FATTY LEGS

Course Humanities Grade Level Grade 5

Subject English Language Arts Time Frame ???
Title Fatty Legs Developed by Mackenzie Brush

Stage 1 Desired Results

Content Standard(s):
General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend
and respond personally and critically to oral, print, and other media texts.
2.1 Use Strategies and Cues
2.2 Respond to Texts
2.3 Understand Forms, Elements, and Techniques
Enduring Understandings/Big Ideas: Essential Questions: (Lesson specific)
(from Harden: Lesson specific) - What am I thinking about as I read?
Students will understand that
- How do I approach words I dont know?
Reciprocal Reading:
- There are multiple processes that Lesson Emphasis:
occur while they read The Reciprocal reading and word journal
(Summarizing, questioning, are designed to have the student start
predicting clarifying) thinking about what they are doing as
- Taking the time to think about they read. It encourages the student to
these processes creates a much constantly summarize, question, and
large understanding of the story predict. The word journal helps the
Word Journal
student to take notice when they dont
- They are actively clarifying words know a word and actively find strategies
as they read. (Not only with to learn that word.
google or a dictionary)
- An understanding of a word
requires more than just a
dictionary definition
Related misconceptions . . .
- Reading is a single process
- There arent that many (if any)
words that you need to clarify.

Knowledge objectives (specific Skill objectives (specific outcomes):

outcomes):
Students will know . . .
- The events that occurred in
Fatty Legs
- The significance of the events
occurring in Fatty Legs
Stage 2 Assessment Evidence
Performance Task(s):
Students will be able to . . .
- Summarize what they are reading as they
read
- Identify quality questions they are making
as they read
- Make thoughtful and informative
predictions on the text based on what
they are reading and seeing
- Clarify words they dont know without
always looking online or at a dictionary
(Lesson specific)
 - Google Slides Word Journal:
o As student comes across words she doesnt know, she will input them into the
google slides presentation and learn about them using the Frayer Model.
o Google Slides:
https://docs.google.com/presentation/d/1obXGW_8x39sMO3GuyDe5mrkt1r3B
W_cFwBZVcx_BlLU/edit?usp=sharing
- Google Docs Reciprocal Reading:
o 2-3 times each chapter, the student will stop and fill in the table in the google
docs. Recording their summaries of what is happening, one to two questions
they have, and a prediction about what is going to happen
o At the end of each chapter they student will answer questions about the
novel put into the Google Doc by the teacher
o Google Doc:
https://docs.google.com/document/d/1clsHfZZTBnt0Jhu6fqdISdmAd7GnIBRtcT
TB3FmyxxU/edit?usp=sharing

Student Self-Assessments Other Evidence (assessments)

As the student fills out the slides and the In addition to the google slides and doc the teacher
document they will be able to recognize should be regularly checking in with the student to
and document their own learning as they ensure understanding, ask further questions and
make their way through the book better understand how the student is learning.
Stage 3 Learning Plan
Each time the Student begins the class, they will open their google document and
google slide on a computer. As they read the book they will pause every few pages and
write down the necessary information in the Reciprocal Reading Google Doc.
Additionally, each time the student comes across a word they have to clarify they will
record it in the word journal.

At the end of each chapter the student will answer 3-5 questions posed by the teacher
in the Reciprocal Reading Google Doc.

When Possible the teacher will read with the student, and pose questions and
clarifications when necessary.
Adapted by Jeff Turner (2016) From:

Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision
and
Curriculum Development, Alexander, Virgina.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation.
Thousand Oaks, CA:
Sage.