Mini-Lesson Plan
Teacher Candidate: Adisha Wesley
Grade Level: 5th
ESSENTIAL
QUESTION:
What standards-based question
should the student(s) be able to
answer following the lesson?
What is the key question for this
lesson?
ACTIVATING
STRATEGY:
How will you activate your
lesson, link to prior knowledge,
and promote knowledge of key
vocabulary words?
(Examples: KWL, a word map, a
word splash, etc.)
TEACHING
STRATEGIES:
What instructional strategies will
you use in your lesson?
(Examples: graphic organizer,
distributed guided practice,
distributed summarizing,
collaborative pairs, etc.).
Date: 03-18-2020
Standard(s): ELAGSE5RI10: By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts,
at the high end of grade 4-5 text complexity bank independently and
proficiently.
Objective(s):
I can recall events from WW2.
I can state what I learned from the story and relate it to WW2.
I can analyze the book to further my understanding of the story.
Question:
How does Number the Stars relate to WW2?
The lesson will be activated by filling out a KWL chart as a class.
Since Number the Stars takes place during World War 2, the “Know” section of
the chart will represent what students already know about WW2. The “Wonder”
section will represent the questions students have and what they would like to
know more about pertaining to WW2. The “Learn” section will be filled out at
the end of the lesson, after the entire story is read, and it will describe what
students learned about WW2 from the story.
This chart can be made on poster paper, and it can be an interactive activity for
the class. The chart will also be referred to throughout the reading of the book
so students can keep in mind what their questions were and what they wanted
to learn more about.
I do:
The teacher will present an example of a KWL chart and explain what each
component means.
We do:
The teacher and class will fill out a KWL chart together based on a short
reading passage about a current Science unit (Reptiles), so the students know
how to do one and what should be included in each section. First, the “know”
and “wonder” sections will be filled out based on what the students already
know and would like to learn based on the reading passage. Then, the class as
a whole will read the passage presented by the teacher, keeping in mind what
the class included in the “wonder” section of the chart.
You do:
After the passage is read, students will fill out the “learned” section on their
own. This will show the students how their final understanding has developed

SUMMARIZING
STRATEGIES:
How will students summarize
what they are learning during the
lesson and at the end?
(Examples: Ticket out the Door,
3-2-1, etc.)
Answer the EQ.
REFLECTION
How well did the student grasp
concepts in this lesson? Will you
use a re-teaching strategy after
this lesson?
Louise, B. (2020, March 2). Ship Shape Elementary. Retrieved from https://www.shipshapeelementary.com/
Reptiles Life Science Reading Comprehension Worksheet. (n.d.). Retrieved from
https://www.havefunteaching.com/resource/science/reptiles-life-science-reading-comprehension-
worksheet/
compared to before reading the passage.
The lesson will conclude by filling out the “Learned” section of the KWL chart
from the beginning of the lesson. Students will refer back to what they added in
the “Wonder” section and recall details from Number the Stars to record what
they learned. They can also add any details that they feel are necessary when
trying to understand the setting and time period the book takes place in.
Since WW2 is a major part of history, the teacher can find out the answers to
some of the students’ remaining questions that were not answered in the book
and communicate them to the students. This will allow them to get an even
better understanding of the story and context.
EQ: How does Number the Stars relate to WW2?
Students will be able to recall events and details from the story and relate them
to the time period of WW2.
Assessments:
I believe that the KWL chart was useful and helped the students organize their
knowledge. I believe that this was a re-teaching strategy over a book that was
read.
Conclusions:
Overall, I believe we did well. The students were following along and asked
great questions. I made sure that the students were not left confused about
anything and to make sure they had anything they wanted to input into the
discussion.
References
Mini-Lesson Resources and Artifacts

I do, You do, We do: Reading Passage