Molloy College

Division of Education

Heading for Participatory Observation and Student Teaching

Teacher Candidate: Katharine Black Doctor Giorouukaisis

EDU 329-01 4/13/17
Grade 2nd, English English

INSTRUCTIONAL OBJECTIVES(s) (Lesson Objective(s)*)

After watching a short video clip, students will review the literary elements: Who, What,
When, Where, Why, and How by having a class discussion followed by a read along that will
require the breaking up into groups to define one of the five Ws; and create, individually, a story
that identifies all 5 Ws, assessed through a teacher created rubric.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

(you may need more than one standard)

Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details):
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 in a text.
The Indicator:
This will be evident when I review the class worksheets using the teacher created rubric.
Students that can identify three out of the 5 Ws or more will be considered to have reached
mastery.
CCSS.ELA-LITERACY.RL.2.5
Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details):
Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
 The Indicator: Students will be given an exit ticket worksheet. The exit ticket will require
that each individual must write their own story, by identifying the 5 Ws first.

INSTRUCTIONAL RESOURCES

https://www.flocabulary.com/unit/five-ws/ (Hook Video)

https://docs.google.com/document/d/1r2_t1780tzpEt9PMx6l66olKl_FXZqIHu13B0ZyN1vU/edit
(worksheet with lyrics #1a, 1b, 1c)
file:///C:/Users/Mom/Downloads/CommonCore5WsandanHGraphicOrganizer.pdf (worksheet
#2a,, 2b)
file:///C:/Users/Mom/Downloads/PicturePerfectWritingGraphicOrganizerswithVideoTutorial.pdf
(worksheet #3a, 3b)
https://docs.google.com/document/d/108agqyePQPphnBSspdpWhXpO-of6h_iGK-
3fWkcQdt4/edit (Worksheet #4)qq

MOTIVATION (Engaging the learner(s)*)

The motivation for this activity will be a short video in the beginning of class, as well as
the understanding that the students themselves can create their own stories that will be presented
to the class later on.

DEVELOPMENTAL PROCEDURES
(Including Key Questions)

1. Students will be asked the question, Has anyone ever heard of the 5 Ws of reading (literacy)?
A short class discussion of the 5 Ws will be directed by the teacher. By conducting this
conversation teacher can grasp an idea of prior knowledge on the topic (Scaffolding).
(5 Minutes)

2. Students will receive a worksheet that will foreshadow the lessons objective (worksheet
#1).Students should begin to understand that the teachers main objective of the lesson is
defining and identifying the 5 Ws of literacy. The teacher will then ask, Can anyone guess why
I gave you lyrics to a rap? (3 Minutes)

3. Teacher will explain to the students that they will be watching a short clip that will explain the 5
Ws. He/ She will then inform students that they must follow along with the worksheet they have
 been given. The worksheet contains most of the lyrics to the song, students will be required to fill
in the blank spaces. Teacher will encourage the class to become active in the video activity by
asking the question, Does anyone want to sing along to the music?
(3 Minutes)

4. Teacher will encourage students to not only follow along with the words, but to also sing-along
to the tune of the music. Teacher will play the clip. Once the clip is done, the teacher will ask the
class, Does music make it easier to understand a new topic?
(6 Minutes)

5. Students will become aware that music can be a helpful learning tool in their academic careers.
The teacher will then, thoroughly, go over each individual W with the class. Teacher will ask
students what they remember from the video and/or examples they can think of for the associated
W. He/ She will be writing the answers on the board. The teacher will be reminding the class
that if they missed a word they must fill it in at this time. What did we learn from the video?
(10 Minutes)
6. The teacher will explain the next assignment. He/She will allude to the fact that the students are
now, literary detectives and must keep a look out for the 5 Ws in everything that they read. The
teacher will then pick up the book, Clifford, The Big Red Dog He/She will explain that this is
one of their favorite stories! Lets brainstorm! Can we guess why I brought this book in today?
(2 Minutes)
7. Teacher will allow for some educated guesses as to why they brought the book into class.
Students will then be informed that the teacher will read the story out loud. Students will listen to
the story. Once the story is finished, students will divided into small groups. In their small groups
they will be assigned a particular W. Students must write a sentence that cites at least one
example from the story to back their W. And since they are now such great literary detectives
they will provide proof as to why their W is correct. Why do you think Im putting you into
groups?
(3 Minutes)
8. Students will collaborate with their groups. The collaboration time will not exceed 6 minutes.
The teacher will walk around the classroom, guiding students/groups that might be stuck or on
 the wrong track. At the end of six minutes, the teacher will instruct each group to stand up and
present their W for the story. He/She will remind the class that they must be respectful of those
presenting, and must fill in the W spots that they are missing on their worksheet. At the end of
the activity the teacher will ask, How well did your group work together? Can you share some
helpful tips?
(6 Minutes)

9. Students will synthesize the story by writing a paragraph using the sentences that they came up

with for the 5 Ws.

(5 Minutes)

10. The teacher will inform the class that their homework assignment (worksheet #3) will be to fill
out worksheet 3a/3b. Then they will pull together the 5 Ws they had created for their own story
into a paragraph and illustrate a scene. If time allows, students (individually) will begin their
homework assignment in class. Teacher will walk around the classroom to correct, and support
students who need help.
(10 Minutes)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Strategy: Scaffolding (providing support and moving students toward greater independence)
Indicator: This will be evident when the class discusses previous knowledge on the 5 Ws, and
the teacher introduces helps students understand the vocabulary being presented.

Strategy: Cooperative Learning (engaging groups of students in working together on a structure

activity)
Indicator: This will be evident when the students are separated into small groups. In the groups
students will be assigned one of the five Ws to define/provide proof to support. Students must
work together, and will later discusses how collaboration affects them.
 ADAPTATIONS (Exceptionality*)

English Language Learners

The students who are defined as ELLs will be provided with content specific vocabulary
words prior to the lesson, along with a modified worksheet.(Worksheet #4, and #2b)

Gifted Learners
Students who are identified as gifted, will be required to take an extra step in the homework
assignment. The concept of How will be introduced to them. They must identify How in
their story.

Special Needs Student (Anxiety)

The student who struggles to work in small groups will be encouraged to select his/her own peer
group prior to the lesson being introduced.

Special Needs Student (Fine Motor Skills)

The student who profiles with grapho-motor challenges will be provided with the choice between
pencil grips or large crayons during the small writing assignments.

DIFFERENTIATION OF INSTRUCTION

There are many types of learners that enter our classrooms. All are differentiated by
readiness, interest and learning profile The lesson plan above caters to quiet a few. For my visual
learners the following have been provided: the worksheets with the lyrics, the story book
(pictures and words), and the video. For my auditory learners, the audio from the video, the
teacher reading the story out loud, and the classes discussion/presentation on the Ws. For the
kinesthetic learners, the writing of the missing words in the song and the drawing/identifying of
the story cater to their needs.

Struggling Students
For my struggling students, they will be provided a tiered worksheet of the lyrics and homework
assignment. The lyrics worksheet has fewer fill-ins and pictures associated with the Ws (1a).
The homework assignment has sentence starters to guide students.
Average Students
For my average students, they will be required to follow along to the video and fill in all the
spaces that are missing words. For homework, they will be given a homework assignment that
will require them to write their own stories and identify the 5 Ws (1b).

Advanced Students

For my advanced students, the will be required to fill-in the lyric sheet as well as the
concept of How at the bottom. The teacher will allow them to research an educational article,
that pertains to the topic of literacy, for homework. Once an article is found they must identify
the 5 Ws, along with the concept of How?

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will use writing strategies to identify all 5 Ws from a story of their creation. An

individual student must accurately identify 3 out of the 5 Ws to be considered mastery on the

topic.

INDEPENDENT PRACTICE

Following the lesson on identifying literary elements, students will be assigned a

worksheet that requires them to identify the Who, What, When, Where, and Why of their favorite

story, along with a drawn picture of their favorite scene. Teacher will provide feedback based on

the worksheets content.

 FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND
ACADEMIC ENRICHMENT

Direct Teacher Intervention

The student, under direct intervention with the teacher, will come during recess/part of a
lunch hour to repeat the original assignment at a slower pace or draw out the 5 Ws.

Academic Enrichment
The student will be allowed to visit the enrichment station, once there the student will be

granted access to the internet and can research appropriate educational articles. The student must

then identify the Ws from the source.

LANGUAGE USE AND CONVENTIONS

DONT FORGET TO PROOFREAD YOUR WORK WHEN YOU ARE

FINISHED

REFERENCES

Flocabulary - Educational Hip-Hop. (n.d.). Retrieved April 05, 2017, from

https://www.flocabulary.com/unit/five-ws/video/

Featured. (n.d.). Retrieved April 05, 2017, from https://www.teacherspayteachers.com/