Central Focus
Number of Students
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Physically Disabled
1
Desk easily accessible and close to
reading carpet
Hearing Impaired
1
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
To make predictions based on the text and illustrations and to develop an appreciations for friendships and good deeds by
making connections between self, text, and the world.
Vocabulary/Concepts/Language
Rationale
Essential Questions
Students will learn what predictions are and how to make them using the text and illustrations in a story. This will prepare
them for higher order thinking tasks and close reading.
Based on what we have already read what do you think will happen next?
(Focus Questions)
Assessments:
Formative
Discussion
Teacher will:
Tell the students that
they will be listening to
a story about fun things
friends do together. It is
called, Miss Tizzy.
Present difficult or
unknown words to the
students on cards that
will be put on the word
wall.
For each word ask the
students if anyone can
read it or tell the class
what it means.
Tell the students that
they will see these
words in the story.
Show the students the
Students will:
Instructional Strategies
15 minutes
Independent
Practice/Exploration of
Concepts
30 minutes
If prompted by teacher,
read aloud part of the
text that verifies
prediction.
predictions.
Direct students to read
the next four pages.
Continue to observe and
assist the students as
necessary.
Ask the students, Were
any of our last
predictions correct?
Why/why not?
Ask the students to read
aloud the part of the text
that verified their
predictions.
Ask the students, Why
do you think the parents
thought Miss Tizzy was
peculiar? Can you give
me an example from the
text or illustrations?
Why do you think Miss
Tizzy and the children
did this for their
neighbor?
Ask them to make new
predictions based on the
text they have read so
far and the illustrations
from the picture walk.
Choose a few students
to share their
predictions orally with
the group.
Direct students to read
the next six pages.
Continue to observe and
Central Focus
Content Standards/Objectives
Number of Students
Physically Disabled
Hearing Impaired
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Desk easily accessible and close to
reading carpet
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
Adjectives
Vocabulary/Concepts/Language
Rationale
Students will use prior knowledge of adjectives, discussed in a previous lesson, to describe a character. This will prepare them
Rationale
Essential Questions
(Focus Questions)
Assessments:
Formative
Teacher will:
Students will:
Tell the students that
they will be using their
knowledge about
adjectives, or describing
words, to talk about the
characters in the book
Cinderella.
Read aloud Cinderella
Use good listening
to the class.
skills while teacher is
reading Cinderella.
Ask the students, Does
Answer the teachers
anyone remember what
question if prompted.
an adjective is? Can you
give me an example of
one?
Ask the students what
Provide adjectives to
some adjectives could
the teacher if prompted.
be to describe a person.
Write these on the
board.
Independent
Practice/Exploration of
Concepts
15 minutes
Closure
5 minutes
Crayons
Central Focus
Content Standards/Objectives
Vocabulary/Concepts/Language
Rationale
Essential Questions
(Focus Questions)
Number of Students
Physically Disabled
Hearing Impaired
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Desk easily accessible and close to
reading carpet
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
Sequencing
Informational text
Students will use their prior knowledge about sequencing to determine the sequencing of events in an informational text. This
will increase their knowledge on sequencing words and story line as well as the aspects of a non-fiction text.
How does a cocao bean become a chocolate bar?
Assessments:
Formative
Teacher will:
Students will:
Tell the students that
they will be listening to
an informational text
that describes how a
cocao bean is turned
into chocolate.
Ask them how they
Answer the question
think beans might be
posed by the teacher if
turned into chocolate.
prompted.
Show the students the
cover of the book and
read them the author.
Read the whole book
aloud to the class,
pausing at pages to
activate prior
knowledge or answer
questions.
Review sequencing
words with the students.
Write First on the
board and ask the
students how they might
Independent
Practice/Exploration of
Concepts
15 minutes
Closure
10 minutes
Provide some
suggestions for How-To
stories if prompted by
the teacher.
the board.
Student Product: N/A
Instructional Resources, Materials and References:
Beans to Chocolate by Inez Snyder
Sequencing cards with strings and clips
Pencils
Literature Selection: Snyder, I. (2003). Beans to chocolate. New York: Children's Press.
Science
Central Focus
Number of Students
Physically Disabled
Hearing Impaired
Students will continue to learn about the components of the solar system.
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Desk easily accessible and close to
reading carpet
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
Content Standards/Objectives
Vocabulary/Concepts/Language
Sun: a star that is in the middle of our Solar System and makes its own energy. Its light is bright and contains energy that
powers weather on the planets.
Planet: a large body that revolves around the Sun
Moon: a natural object that orbits a planet
Comet: a fuzzy sphere with a tail that is made of rock and ice and orbits the Sun
Asteroid: a chunk of irregularly shaped rock or metal that orbits the Sun. Mostly between Mars and Jupiter
Meteorite: a small piece of rock orbiting the Sun. Smaller than an asteroid
Shooting stars: meteors that cause streaks of light in the sky when they burn up in Earths atmosphere
Gas and Dust: tiny pieces of particles and gas. Make up a small part of the Solar System
Students will use classroom resources and prior knowledge gained from previous lessons about the Solar System to create a
Catalog. This will be used as a future resource and study material for quizzes and tests.
Rationale
Essential Questions
(Focus Questions)
Assessments:
Formative
Formative
Teacher will:
Tell the students that
they are going to be
learning more about the
Solar System and will
begin by reading a
story.
Read students The
Magic School Bus Lost
in the Solar System by
Joanna Cole
Students will:
and dust.
Put words for Catalog
on the SmartBoard so
students may reference
it while researching.
Tell the students that
they may use any of the
reference materials in
the classroom to
complete this activity.
Independent
Practice/Exploration of
Concepts
30 minutes
Practice/implement skills;
cooperative learning; group work,
etc.
Closure
5 minutes
Steps for ending the lesson,
summarizing the key points learned,
engaging students in reflecting on
their learning, and orienting them to
future learning. This step is present in
every lesson, even those extending
over several days or class periods.
Share understanding of the concepts
Student Product:
Instructional Resources, Materials and References: Paper booklets, colored pencils, online and book Solar System resources
Literature Selection: The Magic School Bus Lost in the Solar System by Joanna Cole
Number of Students
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Physically Disabled
1
Desk easily accessible and close to
reading carpet
Hearing Impaired
1
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
The central focus describes the whole unit (or learning segment). It remains the same on each of the individual lessons you
submit as part of the learning segment.
Central Focus
Number of Students
Content Standards/Objectives
Vocabulary/Concepts/Language
Rationale
Essential Questions
(Focus Questions)
New Moon, Waxing Crescent, First Quarter (Half) Moon, Waxing Gibbous, Full Moon, Waning Gibbous, Third Quarter (Half)
Moon, Waning Crescent
Students will use prior knowledge of the lunar cycle to complete whole class and independent practice further developing their
knowledge of the lunar cycle and the phases of the Moon. This will allow them to be prepared when choosing their subjects for
their independent research projects and to gain knowledge about our Solar System.
What are the eight stages of the lunar cycle?
What do each of these phases look like?
Assessments:
Formative
Formative
Teacher will:
Students will:
Fold computer
paper into eight
sections and write
name in upper left
hand corner as
instructed.
Modifications (RTI/UDL
Strategies)
black, Moon.
Independent
Practice/Exploration of
Concepts
20 minutes
Closure
5 minutes
Receive materials
from teacher.
Create lunar
phases with Oreo
cookies, glue
them onto the
paper plate, and
label them
correctly.
Hand in Oreo
lunar cycle to the
teacher and clean
up areas.
Student Product:
Math
Number of Students
Physically Disabled
Hearing Impaired
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Desk easily accessible and close to
reading carpet
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
Central Focus
Using knowledge of symmetry and shapes to create an object.
Content Standards/Objectives
CCSS.4.G.3 Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the
figure can be folded along the line into matching parts.
Identify line-symmetric figures and draw lines of
symmetry.
CCSS.SL.4.1d Review the key ideas expressed and explain
their own ideas and understanding in light of the discussion
Vocabulary/Concepts/Language
Students will use their prior knowledge of geometric shapes, snowflakes, and symmetry to design and create a hexagonally
shaped, symmetrical snowflake out of paper shapes. This will allow the teacher to assess how well the students have learned
these concepts.
Rationale
Essential Questions
(Focus Questions)
Assessments:
Formative
Formative
Student discussion
Teacher will:
Ask the students what
they remember about
snowflakes from the
previous days lesson.
Students will:
Respond to the teachers
question: snowflakes
are symmetrical, they
all unique, they are
hexagonally shaped,
they have dendrites etc.
Ask the students if
Tell the teacher that
someone can remind the
asymmetrical is when
class what symmetrical
an object can be folded
means
in half be the same on
Put up a picture of a
snowflake on a
PowerPoint and ask the
students to identify a
few ways in which the
snowflake is
symmetrical. Remind
them that snowflakes
are shaped like
hexagons.
Tell students that they
will be using shapes to
create a symmetrical
snowflake! You will
make your shapes out of
these paper strips (show
students paper strips).
Show them how to
make a circle, triangle,
and square.
Show them the teacher
made sample
snowflake.
Tell the students that
they will begin by
creating a blueprint, or
drawing, of what they
want their snowflake to
look like and that their
snowflakes should be
symmetrical and
hexagonally shaped and
that they must use at
least 7 paper shapes.
Hand our white paper to
Independent
Practice/Exploration of
Concepts
15 minutes
Lesson strategy with step-by-step
performance measures or sub tasks.
Practice/implement skills;
cooperative learning; group work,
etc.
students.
Tell the students that
they will have 3
minutes to complete
their blueprints and
begin constructing their
designs. If they finish
before the three minutes
they may get the paper
strips they need and
begin making their
snowflakes.
Tell the students that
once they have made
and organized their
shapes to get another
piece of white paper
and glue stick from the
front table and to glue
their shapes into place
on the paper and then to
hand it in.
Start the students 3minute blueprint time.
Closure
5 minutes
snowflake to the
teacher.
Hand completed
snowflakes on
clothesline.
http://www.nsta.org/elementaryschool/connections.aspx
Central Focus
Complete the chart below to include demographic information including learning needs, number of students and supports and
accommodations pertinent to the IEP goals. Consider the variety of learners in your class who may require different
strategies/supports or accommodations/modifications to instruction or assessment (e.g. students with IEPs or 504 plans,
English language learners, struggling readers underperforming students or those with gaps in academic knowledge, and/or
gifted students needing greater support or challenge).
Learning Needs Category
Number of Students
Physically Disabled
Hearing Impaired
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Raises hand upward and downward in
place of bending over and standing up.
Use of iPad or TA while completing
Practice Sheet and Exit Ticket
Seated close to the teacher during the
read aloud
Decomposing the number 10 and creating number bonds with all of the decompositions.
Goal: Students will learn how to add to, take away from, put together, and take apart the number 10 by using objects,
drawings, and equations.
Objectives: Students will correctly determine all decompositions equal to ten and be able to reproduce all the number pairs as
number bonds.
Content Standards/Objectives
Decomposition of ten
Vocabulary/Concepts/Language
Rationale
Students will build on their prior knowledge of decomposing number up to 9 to understand the decompositions of the number
10. They will further their understanding of addition through the use of Rekenrek bracelets and grouping of ones to create a
larger number. These skills will allow students to successfully begin adding and decomposing larger numbers.
What are the different ways inAssessments:
which 10 can be decomposed? What are the number families for the number 10?
Essential Questions
(Focus Questions)Practice Sheet Students will be
Formative
Formative
Teacher will:
Instruct the students to
count from 0 to 20 and
Students will:
Count from 0 to 20 and
touch the floor on odd
Receive bracelet
materials from teacher
and follow instruction
on how to make an
individual bracelet.
Independent
Practice/Exploration of
Concepts
10 minutes
Closure
15 minutes
Steps for ending the lesson,
summarizing the key points learned,
engaging students in reflecting on
their learning, and orienting them to
future learning. This step is present in
every lesson, even those extending
over several days or class periods.
Share understanding of the concepts
(journal, verbal share-out, exit slips,
etc)
decompositions of 10
and provide a number
bond for each.
decompositions of 10
along with a number
bond for each.
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Physically Disabled
1
Desk easily accessible and close to
reading carpet
Hearing Impaired
1
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
Students will use prior knowledge of rounding, multiplying by tens and adding common units to add multi-digit whole numbers.
Central Focus
Number of Students
Content Standards/Objectives
Vocabulary/Concepts/Language
List all concepts that will be taught and assessed in the lesson. Include academic language from edTPA assessment: register,
fluency, language demands.
Students will use prior knowledge of rounding, multiplying by tens and adding common units to add multi-digit whole numbers.
This will create a base of understanding for more complex math concepts.
Rationale
Essential Questions
(Focus Questions)
How can you solve a problem using rounding skills and tape diagrams?
Assessments:
Formative
Teacher will:
Students will:
Write the number 3,941
3 thousands
on the board and say it
aloud to the students
and tell them that they
are going to round the
number to the
thousands. Ask them
how many thousands
are in the number.
Draw a number line on
4,000
the board and label the
lower end 3,000 and ask
how much 1,000 more
is. Place 4,000 to the
higher end of the
number line and instruct
students to copy it in
their math journals.
Ask them what comes
3,500
in the middle of 3,000
and 4,000.
Label 3,500 on the
number line and tell the
students to as well.
Independent
Practice/Exploration of
Concepts
30 minutes
form
Write 303+202 = ____
and read the sentence.
Ask the students to give
the answer in unit form
and then to write the
sentence on their white
boards.
Repeat for 505+404;
5,005+5,004;
7,007+4,004; and
8,008+5,005
Project the application
problem on the board
and read it to the
students.
Talk the students
through rounding each
number and answering
the question in the
problem: 12,490;
14,295; and 11,116.
Draw a tape diagram
including the three
numbers, along with the
number sentence for the
problem.
Project 3,134+2,493
vertically on the board
and ask the students to
read it along with you.
Instruct the students to
draw a tape diagram
representing the
problem and ask them
what the two parts are
the teacher
Closure
11 minutes
discuss
Ask students to say the
equation with you
40,762 plus 30,473
equals 71,235.
Instruct them to record
this on their tape
diagrams.
Project
207,426+128,744 and
ask the students to draw
a tape diagram for the
problem and to write
the numbers on their
white boards and to
complete the problem.
Provide students with a
problem set
independently
Asks the students some
debriefing questions:
What purpose does a
tape diagram have? In
problem 1, what did you
notice was similar and
different about the
addends and the sums?
How is recording the
regrouped number in
the next column when
using the standard
algorithm related to
bundling disks?
Read aloud problems to
the students to complete
as exit tickets. Use the
Complete independent
problem set worksheet
Complete questions
read aloud by teacher
numbers 32,537 +
207,492; 2,806 + 1,679;
and 23,748 + 7,570.
Student Product: N/A
Instructional Resources, Materials and References:
Personal white boards and markers for students
Millions place value charts (teacher and students)
Exit ticket questions
Independent problem set worksheets
Literature Selection: N/A
Social Studies
Teacher: Mekenzie Krause
Lesson Title and Grade Level: Drafting Social Studies Topic Essay; 5th Grade
Unit Theme: Social Studies Topic
Lesson Topic: Drafting
Context for Learning
Central Focus
Number of Students
Physically Disabled
Hearing Impaired
Students will use their previously made outlines to begin drafting a narrative.
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Desk easily accessible and close to
reading carpet
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
Content Standards/Objectives
CCSS.ELA-Literacy.W.5.2 Write
informative/explanatory texts to examine a topic
and convey ideas and information clearly
CCSS.ELA-Literacy.W.5.5 With guidance and
support from peers and adults, develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach
Vocabulary/Concepts/Language
Students will have chosen a topic to outline and begin drafting. This will allow them to begin learning more thoroughly about
the writing process.
Rationale
Assessments:
Are your ideas being clearly stated
in your essay?
Essential Questions
Formative (Focus Questions)
Student Product Written Draft
Physically disabled student may dictate
draft to a recording device/tablet or
Teachers Assistant/Aid
Teacher will:
Tell the students that
they will be using their
outlines to begin
drafting their
informative essays.
Students will:
Instructional Strategies
2 minutes
Independent
Practice/Exploration of
Concepts
35 minutes
Closure
6 minutes
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Physically Disabled
1
Desk easily accessible and close to
reading carpet
Hearing Impaired
1
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
Examining a photograph as a primary source to gather evidence and ask questions about its content.
Central Focus
Number of Students
Content Standards/Objectives
Gathering evidence from a collection of photographs
Vocabulary/Concepts/Language
Students will use their prior knowledge of the Underground Railroad and slavery to examine a photograph and record their
observations, reflections, questions, and further investigation ideas.
Rationale
Essential Questions
(Focus Questions)
Assessments:
Formative
Independent
Practice/Exploration of
Teacher will:
Students will:
Modifications (RTI/UDL Strategies)
Ask the students to
Answer the Do Now
Physically disabled student may
answer the Do Now
question written on the
provide answer orally to Teachers
question on the board:
board.
Assistant, Teacher, or Aid, or dictate it
What do you know
to a recording device/tablet if unable to
about the Underground
write.
Railroad?
Tell the students that
they will be viewing a
collage of images and
using it to make
inferences about the
time in which it was
taken, or made.
Break the students into
pairs and provide them
with the Primary Source
Analysis Tool
organizer.
Project the attached
photo on the
SmartBoard.
Ask the students for an
Provide the teacher with
observation, a
an observation,
reflection, and a
reflection, and question
question regarding the
regarding the
photograph and write it
photograph.
on the board.
Concepts
25 minutes
Closure
10 minutes
partners.
Circulate the room and
observe and answer any
questions that students
may have while
completing the
organizer.
Ask student
partnerships to share out
some of their
observations,
reflections, questions,
and ideas for further
investigation based on
the photograph
provided.
Tell the students that
they will answer their
own questions during
the research project they
will be completing.