GCU College of Education

LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name: Alissa Naccarato (Wallace)
Grade Level: 2nd Grade
Unit/Subject: English Language Arts: Workshop

Title of Unit and Brief Summary: This is a 3 lesson unit regarding the implementation and application of the 5 W’s and How in a second
grade classroom. This unit will focus on student connections and understanding key details within a text.

Day One: What’s in a Story? The 5 W’s and How.

Day Two: Ruby the Copycat!

Day Three: Oliver Button is a Sissy

Classroom and Student Factors/Grouping: 1 IEP, 0 504s, 0 ELLs, 1 gifted, 4 non-labeled challenged students. Students will
alternate between whole group, small group, partnerships and independent work. When grouped in a small group, students are grouped
based on ability level and social/emotional needs. Partnerships are selected by the students on a random basis. Students must
demonstrate responsibility when selecting their own partners, and are aware of partners they may not choose to work with based on
previous behavior.

Day 1 Day 2 Day 3

National/State “CCSS.ELA-LITERACY.SL.2.1:
Learning Standards Participate in collaborative
conversations with diverse partners
about grade 2 topics and texts with
peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.RL.2.1: Ask
and answer such questions as who,
what, where, when, why, and how to
“CCSS.ELA-LITERACY.SL.2.1:
Participate in collaborative
conversations with diverse partners
about grade 2 topics and texts with
peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.RL.2.1: Ask
and answer such questions as who,
what, where, when, why, and how to
“CCSS.ELA-LITERACY.SL.2.1:
Participate in collaborative conversations
with diverse partners about grade 2
topics and texts with peers and adults in
small and larger groups.
CCSS.ELA-LITERACY.RL.2.1: Ask
and answer such questions as who, what,
where, when, why, and how to
demonstrate understanding of key details

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 demonstrate understanding of key
details in a text.
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences
or gather information from provided
sources to answer a question.”
(Common Core, 2019)
demonstrate understanding of key
details in a text.
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences
or gather information from provided
sources to answer a question.”
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story
respond to major events and
challenges.”
in a text.
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or
gather information from provided
sources to answer a question.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story
respond to major events and challenges.”
(Common Core, 2019)

(Common Core, 2019) “ISTE Standard 2b: Students engage in

positive, safe, legal and ethical behaviors
when using technology, including social
interactions online or when using
networked devices” (ISTE, 2019).

Specific Learning Students will be able to complete the 5 Students will be able to complete the Students will independently complete the
Target(s)/Objectives W’s reading pre-assessment to 5 W’s and How reading response 5 W’s and How reading response journal
demonstrate current understanding. handout as a whole group using using information from the text.
information from the text.
Academic Language Who Who Who
What What What
When When When
Where Where Where
Why Why Why
How How How
*Main Characters *Main Characters *Main Characters
*Setting *Setting *Setting
Unit Resources, 5 W’s Graphic Organizer Ruby the Copycat! by Peggy Oliver Button is a Sissy by Tomie
Materials, Equipment, 5 W’s and How Graphic Organizer Rathmann dePaola
and Technology Large Post-It Paper 5 W’s and How Graphic Organizer 5 W’s and How Graphic Organizer
Markers Large Post-It Paper Large Post-It Paper
Document Camera/Projector Markers Markers
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 Pencils
Depth of Knowledge Level 1: Why is it important to know
Lesson Questions the 5 W’s and How?
 Level 2: What do you notice about the
5 W’s and How anchor chart?
Level 3: How can you cite evidence
from the book to identify your main
characters?
Level 4: How can you use your
graphic organizer to prove your
understanding of the story?
Document Camera/Projector
Pencils
Level 1: How do the 5 W’s and How
help you understand a story?
Level 2: In what ways can you show
the key details of a text using a 5 W’s
graphic organizer?
Level 3: What evidence can you use
to identify the “when” of a story?
Level 4: How would you handle the
situation if you had a friend like
Ruby?
Document Camera/Projector
Pencils
Chrome Book
Headphones
Mouse
Level 1: What connections can you make
between Oliver and Ruby?
Level 2: How could you compare our
anchor charts that we have created this
week?
Level 3: How can you compare and
contrast the problems in our texts this
week?
Level 4: What would happen if Oliver
Button let the opinion of others influence
his choice to compete in the talent show?

Section 2: Instructional Planning

Day 1 Day 2 Day 3
Anticipatory Set I will activate students’ prior I will activate student prior I will activate student prior knowledge
knowledge through strategic knowledge by referencing charts and by referencing anchor charts and other
questioning. I will ask them questions resources from Day 1 and connecting resources from Day 1 and Day 2 of this
about how the 5 W’s and How are like them to today’s learning. I will also unit plan. I will also activate prior
a party invitation. In order to make it activate prior knowledge by asking knowledge by asking students to make
to the party on time, you must know students to make connections between connections between the texts thus far.
who’s birthday it is, when it is, how to the texts.
get there, where it is, what kind of a
party it is, and etc.
Presentation of Content
Multiple Means of - Direct Instruction - Direct Instruction - Direct Instruction
Representation - Modeling - Modeling - Modeling
- Anchor Charts/Visuals - Anchor Charts/Visuals - Anchor Charts/Visuals
- Handouts - Handouts - Handouts
- Visual/Audio directions - Visual/Audio directions - Visual/Audio directions
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 -Think-pair-share -Think-pair-share - Think-pair-share
-Technology Use -Technology Use -Technology Use
-Touch Screens -Touch Screens -Touch Screens

Multiple Means of English Language Learners: N/A English Language Learners: N/A English Language Learners: N/A
Representation Students with Special Needs: Students with Special Needs: Students with Special Needs: Students
Differentiation Students may demonstrate Students may demonstrate may demonstrate understanding and
understanding and participation understanding and participation participation through verbal or written
through verbal or written response. through verbal or written response. response.
Students with Gifted Abilities: Students with Gifted Abilities: Students with Gifted Abilities:
Students will be challenged using Students will be challenged using Students will be challenged using higher-
higher-level questioning. higher-level questioning. level questioning.
Early Finishers: Early finishers may Early Finishers: Early finishers may Early Finishers: Early finishers may
read or complete individualized read or complete individualized read or complete individualized
assignments on their iReady profile. assignments on their iReady profile. assignments on their iReady profile.
Application of Content
Multiple Means of I will begin the lesson by introducing I will begin lesson 2 by referencing I will begin lesson 3 by again,
Engagement the pre-assessment. After the pre- our learning from the day before. We referencing information from the day
assessment, I will begin the will review the anchor chart. I will before. I will bring the anchor charts
anticipatory set. After the anticipatory then read Ruby the Copycat! and from the two days before to the front of
set, we will collectively complete the remind students to be thinking of the the room and ask students to summarize
5 W’s and How anchor chart. During 5 W’s and How when listening to the the definition for each circle on the chart.
this time, students will have the story. Throughout the story, I will Then, I will explain to them the schedule
opportunity to work around the room, stop frequently to discuss my text-to- for the upcoming lesson and remind
work in partnerships and share ideas self connections. I will also model them of important expectations. I will
in order to complete the anchor chart. proper thinking strategies, and stop to then read Oliver Button is a Sissy. I will
They will then complete an anchor provide modeling opportunities (ex: I again, model my thinking and
chart handout that they will complete, have noticed the story is talking a lot metacognition while reading. I will use
color and glue into their about Angela. I think she might be a this time to stop and complete formative
readers/writers workshop journal. main character in the story.) At the assessments to boost engagement. When
end of the lesson, students will get in I have finished reading, I will explain the
partnerships to decide on what post-assessment expectations and
information needs to go in each circle technology expectations and send
of the anchor chart. Once the anchor students to their desk. For students who
chart is completed, they will return to are below grade level or require
their desk and copy down the additional support, I will pull them to the
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Multiple Means of English Language Learners: N/A
Engagement Students with Special Needs:
Differentiation Students will special needs will be
provided with additional support
opportunities, alternate environments,
and extended time to complete work.
Students with Gifted Abilities:
Students with gifted abilities will be
provided with higher-level
questioning and reduced scaffolding.
Early Finishers: Early finishers will
be asked to read a book from their seat
sack, keeping in mind the 5 W’s and
How.
Assessment of Content
Multiple Means of Formative: Strategic questioning,
Expression guided practice/modeling, think-pair-
share activities, work completion.
Summative: N/A
Multiple Means of English Language Learners: N/A
Expression Students with Special Needs:
Differentiation Students will be provided with the
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information. Students will have the
ability to sit anywhere around the
room to complete the handout.
English Language Learners: N/A
Students with Special Needs:
Students will special needs will be
provided with additional support
opportunities, alternate environments,
and extended time to complete work.
Students will have access to
audiobooks.
Students with Gifted Abilities:
Students with gifted abilities will be
provided with higher-level
questioning and reduced scaffolding.
Early Finishers: Early finishers will
be asked to write a summary of their
daily learning in their daily response
log.
Formative: Strategic questioning,
guided practice/modeling, think-pair-
share activities, work completion.
Summative: N/A
English Language Learners: N/A
Students with Special Needs:
Students will be provided with the
back table and provide support as needed
in order to complete the handout. Once
students have completed the handout,
they will log into Google Classroom and
transfer their information. This will serve
as their summative post-assessment.
English Language Learners: N/A
Students with Special Needs: Students
will have access to speech-to-text, text-
to-speech, enlarged computer text,
headphones, and a mouse. They will also
be provided with additional support
opportunities, alternate environments,
and extended time to complete work.
Students will have access to audiobooks.
Students with Gifted Abilities:
Students with gifted abilities will be
asked to complete their graphic organizer
and digital organizer using complete
sentences, rather than bulleted lists.
Early Finishers: Early finishers will be
asked to draw a picture on the back of
their response handout that displays the 5
W’s and How of the story (ex: a student
may draw a picture of Oliver Button
outside of the school being bullied while
he is dancing)
Formative: Strategic questioning, guided
practice/modelingthink-pair-share
activities, work completion.
Summative: 5 W’s and How Post-
Assessment
English Language Learners: N/A
Students with Special Needs: Students
will be provided with the opportunity to
 opportunity to work in small groups opportunity to work in small groups work in small groups with additional
with additional support, respond orally with additional support, respond support, respond orally instead of in
instead of in writing, or use additionalorally instead of in writing, or use writing, or use additional adaptive
adaptive technology tools as needed. additional adaptive technology tools technology tools as needed.
Students with Gifted Abilities: as needed. Students with Gifted Abilities:
Students with gifted abilities will be Students with Gifted Abilities: Students with gifted abilities will be
given modified expectations, as Students with gifted abilities will be given modified expectations, as needed.
needed. For example: they will be given modified expectations, as For example: they will be asked to
asked to complete assignments using needed. For example: they will be complete assignments using full
full sentences, punctuation, or write a asked to complete assignments using sentences, punctuation, or write a
summary to accompany their work. full sentences, punctuation, or write a summary to accompany their work.
Early Finishers: Early finishers may summary to accompany their work. Early Finishers: Early finishers may
read a book, or complete their Early Finishers: Early finishers may read a book, or complete their
differentiated assignments on their read a book, or complete their differentiated assignments on their
iReady profile. differentiated assignments on their iReady profile.
iReady profile.
Extension Activity and/or Homework
Homework Students will take their completed pre- Students will take their completed 5 Students will take go home ad tell an
assessment and handout home to share W’s and How handout home and adult about what they have learned about
with an adult. share it with an adult. the 5 W’s and How.

Day One Pre-Assessment: Day Two/Three 5 W’s and How Handout:

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Day One Anchor Chart: This anchor chart was completed as a whole group based on strategic questioning and application of key
vocabulary words.

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Day Two Anchor Chart Work Sample: Whole Group completion of 5 W’s and How poster. Students complete the poster as a whole
group and then transferred answers to their own handout.

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Day Three Written Work Sample: Students completed entirely on their own

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