UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

Lesson Plan
Title:
Date:

Reading/Writing/Ma
th

Grade Level:

5th Grade

Lesson Plan
Topic:
Estimated
Time:
School Site:

Reading/Writing/Ma
th
65 min/ rotation
Roundy ES

1. State Standard(s):
5.NBT.1- Recognize that in a multi-digit number, a digit in one
place represents 10 times as much as it represents in the place
to its right and 1/10 of what it represents in the place to its left.
5.NBT.3- Read, write and compare decimals to thousandths
5.NBT.6- Find whole-number quotients of whole numbers with up
to four-digit dividends and two-digit divisors, using strategies
based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and
explain the calculation by using equations, rectangular arrays,
and/or area models.
RL.5.5- Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular story,
drama, or poem.
RL.5.6- Describe how a narrator's or speaker's point of view
influences how events are described.
SL.5.2- Summarize a written text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
W.5.3- Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear
event sequences.
W.5.3.b- Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show the
responses of characters to situations.
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. (Editing for conventions
should demonstrate command of L.5.1-3.)
2. Teaching Model(s):
Co-teaching
Direct instruction
Indirect Instruction

Kagan: Quiz Quiz Trade, Showdown, Talking Chips, Minute

Fingers, Rally Coach, People Hunt, Snowball, Post-it
Questioning: DOK

3. Objective(s):
READING
o Students will listen to a story read aloud and summarize
the text using notes.
o Students will understand how chapters fit together to
create a story.
o Students will understand how point of view influences a
story.
WRITING
o Students will write personal narratives using clear event
sequences and descriptive details.
o Students will effectively use dialogue within their writing.
o Students will develop and strengthen writing using revising
and editing skills.
MATH
o Students will understand the place value system for whole
numbers and decimals.
o Students will explain mathematical thinking clearly and
precisely.
4. Materials and Technology Resources:
Reading: Revolutionary War on Wednesday, trifold, inferencing
quiz, rotation materials.
Writing: Revision checklist, Editing checklist, projector, Internet
capabilities, editing quiz.
Math: Projector, Math journals, place value mats, quiz, OSMO,
computers
5. Instructional Procedures:
MONDAY
No School
TUESDAY
READING
a. Motivational/Engagement:
Students will review what has happened so far in Revolutionary
War on Wednesday.
Students will create a sequence line to show what has happened
so far.

 What do you think will happen next in the story? (DOK 3)

b. Developmental Activities or Learning Experiences:
Continue reading chapter 4 of the story.
Do you think it is a good idea for Jack and Annie to follow the
patriots? (DOK 2)
If you were Jack or Annie would you make the same decision?
Why? (DOK 4)
Upon completion of reading the chapter students will complete
the chapter 4 panel of their trifold. They will identify key words
from the text and define them using context clues.
Students will play Quiz-Quiz-Trade to begin review of states and
capitals.
Students will separate into rotations:
o Time with Teacher: Inferencing Review
o AR Reading
o States and capitals practice and review
o Fluency- The Dog and the Oyster
o Word work
o Comprehension- 13 colonies passages
c. Closure:
Toss the ball to review character, setting, and main idea
d. Extension:
Students will play Place The Pin with state location
WRITING
a. Motivational/Engagement:
Review expectations for Personal narrative. Distribute rubrics and
review as an entire class what is expected. Students will also be
given the due date for their paper
b. Developmental Activities or Learning Experiences:
Pass out revision checklist (pg 55). Explain how revising papers
can help students improve the focus and writing in their papers.
As a class review revision checklist.
Allow students to work on their rough drafts. Students may also
start revising and typing their rough drafts if they are finished
writing.
Teacher will rotate classroom helping students with their writing
process.
Review Show, dont tell pass out show dont tell worksheets. As
a class, review the first two questions on each side. Students will
complete the rest of their paper with a partner. If students do not
finish, the worksheet will be homework.
c. Closure:
POV Showdown
d. Extension:

 Students will continue working on their essays.

MATH
a. Motivational/Engagement:
Students will complete pg 114 of their math journal to review
how to write decimals.
b. Developmental Activities or Learning Experiences:
Practice writing whole numbers in expanded form.
Explain to students that decimals can also be broken into
expanded form.
Ask students to turn to pg 118. Students will follow directions for
coloring in 0.312.
What did you notice about shading in the different parts? (DOK1)
Why did you leave the shading the same for some parts of the
decimal when you added others? (DOK 3)
Show students how to break down decimals into expanded form.
Relate to whole numbers :
o Addition 3.456 (3 +0.4+0.05+0.006)
o Multiplication 3.456 ([3*1]+[4*0.1]+[5*0.01]+[6*0.001])
o Fractions 0.45 (4*1/10 +5*1/100)
Students will complete the page using People Hunt.
Students can have a different student help them fill out each
square on the grid.
Students will participate in Daily 5 Rotations
o ST Math
o OSMO
o Math Boxes 4-4 pg. 121 Math boxes 4-2
o EDM games
o Meet with Teacher- Students will practice rounding
decimals
c. Closure:
Have students share their favorite way to compare decimals.
Have students find a partner who also likes their favorite way.
Have students help each other compare 0.876 and 0.871.
d. Extension:
Students will compare different decimals up to the thousandths
place.
WEDNESDAY
READING
a. Motivational/Engagement:
Students will use Talking Chips to review what they know from
Revolutionary War on Wednesday. Each student will receive two
talking chips to use.
b. Developmental Activities or Learning Experiences:

Teacher will read chapter 5 and chapter 6 to students.

Throughout the reading, the teacher will ask questions about the
text including:
o What is the sequence of this chapter? (DOK 1)
o Do you think Jack and Annie will find their something to
send? (DOK 2)
After each chapter students will fill out the appropriate part of
their trifold
o Chapter 5: Sequencing
o Chapter 6: Fact and opinion
Students will watch a BrainPop video about POV. Throughout the
video, pause to ask students for examples of each type of POV.
As a class students will read POV passage 1.
o What is the point of view of this passage? (DOK 1)
o What traits of the passage make you believe that you
are correct? (DOK 2)
Students will continue their Daily 5 rotations
o Time with Teacher: Inferencing Review
o AR Reading
o States and capitals practice and review
o Fluency- The Dog and the Oyster
o Word work
c. Closure:
Snowball states and capitals.
d. Extension:
Students will work on POV task cards. They will be responsible for
what the point of view is and how they came to that conclusion.
WRITING
a. Motivational/Engagement:
Find the mistake Showdown
b. Developmental Activities or Learning Experiences:
Review homework as a class.
Explain to students the concept of peer editing.
Have any of you ever missed a mistake in your own writing?
Peer editing helps because someone else is looking at your
paper. Since they did not write your paper, they can see mistakes
more easily than you can.
Introduce students to the peer editing checklist. Review each
item with students. Reiterate importance of peer editing with
each step.
Pass out short passages so students can practice editing a paper.
Review edits as a whole group. Make sure to emphasize commas,
appropriate punctuation, and commonly misspelled words.

 Allow students time to revise and edit their papers.

c. Closure:
Students will write a sentence on a post-it with an error on it.
Then, they will trade and their partner will correctly edit a Postit note.
d. Extension:
Students may begin working on their final draft. May be
handwritten or typed.
MATH
a. Motivational/Engagement:
Students will participate in Showdown mental math.
Have students identify the place-value position of the underlined
digit in each number.
After six rounds, the team with the most points will win $60.
b. Developmental Activities or Learning Experiences:
Which is greater, 0.34 or 0.248? You may use a grid or expanded
form to help you decide. Be ready to explain how you know.
Students will describe how they came to the conclusion of which
decimal is bigger.
Show students on the board how to fill in their thousands grid.
Then, show students how to write the decimal in expanded form.
Explain that to decide which number is greater, we have
to compare the numbers. Point out that comparing decimals is an
important skill since many real-world measurements and
statistics.
Explain to students that today they will use a place value chart to
compare decimals. By separating the number by place value the
students can clearly see which number goes where. Remind
students that the number should be compared left to right.
Have students compare 0.248 and 0.24
What do you notice about these decimals? How can we use a
number sentence to compare these numbers?
Remind students that comparing decimals is a little different than
comparing whole numbers. Each additional digit is smaller not
larger. If students are having misconceptions have them use a
thousands grid.
Introduce decimal comparison game to students. Students will
draw 3 cards each; they will choose where to place them on the
place value mat. Then, the students will decide who has the
larger decimal.
Play a round with the students.
What different strategies can you use to compare the decimals?
(DOK 1)
How did you decide to place your cards? (DOK 1)

Students will participate in Daily 5 Rotations

o ST Math
o OSMO
o Math Boxes 4-4 pg. 121 Math boxes 4-2
o EDM games
o Meet with Teacher- Students will practice rounding
decimals
c. Closure:
Have students share their favorite way to compare decimals.
Have students find a partner who also likes their favorite way.
Have students help each other compare 0.876 and0.871.
d. Extension:
Students will compare different decimals up to the thousandths
place.
THURSDAY
READING
a. Motivational/Engagement:
Resequencing the story. Write main points on the board out of
order. Have students correct the teachers mistakes.
b. Developmental Activities or Learning Experiences:
Students will listen to teacher read chapter 7 and 8 of
Revolutionary War on Wednesday. As the students listen they will
work on their trifold:
o Chapter 7: Character Traits
o Chapter 8: Explanation
As a group, students will share what they have written in their
trifolds.
Students will continue their Daily 5 rotations
o Time with Teacher: Inferencing Review
o AR Reading
o States and capitals practice and review
o Fluency- The Dog and the Oyster
o Word work
Students will complete POV passage 2 as a whole class. Together
students will decide what the point of view is for the passage.
Students will work on the Where is my Pet? inferencing
worksheet individually. Students will complete this worksheet as
homework
c. Closure:
Students will Post-it Is point of view clear or unclear?
d. Extension:
Students will practice writing in first and third person objective.
WRITING

a. Motivational/Engagement:
As students enter the room they will use modified Minute
Fingers to show how many days students need to complete the
project.
b. Developmental Activities or Learning Experiences:
As a class, students will practice editing short passages.
Students will come up to the board and make their edits.
Students will then edit a paragraph using Rally Coach.
Introduce the idea of publishing to students. In the publishing
phase of the writing in which you make your writing presentable
for your audience. For example, a novelist might get their
manuscript sent to the printer.
In this classroom we will either type our paper or write it neatly
on publishing paper. Student publishing must be correct and neat
so it can be read by anyone.
Additionally, students who have time may create illustrations to
aid in the telling of their story.
Students will continue to peer edit their papers. Once done
students will work on their final drafts.
Teacher will walk around and assist students in editing and
publishing process.
c. Closure:
As students exit, ask them about a step of the writing process.
o Why must we edit our essays (DOK 2)
o What is a rough draft? (DOK 1)
o Why must we write neatly for our final draft? (DOK 2)
d. Extension:
Students will create a published book with neat writing and
illustrations.
MATH
a. Motivational/Engagement:
Students will complete mental math activity that reviews decimal
place value. Students will write answer on their whiteboard and
place the answer face up on their head. Teacher will circulate and
check for understanding.
b. Developmental Activities or Learning Experiences:
Pass out hundreds grids to students.
Ask students to shade in 0.28 of the grid.
How did you shade in your boxes? Did you have a strategy?(DOK
3)
Is 0.28 closer to .2 or 0.3? (DOK 1)
While we could use a grid to round decimals, we can also use a
number line.

Teacher will show number line to students. Students will copy

teachers actions on desk. Divide number line into ten segments.
Have students mark 0.28 on their number line. Is this closer to
0.2 or 0.3, how do you know? (DOK 2)
Why do you think it is important that we know how to round
decimals? (DOK 3)
Rounding decimals is important because sometimes we are given
decimals with more digits than we need. Rounding can make
decimals easier to work with and understand.
As a class, students will continue to practice using a number line
to round their decimals. Pg 124
Review page. What do you notice about the number you rounded
down? rounded up? (DOK 1)
Students will continue with Daily 5.
o ST Math
o OSMO
o Math Boxes 4-4 pg. 121 Math boxes 4-2
o EDM games
o Meet with Teacher- Students will practice rounding
decimals
c. Closure:
As they exit, ask students to round a decimal. Ex: 0.48, 0.21,
0.65
d. Extension:
For more practice rounding decimals, students draw cards to
generate a 5-digit number with one digit in the ones place
followed by four digits in decimal places. They use a spinner to
determine which place value they must round to. Partners check
each others work and read the resulting numbers aloud to each
other.
FRIDAY
READING
o Students will complete Chapter 9 and 10 of
Revolutionary War on Wednesday. Students will
complete chapter 9 and 10 of the trifold.
Chapter 9: Genre and evidence
Chapter 10: Evaluate and create.
o Students will complete an inference quiz
o Students will continue with Daily 5:
Time with Teacher: Inferencing Review
AR Reading
States and capitals practice and review
Fluency- The Dog and the Oyster
Word work

WRITING
o Students will complete an editing quiz.
o Students will continue working on their final draft and
published papers.
MATH
o Students will complete a math quiz for long division and
fraction problems.
o Students will continue with Daily 5
ST Math
OSMO
Math Boxes 4-4 pg. 121 Math boxes 4-2
EDM games
Meet with Teacher- Students will practice rounding
decimals

6. Accommodations, Modifications, and Differentiations for Diverse

Learners:
READING
Accommodations: Have interpreter available for hard of
hearing students. Have note taker available for students with
learning disabilities.
Modifications: After each page pause and ask if any student
needs clarification of that page. Do not move on until all
students are ready.
Differentiations: Students moving at a faster pace will create
summaries for each chapter
WRITING
Accommodations: Have interpreter available for hard of
hearing students. Allow more time for students who need
more focus time during discussions. Provide notes and
checklists for writing.
Modifications: Pair students together to allow for assistance
during worksheet activities.
Differentiations: Students working at a faster pace may move
progress to the next steps more rapidly.

MATH
Accommodations: Use visual aids to help ELL students
understand place value.
Modifications: Adjust workload so students can focus on a
problem area.
Differentiations: When writing decimals in expanded form use
3 different colors on the thousands graph and a place value
mat to show differentiation of number

7. Assessment and Evaluation of Learning:

a. Formative:
READING- Teacher will pull small groups and check
understanding
WRITING- Teacher will pull students during writing time to
check work and understanding of writing narratives.
MATH- Teacher will pull small groups to check for
comprehension. Check for understanding during mental math.
b. Summative:
READING- Students will turn in trifold for listening grade and
inferencing quiz
WRITING- Editing Quiz
MATH- Students will take an assessment on Friday on long
division and word problems using fractions
8. Homework Assignment:
READING- Give me a state research project
WRITING- Show, dont tell worksheet
MATH- Math boxes
9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: