Blended Learning Lesson Plan

Grace Klinefelter
Lesson Title: The Five W’s
Grade Level: 2nd grade

Objectives:
Students will be able to identify the who, what, where, when, and why in a story.
Students will be able to apply their knowledge of the five W’s to identify the important details of
a story.
Students will be able to take notes of the five W’s in a story to understand the key details.
State Standards:
3.2: Select the most important information, revise ideas, and record and communicate findings.
5.1: Ask and answer literal and inferential questions to demonstrate understanding of a text; use
specific details to make inferences and draw conclusions in texts heard or read.
6.1: Use information gained from illustrations and words in a print or multimedia text to
demonstrate understanding of its characters, setting, or plot.

Context: This is a second grade ELA lesson about the five W’s, which is one of the first steps
towards full reading comprehension. I am teaching this lesson because students will be able to
comprehend what they are reading if they can answer these 5 questions. Students can read words
at this point, so I am transitioning them into reading comprehension. The previous lesson was
about sentence formation. Students learned about the different parts of a sentence and how they
come together to create something with meaning. Students will apply their previous reading and
sentence formation knowledge to this lesson. My goal is that students will begin to understand
what they are reading and in turn spark an interest in reading. It is much more interesting to read
a story if you understand what is happening, who is involved, why it is happening, etc.
Therefore, I am going to teach my students about the five W’s so they can identify them in their
reading and begin to understand what they are reading about and what information is the most
important.
Data: The students will be divided into three groups for this lesson. There will be a low,
medium, and advanced group. These groups will be formed based on their performance on the
written assessment on sentence formation and comprehension students took yesterday. This
 assessment focused on sentences rather than whole texts. The purpose of this assessment was to
evaluate how well students could comprehend sentences (standard 9.2). Students who are
proficient at comprehending sentences are more likely to comprehend larger texts and answer the
five W’s. Students who struggle to understand sentences may need more practice before they can
apply their knowledge to a text. At the end of this lesson, I will assign a homework assignment
for students to complete. Students will take home a book from the classroom and use the graphic
organizer I provided to answer the five W’s. Once they return this assignment, I will be able to
assess which students have a strong understanding on the topic, and who needs more practice. I
think grouping students based on their level of understanding is very effective because they
usually have the same questions and understandings, which helps them to work collaboratively.
How will students be grouped in this lesson? What hypothetical data will these groupings be
based on? How will data be collected in this lesson for future groupings and teaching?
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
Part of Lesson Material Used Link
Introduction Smart Board, Five W’s Poster:
Popsicle Sticks https://www.teacherspayteachers.com/Product/Five-Ws-
with Group Poster-3917169
Numbers on them
Teacher Smart Board for Five W’s video: https://youtu.be/Y_E-N5y1r7g
Directed YouTube Video,
Cards with each W
on them, Cards
that Align with
Each W
Collaborative iPad for YouTube “Hey, That’s My Monster” Read Aloud Video:
Read Aloud, https://youtu.be/4o6UObvan_4
Student Notebook
and Pencil
Independent Five W’s Song on Song: https://youtu.be/vXWK1-L41f0
Digital YouTube, Graphic Organizer:
Independent https://www.teacherspayteachers.com/Product/5Ws-1H-
Reading Book, Summarizing-Graphic-Organizers-
Graphic Organizer 4481204?st=0c86d3796c0e790ecb8a99b46304357a
Worksheet
Closure iPad for Quizzizz Five W’s Quizzizz:
Independent https://quizizz.com/join/quiz/633c7bb63898f3001fe7360d/start
Reading Book and ?studentShare=true
Notebook for the
Homework
Assignment
Detailed paragraphs from here on down.
Procedures:
Introduction (15 minutes):
I will have students come into the classroom, put their belongings away, and head over to their
designated seats. Once they are all settled in their seats, I will ask the students what they think
key details are in a story. As they give me their answers, I will write them down on the White
Board. Once everyone has gotten the chance to share their answer, I will project the Five W’s
poster on to the Smart Board. I will ask students what they think each of these terms mean in
relation to a story. I will only ask them about one word at a time so they can hear multiple
responses from their peers. Once they have given me their responses, I will give them a thorough
definition of the term with examples to go along with it. After we have gone through all 5 W’s, I
will explain to the students why we are learning about this topic and how it will help them to
become better readers. I will ask students if they have any questions about the five W’s and if
they don’t, I will move on to assigning their groups. I already know which groups I am putting
the students in, so I will hand out popsicle sticks to each student with their group name on it.
There will be three different groups titled “readers”, “leaders”, and “learners”. Once I have
handed out all the popsicle sticks, I will instruct students to stay in their seats while I give
directions. I will explain that each station is labeled 1, 2, and 3. I will explain the type of activity
that students will be completing at each station and what materials they will need. I will also
inform them that they have 15 minutes at each station, and they can transition to the next station
when they hear my timer go off. I will briefly explain the concluding activity as well. Once I
have explained everything, I will dismiss groups to move to their stations one at a time, so the
transition goes smoothly.

Teacher Directed (15 minutes):

 At this station I want to make sure that students can memorize the five W’s so they can
use them in their future reading. I will have this station at the rug in front of the Smart Board.
Once students have sat down on the rug, I will start playing the video that I have found for them.
I chose this video to show my students because it has a catchy song, but it is also very
informative and will help students to remember these five questions. The more they hear the five
W’s and their meaning, the easier it will be for them to remember them and in turn understand
their reading. Once the video is finished playing, I will ask students if they have any questions.
Then, I will read 4-5 different sentences to the group and ask students to identify the different
W’s in the sentence. For example, I will read a sentence that says, “Jimmy went to the store this
morning to buy some eggs” and then I will ask my students to identify the who, what, when, etc.
in this sentence. Once they have answered these questions, I will read a few more sentences and
ask the same questions. This will give students some practice identifying the W’s in a sentence in
order to prepare them for doing so in a larger text. I will then explain to them that the goal in
today’s lesson is to identify the different W’s in a story rather than a single sentence. I will also
explain that answering these questions will help them to understand what is happening in a story.
Then, I will pull out cards that I made for this activity. I will have five cards with the different
W’s on each one, and the rest of the cards will be different things that fall under these categories.
For example, there will be a card with a picture of a person going fishing, and this would fall
under the “what” category. There may be a card with a picture of a school, which would fall
under the “where” category. Another card will have a clock pointed to a certain time, which
would fall under the “when” category. I will place the five W cards on the rug in front of the
students, and then I will give each student 2 or 3 random cards from the deck. I will ask them to
place a card under the category they think it aligns with, one at a time. Once they have all run out
of cards to put down, I will ask them as a group if they think all the cards are placed under the
correct category. This activity will give students a better understanding of what each W means. If
I notice that any of the cards are in the wrong category, I will point them out and explain where it
should be placed and why. Once we have finished reviewing the activity, the timer will go off
and students will move to their next activity.

Collaborative (15 minutes):

At this station students will be working as a group (4-5 students depending on class size). The
students will retrieve their iPad from the charging station and sit at the rainbow shaped table.
Students should already have their ELA notebooks and a writing utensil with them. They will
sign into their Ipads and open Google Classroom, the platform I will use for assignments in my
class. Once they have logged into Classroom, they will see a YouTube link at the top of the page
with directions below. The directions will instruct them to make a chart in their notebook with
the five W’s as headings. Once they have done this, each student will plug headphones into their
iPad and listen to the YouTube read aloud of “Hey, That’s My Monster” independently. While
they are watching each student is expected to write down the answers to the five W’s in their
notebook. Once they have all finished listening to the story, they will come back together as a
group and talk about their answers and why they chose them. After discussing they will decide
collectively what the answers are to the five W’s. Each student will draw an illustration of one
answer in their ELA notebook. They will decide as a group who is going to draw which W. Once
they are finished, there will be drawings that represent each W in relation to the story that was
read aloud. This activity allows students to practice finding the five W’s in a story, and then
work creatively to make an illustration. After the activity is completed, students will put their
Ipads back at the charging station and keep their notebook with them. Students will know that it
is time to move on to the next station when the timer goes off.

Independent Digital (15 minutes):

At this station, students will be working in the reading nook area of the classroom next to the
bookshelves. Each student will go to the charging station to get their iPad and headphones for
this activity. They should have their notebook with them as it is required for these stations. Once
they have gotten their materials and returned to the reading nook, students will unlock their iPad,
login to Google Classroom, and click on the link titled “The Five W’s Song” on the main page.
This will take them to YouTube where they will listen to a short song about the five W’s. I added
this video to the lesson to give students a reminder of the five W’s before they complete an
assignment about them. This will also help them to memorize each one. Once they have finished
watching the video, students will go to the classroom library and choose a book within their
reading level to read. Students should already know what their reading level is as it is used
almost every day in class. Once they have picked out a book, they will grab a clipboard and one
of the graphic organizers located in the reading nook. Students will read the book and take notes
in their ELA notebook as they read. Once they have finished reading, they will use their notes
and look back at the book to fill out this graphic organizer. There are 6 boxes on the page for
student answers (the five W’s and an additional box for “how”). There is also another large box
on the paper where students can write a summary of the book. There is a note on the top of the
paper that explains what it means to summarize. This station may be more challenging for
students because the organizer requires them to answer the additional question: how? It also asks
students to write a summary of the story, which is something they don’t have much experience
with. I included these two extra components just to see how well students understood them just
from reading about them on the paper. Summaries are a future unit that we will go over, so I
wanted to introduce them to this topic now. Once students have completed this page to the best
of their ability, they will bring the paper over to the “classwork” hand-in box so I can grade them
after class. Students will then return their Ipads to the charging station and keep their ELA
notebooks with them. Once the timer goes off, they can move on to their next station.
 Closure (15 minutes):
For the closing activity students will take a 5-question quiz on an online quizzing website called
“Quizzizz”. This is a basic quiz that asks students to read the definitions of each W and type in
which W it matches up with. After going through each station, students will get their Ipads (if
they don’t have them already) from the charging station. Students will return to their regular
designated seats and put their notebooks in their desk. I will instruct students to open an internet
browser on their iPad and write out the link to the Quizzizz website on the white board. I will
also put the code for this specific quiz on the board so students can get to it. As students answer
questions, Quizzizz will show them a class leaderboard. Adding a fun, competitive game to a
lesson boosts student engagement. This quiz should only take students about 10 minutes as it is
quite short. Once all students have completed the quiz, I will instruct them to bring their Ipads
back to the charging station. I will dismiss students to do this one table at a time. After students
have done this and returned to their seats, I will pass out a sheet with homework directions on it.
I will read the directions out loud to the students to make sure they understand the expectations.
This homework assignment requires students to pick a book from the classroom to bring home.
Students will read this book independently and answer the five W questions in their notebook.
They will also be required to create an illustration that goes along with each category. Once I
have explained this to the students, I will ask them to put the sheet in their homework folder and
put the folder in their backpacks one table at a time. I will then ask students to line up one table
at a time to get ready for recess.

Rationale: You must have at least two paragraphs (one for each mandatory piece of multimedia)
 (Multimedia 1= App or website): Why this piece of multimedia? How does it support
student learning and your standards and objectives? How do you know it is of high-
quality? Evaluate this multimedia against the LORI criteria in the 406: Evaluating
Multimedia module to support your rationale. How does this multimedia choice
differentiate instruction for all learners (consider differentiation and assistive
technologies)?

(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Why this
piece of multimedia? How does it support student learning and your standards and
objectives? How do you know it is of high-quality? Evaluate this multimedia against the
LORI criteria in the 406: Evaluating Multimedia module to support your rationale. How
does this multimedia choice differentiate instruction for all learners (consider
differentiation and assistive technologies)?
1. Five W’s Poster
I chose to integrate this piece of multimedia into this lesson because it defines each W in simple
terms, and it is visually appealing for students. I wanted to give students a visual of the lesson
rather than just explaining it to them. By showing students this poster and explaining it verbally,
I am accommodating for both visual and auditory learners. It is very important to me to teach in
a way that suits different learning styles. Each student learns in a different way, so I want to give
every student the equal opportunity to understand the content. This aligns with my learning
objectives and standards because in order to identify the five W’s in a story, students must learn
what each one means. I know that this poster is of high quality for a few reasons. First, it clearly
defines each term accurately. Second, the definitions are worded in a way that this grade level
can understand. Lastly, it was made by a teacher for this exact lesson. I found that this poster
aligns with the eight LORI Evaluation Dimensions. This is a high-quality piece of content that
aligns with the learning goal. The main learning goal of this lesson is for students to understand
the five W’s so they can identify them in a story. This piece of multimedia does not provide
feedback because it is merely informative and does not assess students in any way. However, it is
certainly relevant to the lesson and its audience and attracts student attention. This poster was
designed in a way that is clear and concise, and visually appealing at the same time. The
usability standard doesn’t apply to this piece because students aren’t interacting with the poster,
it is just a visual for them. I think this piece could certainly be reusable for different units
because it is important for students to use the knowledge from this lesson in their future reading.
Lastly, this piece of multimedia complies with the standards for this lesson because it holds all
the essential information that students should get out of this lesson. The one area that I think this
piece is lacking in a little bit is accommodating for students with various needs. There is no
audio to go along with this piece, which could be difficult for students who are visually impaired.
This piece is also not very interactive for students. However, I think this piece holds some very
important information and is a great introduction to the lesson.
2. Five W’s YouTube Video
I chose to integrate this piece of multimedia into this lesson because it reiterates the information
given to students in the introduction portion of this lesson. This video is informative and gives
students a catchy song to remember. This piece supports the student learning objectives and
standards because it explains in more depth what each of these terms mean and how they relate
to stories. I know it is a high-quality video because the definitions of each term are accurate and
align with definitions I have found elsewhere, and the animations clearly demonstrate the five
W’s. This video aligns with the LORI evaluation dimensions as well. It is a high-quality video
that aligns with the learning goal of this lesson. This piece also does not provide feedback to
students because it is solely informative. However, it is designed in a way that second grade
students can understand. Usability does not apply to this piece because I am projecting it on the
Smart Board for students to watch. I think this piece could be reused in other instances because it
helps students to remember these five terms that they should always be looking for while
reading. Learning the five W’s will be very helpful to students as we move into the summarizing
unit. This video is very engaging and would help to keep students focused on the lesson without
distraction. The closed caption option on this video is a great accommodation for students who
are hearing impaired. If students are visually impaired, thy can just listen to the video. Overall, I
think this is a very effective piece of multimedia that keeps students engaged and accommodates
for students who struggle in different areas.
3. “Hey, That’s My Monster” Read Aloud Video
I chose to integrate this video into the lesson because it is a new way for students to listen to a
story. Typically, I will read books out loud to students, but in this video, they can listen to
someone else read them a story in a different format than they are used to. Now that students
have been introduced to the five W’s, I wanted to give them the opportunity to apply their
knowledge to an example. This is certainly a high-quality video because the woman reading the
story is reading at a pace that suits this grade level. She reads the book slowly and
enthusiastically, which keeps students engaged and allows them to understand what is happening
in the story. She also has expressions throughout the reading, which helps students to understand
the tone of the story. This video aligns with the student learning objectives and standards because
it requires them to listen closely to a story and apply their knowledge of the five W’s afterwards.
This video aligns with the LORI evaluation dimensions very well. This video is high quality, and
its purpose is to educate students at a pace that is suitable to them. While the video does not
provide feedback, students will be given feedback on the assignment that goes along with the
video. It is easy for students to use, because all they must do is click on the link on Google
Classroom which will take them directly to the video. Students have the option to pause the
video and rewind at any time, which can be helpful to students who need to see something more
than once to fully comprehend it. Students can also turn on closed captions for the video in case
they have trouble hearing it. I think this video could be reused in the classroom because it is a
fluently read story that could be used for many assignments.
4. Five W’s Song
I chose this video for the lesson because it is informative and entertaining for students, just like
the other song. It is catchy and describes each W in detail. It is a high-quality video that is
suitable for this grade level. This video supports the student learning objectives and standards
because it is another piece of multimedia that explains the five W’s so students can memorize
them and apply them to their reading. I know this video is high quality because it is clearly made
for this grade level and explains each W clearly and accurately. This video is also engaging and
will keep students interested in the topic. I have found that this video aligns with the LORI
evaluation dimensions. It is high quality and clearly aligns with the learning goal of this lesson. I
want to integrate multiple pieces of multimedia into this lesson that will help students to
memorize the questions they should be answering throughout their reading, and this video
certainly contributes to that. This video does not provide feedback to students, but the
assignment to go along with it does. Students will be expected to use the knowledge they
attained from this video to find the five W’s in their independent reading book. This video is
easy for students to access and use. Once they click on the link, they will be able to view the
video and pause or rewind it at any time. There are also closed captions on this video available
for any student, but this is most important for students who are hearing impaired. This video can
be reused in other lessons as students will need to maintain the knowledge from this lesson in all
their future reading.
5. Quizzizz
I chose to use this website for this lesson because I have found this platform to be very effective
and enjoyable for students. While it is an individual activity, students can compete with their
classmates to get on the leaderboard, which is something students often enjoy. This is a high-
quality website that is used by many teachers to assess their students progress. This platform also
helps students to practice and memorize what they are learning. This quiz supports student
learning objectives and standards because it requires students to apply what they have learned
about the five W’s in the form of an assessment. I know this piece of multimedia is high quality
because this is a trusted website, and I took the quiz myself. The quiz is short, but certainly
effective because it requires students to match up the definitions to the terms they have just
learned. This piece aligns with the LORI evaluation dimensions as well. One of the best things
about this piece is that it provides students with immediate feedback after each question. If a
student answers a question correctly, a fun meme will pop up congratulating them for choosing
the right answer. It will then move to the class leaderboard page so they can see where they are
ranked in the class. This motivates students to think critically and choose the correct answers.
This website is designed in a way that students can easily navigate. This website can certainly be
reused for different units as you can make or access quizzes on any topic.