1 (quote accurately from text), SL.5.2
Identify characteristics of Historical Fiction: RL.5.1, RL.5.10
Vocabulary: L.5.6
The student will be able to identify the author's purpose and genre via text evidence.
Students will be able to summarize various sections of the text accurately to facilitate
comprehension (main points, own words). Students will be able to identify the theme or
message of the story with text evidence.
Anthology, class website (blog to build background mrmeyersclass.weebly.com),
smartboard, anecdotal notes, G.R. station cards, Mild, Medium, Spicy leveled DOK
question cards for guided reading, reader-writer notebook, dancing frog (signals
transitions and plays for 29 seconds which is how long students have to complete their
transition), netbooks, and assessment sheet.
1. Grammar Mini-lesson (adverbs) while eating snack
2. Whole group on carpet - Review Essential question for Unit 6, Week 1
3. Close Read of The Unbreakable Code focusing on summarization and theme
identification with text evidence
4. Students will complete an assessment graphic organizer, identifying theme with
text evidence to support their answer assess students understanding of the
theme turn in for me to assess skill
5. Guided Reading Groups (R,E,A,D): I meet with two groups while the other
groups complete different centers that are assigned to them via smartboard
directions.
3 things learned, 2 things that surprised you, 1 question you have
Leveled question cards based on the four domains of DOK (level 1: recall, level 2:
concept, level 3: strategic thinking, level 4: extended thinking)
Guided reading books (Group R - Mrs. Gleesons Records Lexile 730, Group E/A
Norbertos Hat Lexile 770, and Group D The Victory Garden Lexile 900)
 ddddddddddSSTONY CREEK ELEMENTARY SCHOOL
LLESSON PLAN

Differentiate thinking skill: Group R usually recalls, identifies, and recognizes

comprehension questions, while a Group D will be asked to analyze characters behavior
or synthesize new information based on the text.

Differentiate product: Approaching groups will focus on responding to reading with text
evidence. Beyond groups are creating their own website / bulletin whereby they are
contributing their time and talents to a specific cause (based off essential question for
Unit 6, Week 1).
Formative: Students will be prompted to self-assess their understanding of genre,
summaries, and theme using thumbs up, side-ways, thumbs down.

Students will also be asked various questions using A,B,C,D cards to show their
understanding during the lesson. This will allow me to know if they are ready to move on.

Summative: After scaffolding questions, students will complete a two part check of the
days objectives. First, students will write a brief summary after reread a section of the
Assessment anthology (You do: (after reading pg. 440) Summarize on your paper what happens
when John's grandfather meets another American solider. see smartboard document).

Second, students will identify the theme using text evidence. (see smartboard document
to see how students will do this).

(if time) Open ended response, question #2 Respond to reading What does
Grandfather do when he faces challenges as a boy at school and as a solider at war?
What does this tell about the importance of culture?

GARYS NOTES
Observation Notes Chronology
(Present in the classroom xxx)