Alecia Hagen

ELM 210
April 16, 2018
Instructor Farkas

Topic 6: Benchmark - Children’s Informational Text Lesson and Assessment Plans

GCU College of Education
LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Alecia Hagen

Grade Level: 5th Grade
April 16, 2018
Date:
Reading Informational Text
Unit/Subject: The Story of US
Instructional Plan Title
I. PLANNING – DAY ONE
Lesson Students will read the informational text “A History of US” by Joy Hakim. For this three-day
summary and lesson the students will be focusing on chapter three, In the Beginning. As a whole class we will
focus: read the informational text, pausing to discuss key vocabulary words, pictures and maps that are
associated with the text, and class discussions about the text. Students will use KWL charts to
develop their understanding of the key vocabulary words and finding the words in the text to help
discover their meanings. Students will use timelines, anchor charts, and umbrella charts to help
identify the author’s purpose and identify inferences in the text. Students will complete these
activities both collaboratively and independently with a partner. Student will view videos to help
connect understanding of the importance of the Beringia, how to use inferences, and how
important artifacts and archaeologists were to history. Lastly students will have a summative
assessment over the informational text. Students will receive an additional bonus at the end of the
three-day mini unit by going on a field trip to see our towns mammoth exhibit.
Classroom and The classroom consists of thirty students of diverse ethnicity. There are fourteen male students and
student factors: sixteen female students. There are five Hispanic students, two Asian students, nineteen Caucasian
students, three African American students, and one Native American/Pacific Islander. Students are
a mix of four English Language learners and twenty-six non-English language learners. There are
five students who receive services of an IEP or 504 and six students who are listed as RTI tier two
or three for reading or math. Of the thirty students in the class, twenty-seven of the students are at
grade level for their age, two are above grade level for age, and one is below grade level for age.
The students reading performance level is a mix of fifteen students at grade level, two are two
years above grade level, four are one year above grade level, eight are one year below grade level,
and one is two years below grade level. The student math performance levels are a collaboration
of eighteen at grade level, three are below grade level, four one year above grade level, three two
years below grade level, and two who are two years above grade level. The class as has a majority
of moderate parental involvement with sixteen students whose parents are moderately involved,
ten parents who have low involvement, three who are actively involved and one who is extremely
involved. The majority of students have internet access at home with twenty students reporting,
nine with none and one with occasional internet access. The class profile will affect my planning,
teaching, and assessing because any student with a IEP or 504 may have accommodations that will
need to be utilized in lessons, teaching, and any assessment given. Students who are English
language learners will need differentiation from myself with certain aspects of the lessons. Lastly,
the students who are RTI for reading will need additional help and support from myself with
lesson assignments and assessments.
National / State Academic Standard: Quote accurately from the text when explaining what the text says explicitly
Learning and when drawing inferences. (5.RI.1)
Standards:
Page 1 of 21
Specific learning target(s) / objectives:
Students will be able to identify textual evidence in
order to find that author’s purpose and make
inferences. Students will show mastery with 75% of
the class passing.
Agenda:
 Opening: Students attention to the front of
the class for reading of the text, visual of
PowerPoint and YouTube Video, and DOK
questions-20 minutes
 Teaching and learning activity: Students
break into independent learning partners for
timeline activity and additional information
to add to vocabulary KWL chart-20 minutes.
 Closing: Students return to desks to fill in
class timeline and offer additional
information that was discussed from the
vocabulary-20 minutes.
Academic Key vocabulary:
Language: The content specific terms that I
will use in this first lesson are
 Climate
 Region
 Beringia
 Moderately
 “A direct highway”
figure of speech.
I selected these words because
they are located in the first part of
the chapter. These words will also
help to establish an idea of the
area and time frame that the
students will be learning from the
informational text. I will teach
these words from the text by
giving a preassessment to students
to see if they know what these
words mean and then provide the
meaning of these words by
analyzing the text. The
preassessment will help to identify
student strengths and weaknesses
with academic language. I will
also have students put the
definitions of these terms in their
own words.
Teaching notes:
This is the start of a three-day mini unit.
Formative assessment:
Informal assessments will be made with classroom
discussions, DOK questions, students KWL charts with the
vocabulary words, and students daily assignments such as
the timeline, the anchor chart, and the umbrella chart. These
assignments will be used as an assessment to the day and
will be used to recall information for the next day. Students
will receive a formal assessment with an end of each lesson
summative assessment. Lastly, students will show mastery
with these assessments with 75% of the class passing the
lesson.
Function: Form:
The purpose of the language The forms that would be
for this lesson will help beneficial for students
students to establish a would be the timeline chart
sequence and order to the and the KWL chart. The
events that took place in the time line chart would help
book. Students will use the students to establish a
Sequencing/Order function sequence of events and
number four. Students will order based on the academic
also use the Inquiry/Seeking language and the
number one function for a informational text. This
preassessment of the chart would help students
academic language. Students create an idea of what the
will be able to use the key author is writing about and
vocabulary along with these provide them with a
functions to establish a time timeline as they continue
line and order of evens as to reading the text. The
why the animals and the students will also use the
people used the Beringia. KWL chart as a
Students will be able to preassessment and
achieve their language goal formative assessment of the
of quoting the text and vocabulary terms. Students
explaining the author’s will write the key terms and
purpose. their definitions in their
journaling log. These two
forms would be beneficial to
myself as well because it
will provide me with
valuable information to
assess my students
understanding of the text
and the academic language.
These charts would help
students achieve their
learning goal of labeling the
key terms and ordering of
events in order to identify
Page 2 of 21
 the evidence needed for the
author’s purpose.

Instructional Teacher list: Smart Board, PowerPoint ready with images of glaciers, melting glaciers, and the
Materials, Beringia. Video “The Land Bridge” prepared and ready. Informational text of “A History of US”
Equipment and by Joy Hakim focusing on chapter three “In the Beginning”. KWL chart and time line chart drawn
Technology: on the board. Printed time line chart for students to complete. Highlighter and dry erase markers.
Student list: Daily journal logs, highlighter to highlight words in text, pencils, and copy of
informational text.
Grouping: Direct instruction leading into independent learning with a small collaborative group of students
with myself. The lesson will conclude with a formative assessment whole group discussion about
inferences in the text and the vocabulary words followed by a summative assessment.

II. INSTRUCTION – DAY ONE

A. Opening
Prior This lesson connects to the students’ ability to read and to understand meaning of the informational
knowledge text as it connects to the study of the United States from previous chapters as well as from history
connection: lessons. Students will also recall how to inference from the silent Disney short films that were shown
in previous days.
Anticipatory Students will analyze pictures from a PowerPoint of the Beringia as well as images of glaciers and
set: melting glaciers to encourage their interest in the chapter and develop their skills. Students will also
view a YouTube video to explain the use of the Beringia.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation

Page 3 of 21
DIRECT INSTRUCTION:
1. I will introduce the new chapter
“In the Beginning” and ask
students what they know about
Beringia and what they can infer
about climate in this time frame.
2. I will read text and show
PowerPoint to the students in a
whole group setting.
3. I will show the YouTube video
“The Land Bridge” to the class
to explain Beringia.
4. I will ask the class questions
about the text, such as
 Can you tell me why the
author calls the time in the
reading as the Ice Age?
 Can you identify and label
where the Bering Sea is on
this map and where Beringia
is on the other map?
 Looking at the maps, what
can you infer about
Beringia?
 What can you infer about
why the people traveled?
 What inference can you
make about the region that
the people were living in?
5. I will write challenging
vocabulary words on the board
and ask students to write them in
their journaling logs followed by
what these terms mean from
reading the text (climate, region,
Beringia, moderately, “a direct
highway”). We will do this as a
whole class discussion with me
modeling the KWL form.
Students will number each step,
make sure that everyone is
following along.
6. I will then discuss the academic
language function number four,
sequencing and order, and show
students a timeline chart and ask
students to put the order of
events from the text on this time
line. I will show them how to do
the first event.
INDEPENDENT LEARNING
7. I will ask students to work with
their independent learning
partner, that is assigned by me,
to complete the timeline activity
and add one new piece of
information that they learned
about the vocabulary words to
1. Students will share any information
about Beringia and what they can
inference from the climate of this
location.
2. Students will listen to the text and
view the PowerPoint while in a
whole group setting.
3. Students will watch the YouTube
video “The Land Bridge”.
4. Students will provide answers to the
questions based on reading the
information text. Students answers
may be:
 The land is covered with
glaciers.
 The Bering Sea is located
between Asia and America.
Beringia is the land mass that
connects Asia and America.
 That it melted and turned into
the Bering Sea.
 They were running out of food
and it was cold.
 It was cold and covered with
glaciers.
5. Students will write these words and
their definitions in their journaling
log using the KWL form.
6. Students will review the timeline
chart and mimic the first event that I
have done for them.
INDEPENDENT LEARNING
7. Students will work with their
independent learning partner to
complete the timeline chart.
8. Students from the small group will
answer the questions from the
beginning of the lesson.
9. Students will complete the timeline
chart and one added piece of
information that they learned from
the KWL chart in their journaling
log.
10. Students will go back to their desks
with their completed timeline to
share with the class.
11. Students will provide one event to
add to the timeline on the board and
the other students listen and agree or
disagree with the sequence of events.
12. Students will share one piece of
information that they discussed about
the vocabulary words.
13. Students will turn in their timeline to
the turn it in bucket and return to
their seat to receive their summative
assessment for unit one.
1. No differentiation during
direct instruction.
5. To avoid students not
following along, I will have
students number the steps and
monitor their progress on the
steps.
7. I will divide the class into
learning partners based on
learning levels. I will match
students who are higher with
students who are lower to help
address a different aspect to
learning. This would also be a
great time for any student who
has an IEP or 504 that requires
accommodations to receive help
from a special education teacher
or special education
paraprofessional on the
assignment.
8. I will work with Arturo,
Diana, Eduardo, Enrique, Fatma,
and Fredrick. I will work with
this small group of students who
are Tier 2 and 3 for reading to
complete the timeline and
further discuss the vocabulary
words listed in their journaling
logs.
9. I will work with my small
group by providing them with
one on one instruction with the
vocabulary words, how to use
the KWL chart, revisiting the
DOK questions, and working on
the timeline.
14. I will read the summative
assessment to help students who
are RTI for reading, who are
ELL, and who need
accommodations for their IEP or
504.
EXTENTION ACTIVITY:
For students who finish the
assignment early will write in
their journaling log about living
in this time frame. What did they
see? What did it feel like? What
were they thinking?
For students who finish their
summative assessment early can
finish their journaling log
question from early in the
Page 4 of 21
 the KWL chart in their reading 14. Students will begin their summative lesson. The students goal is to
journals. Students will be paired assessment and can follow along write a full-page journal entry
based on learning levels. Those with me to listen to the test or work for this journaling log extension
who struggle with those who independently. activity.
excel to help assist students 15. Students will turn in their assessment
when needed. as their exit ticket for the lesson.
8. I will re-ask the questions with
my small group who are RTI tier
2 and tier 3 for reading to
identify if they understand the
content.
9. I will work with my small group
to complete the timeline and
further discuss the vocabulary
words that were done together as
a class.
FORMATIVE ASSESSMENT
10. I will ask students to go back to
their desks with their timelines
ready for group discussion.
11. I will have each independent
learning group provide me with
an event to add to the timeline.
12. I will ask if any student would
like to share one thing that they
learned from the vocabulary
words that was discussed.
13. I will have students turn in their
completed timeline and return to
their seat for summative
assessment unit one.
14. I will give the students the
option to fill out the summative
assessment with me reading the
assessment aloud to help with
students who are RTI and who
may need accommodations for
their IEP or 504. Students who
many not need the
differentiation can work
independently on the
assessment.
15. I will have students turn in their
assessment at their exit ticket for
the lesson.

I. PLANNING – DAY TWO

Page 5 of 21
Academic Key vocabulary:
Language: The content specific terms that I
will use in the second lesson are
ptarmigans, vast, teratorns,
indicate, and “came around in
waves” figure of speech. I selected
these words because some of them
are words that are not common in
everyday language. I also selected
these words to provide students
with an understanding of the time
frame and a visual of the animals.
I will present the students these
vocabulary words with a
preassessment and with pictures of
the animals. The preassessment
will provide me with the
information on student strengths
and weaknesses in academic
language. I will have students
provide definitions of these words
in their journaling log in KWL
format.
Function:
The purpose of the language
for this lesson will help
students to inquire and seek
information as to why the
author is presenting this
information to the reader.
Students will use the
Inquiry/Seeking number one
function to achieve this goal.
Students will be able to list
what they already know
about these terms and the
text, what they want to know,
and what they learned from
the language and the text.
This process will help
students achieve their goal of
drawing on inferences to find
out what the author is trying
to tell them as well as finding
the author’s purpose of the
text by quoting what they
learned.
Form:
The forms that would be
beneficial to this lesson
would be the KWL chart
and an anchor chart. The
KWL chart will be used as a
preassessment and
formative assessment of the
vocabulary terms. Students
will write the key terms and
their definitions in their
journaling log. The anchor
chart would help students
put their inferences on a
chart and help them to
support the inference as they
read. This chart allows the
student to gather their
information before, during,
and after reading the text.
These charts would also
allow myself to monitor the
students’ progress on the
text, their understanding of
the academic language, and
the understanding of the
learning goal.

Instructional Teacher list: copy of informational text “A History of US” chapter three In the Beginning, Smart
Materials, Board, YouTube Video for inferences, pictures of the animals from text, anchor chart, and KWL
Equipment and chart.
Technology: Student list: Copy of informational text “A History of US” chapter three In the Beginning, pencils,
index cards for writing inferences, highlighter for highlighting text, and journaling log.

Grouping: Indirect instruction to start the lesson followed by small collaborative learning for group lesson on
inferences.

II. INSTRUCTION – DAY TWO

A. Opening
Prior This lesson coincides with vocabulary taught in lesson one and textual evidence to find the author’s
knowledge purpose. This lesson also builds upon the students understanding of inferences.
connection:
Anticipatory Students will view pictures of the animals that are identified in the informational text as well as
set: watching a video about inferences. Students will build their ability to identify the author’s purpose
from finding evidence in the text and drawing on inferences.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation

Page 6 of 21
INDIRECT INSTRUCTION
1. I will start the lesson by re-
introducing the informational
text and ask the class one thing
that they remembered from
yesterday’s lesson.
2. I will re-read the text and show
students pictures of the animals
that are described in the text.
3. I will ask the students the
following questions regarding
the reading:
 Can you explain how the
glaciers affected the travel
of the animals and the
humans?
 How would you compare
traveling animals in the text
to the traveling animals we
see today?
 What did you notice about
the Beringia as time went
on?
 How would you describe the
sequence of events that led
to the animals and humans
moving to America?
4. I will provide students with the
vocabulary words from the text
(ptarmigans, vast, teratorns,
indicate, and “came around in
waves” figure of speech).
5. I will ask students to write these
words in the daily journaling log
with the KWL format. I will
work along with them on the
board as students write them in
their journals.
6. I will ask students to help
provide definitions of these
words from the text.
7. I will discuss the use of an
anchor chart for inferences and
provide an example of a
statement from the text and a
response to coincide with the
statement.
8. I will have students start
thinking about what an inference
is and have students provide me
with few definitions that will be
placed on the board.
9. I will show students the
YouTube video of a Partly
Cloudy Day and have students
give me examples of inferences
from this video.
COLLABORATIVE LEARNING
INDIRECT INSTRUCTION 1. No differentiation with
1. Students will share information from indirect instruction
the text that they remembered from 5. I will monitor students who
yesterday. have difficulty with reading
2. Students will listen and follow along (Arturo, Diana, Eduardo,
with the re-reading of the Enrique, Fatma, and Fredrick) to
informational text. make sure they are listing the
3. Students will provide answers to the vocabulary words and
following questions: definitions in their journaling
 The glaciers were high and cold log. Any student who has an IEP
and stopped the animals and or 504 that requires
humans from traveling. accommodations will receive
 The traveling animals in the text help from a special education
are like the birds like geese teacher or special education
going south for the winter. They paraprofessional on the
are going to warmer weather. assignment.
 Beringia would get covered with
water as it got warmer and then 10. I will assign groups and
freeze again as it was colder. incorporate all learning levels
This happened for many years into these groups.
until it stayed covered.  Group one: Arturo,
 The animals were moving to find Beryl, Dessie,
food and warmer weather and Donnie, Maria, and
the humans were moving to Wade.
follow the food.  Group two:
4. Students will view the vocabulary Brandie, Enrique,
words from the text. Jade, Sophia,
5. Student will write the vocabulary Wendell, and
words in their daily journaling log Yung.
using the KWL format.  Group three:
6. Students will provide definitions of Diana, Francesca,
the vocabulary words from the text Kent, Lolita, Noah,
and fill in the form as a whole class. and Terrance.
7. Students will remember what  Group four: Bertie,
inferences are and observe what an Eduardo, Frances,
anchor chart is. Stuart, Emma, and
8. Students will provide a definition of Wayne
an inference that will be written on  Group five: Mason,
the board. Nick, Sharlene,
9. Students will watch the video and Ines, Fredrick, and
provide inferences from the video. Fatma.
COLLABORATIVE LEARNING 16. I will read the summative
10. Students will gather into the groups assessment to help students
that have been assigned who are RTI for reading,
11. Students will use index cards,
who are ELL, and who need
pencils, and possibly their journaling
log. accommodations for their
FORMATIVE ASSESSMENT IEP or 504.
12. Students will work in their groups to
gather inferences about the
statements from the text. EXTENTION ACTIVITY
13. Students will be working in a group For groups who complete the
with equal discussion. task early, they will work as a
14. Students will provide the class with team to write in their journaling
one inference they discovered to logs what they believe the be the
corresponded to the statements listed author’s purpose for writing the
on the anchor chart. informational text and what do
they think will happen next as
we read the story.
Page 7 of 21
10. I will instruct students to gather 15. Students will turn in their anchor For students who finish their
in their groups that I have chart and return to their desk to summative assessment early can
assigned to work on the anchor prepare for the summative work on finishing their
chart as a group. assessment. journaling entry from earlier.
11. I will ask students to get out 16. Students will have the option to fill The student’s goal is to complete
their index cards and pencils to out the summative assessment with one full-page journal entry for
help gather their ideas of me reading the assessment aloud to this extension activity.
inferences from the text. I will help with students who are RTI and
also have students bring their who may need accommodations for
journaling log to the group to their IEP or 504. Students who many
work on a group assignment if not need the differentiation can work
they finish early. independently on the assessment.
FORMATIVE ASSESSMENT 17. Students will turn in their assessment
12. I will have the class work as their exit ticket.
together in their group to provide
inferences from the statements,
that were taken from the text,
listed on the anchor chart.
13. I will assess my students by
monitoring their progress in
group discussion and by making
sure each student has a chance to
talk.
14. I will ask for each group to
provide one response to the
anchor chart that we will finish
as a class.
15. I will have students turn in their
anchor chart and return to their
desk to prepare for the
summative assessment.
16. I will give the students the
option to fill out the summative
assessment with me reading the
assessment aloud to help with
students who are RTI and who
may need accommodations for
their IEP or 504. Students who
many not need the
differentiation can work
independently on the
assessment.
17. I will ask students to turn in their
assessment as their exit ticket.

I. PLANNING – DAY THREE

Academic Key vocabulary:
Language: The content specific terms that I
will use for the third lesson are
versatile, artifacts, archeologist,
scientific sleuths, and “cut off”
figure of speech. I selected these
terms because the author is
providing us with important
details of their purpose from these
terms. These terms are some of
Function:
The purpose of the language
for this lesson will help
students to infer and discover
what the author’s main
purpose is for writing this
text. Students will use the
inferring, predicting, and
hypothesizing number seven
function. Students will use
Form:
The form that would be
helpful to students in this
lesson would be an umbrella
chart. This chart would
provide students a place to
list what the main idea of
the text is, use textual
evidence to support this, and
to use inferences as to why

Page 8 of 21
 the key details to the future
chapters in the informational text.
I will teach these words by
providing a preassessment to
students to see if students
understand these key terms. The
preassessment will help to provide
documentation on student
strengths and weaknesses with
academic language. I will have
student write what they know,
what they want to know and want
they learned in their journaling log
on these vocabulary words.
the function along with the
academic language to infer
the reason or purpose of the
author’s writing and be able
to identify the evidence to
support these inferences. This
task will help students to
achieve their learning goal of
drawing on inferences to
identify that author’s main
purpose and supporting the
inference with quotes from
the author.
they believe this. This chart
would be beneficial to me as
a way to monitor their
understanding of the
academic language and the
learning goal that I am
trying to achieve. The
students will also use the
KWL chart as a
preassessment and
formative assessment of the
vocabulary terms. Students
will write the key terms and
their definitions in their
journaling log.

Instructional Teacher list: copy of informational text “A History of US” chapter three In the Beginning, Smart
Materials, Board, YouTube Video on archaeologists, pictures of archaeologists, umbrella chart, and KWL
Equipment and chart.
Technology: Student list: Copy of informational text “A History of US” chapter three In the Beginning, pencils,
umbrella worksheet, highlighter for highlighting text, and journaling log.
Grouping: Indirect instruction to start the lesson followed by small collaborative learning for group lesson on
finding the main ideas of the text from citing the author and using inferences.

II. INSTRUCTION – DAY THREE

A. Opening
Prior The day three lesson continues to develop the students understanding of identifying evidence from the
knowledge text and using inferences.
connection:
Anticipatory Students will work in a group to find the main idea of the text to prepare for further reading into the
set: text. Students will use their knowledge from the lesson to prepare for their field trip to the Mammoth
exhibit.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
INDIRECT INSTRUCTION INDIRECT INSTRUCTION 1. No differentiation with
1. I will have student prepared and 1. Students will sit in their desks and indirect instruction and
ready to learn by making sure ready to learn with eyes on me. whole class discussion.
that all eyes are on me at the 2. Students will take the time to recall
5. Monitoring of the class on
front of the class. information from the text on
2. I will ask students to recall traveling, climate, and discovery. the KWL chart and have
information from the 3. Students will answer the following students number to make
informational text about questions: sure they are following
traveling, climate, and  Similar to Christopher along and not lost. Focusing
discovery. Columbus because he came on students who are RTI or
3. I will ask students the following to America to discover new have an IEP
questions: things like the humans and
 How is this text similar animals did to find new 9. Monitoring of the class on
to other people who food. proper labeling of the main idea
have traveled and  Animals were moving to on the umbrella chart. Focusing
explored? find food and warmer on students who are RTI or have
 What events happened weather and the humans an IEP.
that led to the animals were moving to follow the
food.
Page 9 of 21
 and the humans moving
to America?
 What conclusion can
you draw about how the
Bering Sea was
created?
 Why was the discovery
of the Clovis people’s
spear so important?
4. I will explain to students the new
vocabulary words for this last
lesson (versatile, artifacts,
archeologist, scientific sleuths,
and “cut off” figure of speech.)
Students will think about
meanings first.
5. Students will write the words in
their reading journals using the
KWL form. As a class, we will
fill out the form together. I will
monitor students to make sure
that they are following along
with myself and the rest of the
class.
6. I will show the PowerPoint
presentation after the KWL form
to give an idea as to what an
artifact is and what
archaeologists do.
7. I will show the class a YouTube
video about how archaeologists
solve mysteries.
8. I will explain the activity of the
day, which is an umbrella chart.
This chart will help us to list the
main idea, the inferences that we
found, and the evidence that told
us this from the text.
9. I will advise the class that we
will work as a group to create
the main idea first.
10. I will help students create one
piece of evidence that the author
gave us to support this main
idea.
COLLABORATIVE LEARNING
11. I will ask students to divide into
their groups that were
established yesterday. Groups
were divided equally based on
learning levels. Students will
bring their pencils, umbrella
chart, and journaling log to use if
they are done early.
 The Bering Sea was created
with the melting of the
glaciers and the land bridge
being covered.
 It showed that people were
traveling to Mexico to find
food and warmer weather.
4. Students will listen to the new
vocabulary words and think about
what the meanings to these words
could be.
5. Students will write the words in their
journaling logs while following along
with me and the rest of the class.
6. Students will watch the PowerPoint
and view what an artifact is and what
archaeologist do.
7. Students will watch the video and
learn why an archaeologist is so
important.
8. Students will listen to the explanation
of the umbrella chart.
9. Students will work with me to think
of the main idea from the text and
write it on the umbrella
10. Students will think of one piece of
evidence that the author provided
them to support the main idea.
COLLABORATIVE LEARNING
11. Students will divide into their groups
that were established yesterday.
Students will bring their pencils,
umbrella chart, and journaling logs to
their groups.
12. Students will work as a team to fill
out the umbrella chart.
13. Students will have my support and
guidance to make sure that there is
equal discussion and participation on
the umbrella chart.
INTERACTIVE FORMATIVE
ASSESSMENT
14. Students will stay in their groups but
eyes on me.
15. Students will use a think-pair-share
method to fill out the chart that is
shown on the Smart Board.
16. Students will review their worksheet
as a group, take one last look to
brainstorm anything else that they
would like to add, and be prepared to
add one piece of evidence to the
class.
10. Monitoring of the class on
proper listing of the evidence on
the umbrella chart. Focusing on
students who are RTI or have an
IEP.
11. Students will divide into
equal learning level groups that
were established yesterday. Any
student who has an IEP or 504
that requires accommodations
will receive help from a special
education teacher or special
education paraprofessional on
the assignment.
 Group one: Arturo,
Beryl, Dessie, Donnie,
Maria, and Wade.
 Group two:
Brandie, Enrique,
Jade, Sophia,
Wendell, and
Yung.
 Group three:
Diana, Francesca,
Kent, Lolita, Noah,
and Terrance.
 Group four: Bertie,
Eduardo, Frances,
Stuart, Emma, and
Wayne
 Group five: Mason,
Nick, Sharlene,
Ines, Fredrick, and
Fatma.
17. Monitoring of class to make
sure that all students are
working and that students in
RTI or with an IEP are
following along,
participating, and writing on
their chart.
20. I will read the summative
assessment to help students who
are RTI for reading, who are
ELL, and who need
accommodations for their IEP or
504.
EXTENTION ACTIVITY:
For those groups that finish the
umbrella chart early, they will be
able to write in their journaling
logs. Students will journal what
Page 10 of 21
12. I will advise students to work as 17. Students will listen to other groups it would be like to come face to
a team in their group to fill out and advise if they had the same idea face with a mammoth. What
the umbrella chart. or a different one. would it be like to discover a
13. I will circulate the room and mammoth bone in your back
18. Students will continue to share until
monitor for equal discussion yard? Who would you tell?
opportunities as well as group all groups participate, and the
participation on the umbrella umbrella chart is complete. Students who finish their
chart. 19. Students will turn in their completed summative assessment early will
umbrella chart and return to their be able to finish their journaling
INTERACTIVE FORMATIVE desk to prepare for their summative log from earlier. The student’s
ASSESSMENT assessment. goal is to achieve a full-page in
their journaling log.
20. Students will have the option to fill
14. I will ask students to stay in their out the summative assessment with
groups, but to focus eyes on me. me reading the assessment aloud to
15. I will ask the students to use a help with students who are RTI and
think-pair-share method in who may need accommodations for
filling out the chart on the Smart their IEP or 504. Students who many
Board. not need the differentiation can work
independently on the assessment.
16. I will ask the student groups to
21. Students will turn in their summative
think about the worksheet as a
assessment and get ready for the field
group, take one last look at the
trip to the local mammoth exhibit.
chart and brainstorm anything
else that they would like to add,
and then be prepared to add one
piece of evidence to share to the
class.
17. I will ask the other groups if they
had the same idea or different
ideas.
18. I will have the class continue on
this process until all groups have
a chance to speak and we cover
the evidence and inferences from
the chapter.
19. I will ask students to turn in their
completed umbrella sheet and
prepare for their summative
assessment.

FORMATIVE ASSESSMENT
20. I will give the students the
option to fill out the summative
assessment with me reading the
assessment aloud to help with
students who are RTI and who
may need accommodations for
their IEP or 504. Students who
many not need the
differentiation can work
independently on the
assessment.
21. I will ask students to turn in their
summative assessment and get
Page 11 of 21
ready for their field trip to the
local mammoth exhibit.

Page 12 of 21
References and Additional Materials:

What the text

I can infer...
said...
Statements student
from the text answers

Statements student
from the text answers
Anchor Chart
PowerPoint on Animals in the Ice Age

PowerPoint on Archaeologist

PowerPoint on Glaciers

Page 13 of 21
Umbrella Chart

YouTube. (2015). The Land Bridge. Retrieved from

https://www.youtube.com/watch?v=SRzuKCqmF_k

YouTube. (2015) Party Cloud Full Movie. Retrieved from

https://www.youtube.com/watch?v=ix13P9NqBjo

YouTube. (2015). Solving Mysteries with Archaeologists. Retrieved form

https://www.youtube.com/watch?v=zOJlCdMvWAI

Page 14 of 21
Part 1 - Introduction
The mini unit that I have developed is comprised of chapter three In the Beginning, from “The

History of US” by Joy Hakim. During this three-day lesson, students will recognize new and

unfamiliar vocabulary, use a timeline to establish events, use an anchor and umbrella chart to find

inferences from the text and identify the author’s purpose.

This mini unit aligns with the fifth-grade standard, reading informational test, 5.RI.1, which

states that students will quote accurately from the text when explaining what the text says explicitly

and when drawing inferences. The daily activities support the standard because students are citing

the author and using inferences to identify the purpose of the text. Every activity is an assessment to

evaluate the students’ progress with the standard and content. The end of each lesson has a

summative assessment comprised of knowledge students gained from the text and the activities

utilized. The multiple-choice questions feature the chapter and the short answer requires the use of

evidence to support the answer. These questions will demonstrate the students’ capability of

understanding the text and recalling information.

The specific content of the informational text is addressed in fifth-grade history. The lesson

activities will support students’ skills in history as well as English lessons. Students will be able to

use their skill of a timeline to support future history lessons. Students will also be able to use their

knowledge of an anchor chart and an umbrella chart to find main ideas and character details in

upcoming English lessons.

Part II – Summative Assessment

Unit One Summative Assessment

Directions: Please read all the directions before starting. Please place your name and the date at the
top of the page. This assessment includes two sections; five multiple choice questions and one short
answer questions. This assessment is worth 40 points. For the multiple choice, please read the
question and the answer choices and select ONE best answer. For the short answer question, please
provide a two or three sentence response with correct punctuation.

Page 15 of 21
Multiple Choice: Read the question and the answer choices. Select ONE best answer. Worth 5pts
each.

1. What was the time period for this chapter?

a. Stone Age
b. Ice Age
c. Iron Age
d. Glacier Age
2. Where did the people and animals come from?
a. Africa
b. South America
c. Asia
d. England
3. “But they were brave, and their spears were sharp, so they will keep going,” what inference can be
made from this passage?
a. They were looking for freedom
b. They were hunters
c. They were traveling
d. They were scared
4. According to the author, what was the purpose of the Beringia?
a. A land bridge
b. A place to visit
c. A tunnel
d. An ocean
5. Why did the animals and the humans travel?
a. They were looking for land
b. They were looking for food and warm weather
c. They were running away
d. They were looking for their relatives

Short Answer: Answer the following question using two or three complete sentences. Make sure
that your sentences have proper punctuation. Please do not repeat the question in your answer.
Worth 15 pts.

According to the author, what inference can be made by the importance of the land bridge? Explain
using key detailed from the text to support your answer.

Page 16 of 21
Answer Key for Unit One Summative Assessment

Multiple choice

1. B

2. C

3. B

4. A

5. B

Short Answer:

It was a form of passage for people and animals moving into America. Within the text, the author

tells us that the humans and animals moved over this land bridge to get more food and water. The

author also tells us that the Beringia was a land bridge that people used until the glaciers melted and

covered the Beringia cutting off the passage in and out of America.

Summative Assessment Unit Two

Directions: Please read all the directions before starting. Please place your name and the date at the
top of the page. This assessment includes two sections; five multiple choice questions and one short
answer questions. This assessment is worth 40 points. For the multiple choice, please read the
question and the answer choices and select ONE best answer. For the short answer question, please
provide a two or three sentence response with correct punctuation.

Multiple Choice: Read the question and the answer choices. Select ONE best answer. Worth 5pts
each.

1. What is the author wanting you to infer will happen next when she says, “each year when the
hunters saw the birds fly south they wished they could fly over the mountains”?
a. The people will grow wings
b. The people will stay where they are
c. The people will find a way to travel south
d. The people will stop the birds from flying
2. What is the author inferring when she stated, “more hunters will come…the land seemed
crowded”?
a. More people were settling in America
Page 17 of 21
 b. The animals were taking over the land
c. The wilderness was growing
d. The glaciers were growing
3. What two continents were connected by the land bridge?
a. Africa and America
b. America and South America
c. America and Antarctica
d. Asia and America
4. Why were some of the hunters called the Clovis people?
a. They lived in Clovis, Idaho
b. They lived in Clovis, Alaska
c. They lived in Clovis, New Mexico
d. They lived in Clovis, Asia
5. What two ways did the people travel?
a. Land and sea
b. Land and air
c. Sea and air
d. Land and carts

Short Answer: Answer the following question using two or three complete sentences. Make sure
that your sentences have proper punctuation. Please do not repeat the question in your answer.
Worth 15 pts.

What inference is the author trying to tell you by saying “it was the meat-eating animals…that must
have licked their lips after munching on humans”? Explain your answer by using evidence from the
text.

Answer Key
Muliple Choice:
1. C
2. A
3. D
4. C
5. A

Short Answer: The animals that ate the humans were the ones that people needed to be careful with.
These animals were the dangerous ones. The author tells us this by talking about them licking their
lips after eating the humans. The author also tells us this by talking about the big bears, saber-
toothed tigers, and lions.
Page 18 of 21
Summative Assessment Unit Three

Directions: Please read all the directions before starting. Please place your name and the date at the
top of the page. This assessment includes two sections; five multiple choice questions and one short
answer questions. This assessment is worth 40 points. For the multiple choice, please read the
question and the answer choices and select ONE best answer. For the short answer question, please
provide a two or three sentence response with correct punctuation.

Multiple Choice: Read the question and the answer choices. Select ONE best answer. Worth 5pts
each.

1. According to the author, what is an artifact?

a. An old piece of grass or weed
b. An old rock or pebble
c. An old seashell or tree
d. An old bone or weapon
2. According to the author, what is an archaeologist?
a. Someone who discovers books
b. Someone who discovers bones
c. Someone who discovers caves
d. Someone who discovers the sea
3. What is Beringia called today?
a. The Bering Sea
b. The Bering Land
c. The Bering Air
d. The Bering Grass
4. What is the author inferring with saying “they came in waves”?
a. They came by riding the waves
b. More people came to the land in large groups
c. The people migrated farther south
d. The animals disappeared
5. What did the author mean by saying “North America was a hunter’s heaven”?
a. A place for hunters to die
b. A beautiful place for hunters to hunt
c. A place with lots of animals for hunters to hunt
d. A place for hunters to camp

Short Answer: Answer the following question using two or three complete sentences. Make sure
that your sentences have proper punctuation. Please do not repeat the question in your answer.
Worth 15 pts.

What is the author inferring with saying “America was cut off from the rest of the world? Explain
what the purpose of this statement is using evidence.
Page 19 of 21
Answer Key

Multiple Choice:

1. D

2. B

3. A

4. B

5. B

Short Answer:

When the glaciers melted they covered the Beringia. America was separated from the rest of the

world and the humans and animals were unable to use the Beringia again. The author tells us this to

let us know how the humans and animals made it to America and started living in America.

Grading Rubric for short answers.

Rubric
Criteria 1: No 2: 3: 4: 5:
Submission Insufficient Approaching Acceptable Target
0% 65% 75% 85% 100%
Short answer Not Short answer Short answer Short answer Short answer
response cites addressed provides provides provides includes
the author’s inference but vague details details to details to
purpose from no reference to make a make a make a
the text from the reference to reference to reference to
author. the author’s the author’s author’s
purpose purpose but purpose.
Page 20 of 21
 could use
more detail.
Short answer Not Short answer Short answer Short answer Short
provides Addressed provides provides provides answers give
inference reference vague details evidence to evidence of
from the text from the to make an make an the ability to
author, but no inference. inference but make a clear
inference. could use inference.
more detail.
Short answer Not Short answer Short answer Short answer Short answer
response uses Addressed is not a is one is in two is provided in
two to three complete sentence. sentences but two or three
sentences sentence. could be strong
stronger. sentences.
Short answer Not Punctuation Punctuation Proper Proper
response Addressed is addressed is addressed punctuation punctuation
provides but more than but missing is addressed is given in all
proper three errors. two details. but missing sentences.
punctuation one item.
Multiple Not Three or Two One question All questions
choice all addressed more questions are is not are answered
questions are questions are not answered answered or with the
answered not answered or are is incorrect. correct
with the one or are incorrect. answer.
best answer incorrect.
correct

Page 21 of 21