Name: Lucy Kunz Lesson Plan

Grade Level: 5th Grade Time Required for Lesson: 45 minutes

Class Description (# of boys & girls; IEPs, 504s; types of diverse learners; ability grouping…)
o 7 Boy and 4 Girls
o IEP: One student is classified as having learning disability in reading.

New York State Next Generation ELA Learning Standards

 5R1: Locate and refer to relevant details and evidence when explaining what a text says
explicitly/implicitly and make logical inferences.

 5R9: Use established criteria to categorize texts and make informed judgments about
quality; make connections to other texts, ideas, cultural perspectives, eras and personal
experiences

Learning Objectives
 Students will be able to answer questions and make inferences about The Skunk Ladder.
 Students will be able to define unfamiliar vocabulary as it is used in the text.

Academic Language

Language Description & Task TARGETED Support

Demand
Language  Students will be able to
Function answer questions and make
inferences about The Skunk
Ladder.
 Students will be able to
define unfamiliar vocabulary
as it is used in the text.
-Student with IEP will get extra
time with the worksheets.
-Student with an IEP will be given a
list of the vocabulary words with the
definitions.

Vocabulary Humorous fiction, analyze, define, -Student will have the direction
inferences reworded or read aloud.

Syntax

Discourse Composing short answer responses -Student will receive extra time
when completing short answer
questions.
-Student with an IEP will receive a
list of the vocabulary words with the
definitions.

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 Name: Lucy Kunz Lesson Plan

Student Needs Assessment (where the learners "are" and where they need to "go")

Students understand some vocabulary. Students need to understand the vocabulary used in the
short story. This is the key to understanding the story The Skunk Ladder.

Asset – connecting students’ personal interests, school, family, cultural or community to learning
tasks —how will these assets inform your planning, instruction, differentiation, and assessment –
discuss only those which apply to this lesson)
Kids love to play games; therefore, the kids will be playing a relay race vocab game after
we finish the short story.

Learning Target— “I can …”

I can define unfamiliar vocabulary by using context clue in the text.

I can answer questions and make inferences about The Skunk Ladder.

Prior Knowledge

Teacher will ask students questions about the previous readings from the day before.
Teacher will then assess if we need to review what happened in the short story or if we
can continue.

Instructional Procedures
Introduction/time (how you will engage your learners at the beginning of the lesson)

In the beginning of the lesson, the teacher will ask students question on the previous
reading from the day before. This will help engage students and refresh their memory
before we move on with the book. Students will be able to ask any questions that they are
unsure about. They will also be thinking about their predictions they made yesterday.
Time: 8 minutes

Developmental activities/time—modeling and supporting students learning of essential concepts,

strategies… giving appropriate learning tasks for productive struggle)
Learning Task:
Students will be able to answer questions and make inferences about The Skunk Ladder.
Students will be able to define unfamiliar vocabulary as it is used in the text.

Partner Work:
Students will be talking to their partners about their predictions they made yesterday and
refreshing their memories about the book.

Small Group Work:

Students will be reading the book out loud with each other. Students will be playing a
vocabulary relay race game using the vocab words from the story.

Time: 22 minutes

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 Name: Lucy Kunz Lesson Plan

Closure/time (find out from the students what they have learned)

After we read the book, students will play a vocab relay race game in order to assess their
knowledge. One child from each team will get the same vocab definition and whoever
answer correctly the first time will get the point. Those students will them go to the back
of the line and two more will come up. I am then assessing them verbally rather than
written.
Time: 15 minutes

Adaptations (—how you are differentiating instruction e.g. below target and above target
students. You must always plan for IEPs and 504 students if they are in your class)

Students who have a IEP or 504 plan and has a disability with reading they will have an
aid with them to help them read and follow along with the story. If a student has a
disability in writing, then the students will have a shorter writing assignment, and/or an
aid will write for the students and the student will tell them their answers verbally. If
there is no aid in the classroom, the student will be able to type up their response or
record themselves answering the question. All students will be given extra time to
complete their assignments or tests. Students who have an IEP will also be given index
cards or a piece of paper with the definitions and vocab words written on them.

Multiple Assessment Strategies

(Assessment: Type of assessment and aligned with essential literacy strategy: informal, formal,
prior knowledge, assessment of objectives, formative assessment(s); pre-and post-assessment…
higher order questions etc.)

Describe: Informal (i.e. Describe: Formal (i.e. Support

questions, observation…)
Objective Questions:
1 What happened in the book
yesterday? Do you think the
skunk got out?
Skill:
Students will be using prior
knowledge in order to
remember what happened in
the book yesterday.
Objective Questions:
2 What do you think
abandoned means in this
sentence pg.179? What does
bellow savage mean in this
sentence? Use context clues
KWL, Exit ticket,
1-minute paper…)
Verbal Assessment: -Aid will be in the
Students will be asked classroom to help the
throughout the book to student read and
explain what happened, remember prior
why, and what do you knowledge.
think might happen next.
Students will be asked to -Student will receive
infer the meaning of our index cards with the
vocab words by using vocab words and
context clues in the text. definitions on it.
Game:

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 Name: Lucy Kunz Lesson Plan

in order to find the Students will play a

definition.
Skill:
Using context clues to figure
out the definition of the
vocabulary word.
vocabulary relay race
game using the vocab
words from the short
story.

Resources (give citations for materials you have used that others have created; provide url)

1. New York State Next Generation ELA Learning Standards (2017)

2. The Skunk Ladder, Reading Street Common Core (2013)