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Alecia Hagen

ELM 210
April 16, 2018
Instructor Farkas

Topic 6: Benchmark - Children’s Informational Text Lesson and Assessment Plans


GCU College of Education
LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Alecia Hagen


Grade Level: 5th Grade
April 16, 2018
Date:
Reading Informational Text
Unit/Subject: The Story of US
Instructional Plan Title
I. PLANNING – DAY ONE
Lesson Students will read the informational text “A History of US” by Joy Hakim. For this three-day
summary and lesson the students will be focusing on chapter three, In the Beginning. As a whole class we will
focus: read the informational text, pausing to discuss key vocabulary words, pictures and maps that are
associated with the text, and class discussions about the text. Students will use KWL charts to
develop their understanding of the key vocabulary words and finding the words in the text to help
discover their meanings. Students will use timelines, anchor charts, and umbrella charts to help
identify the author’s purpose and identify inferences in the text. Students will complete these
activities both collaboratively and independently with a partner. Student will view videos to help
connect understanding of the importance of the Beringia, how to use inferences, and how
important artifacts and archaeologists were to history. Lastly students will have a summative
assessment over the informational text. Students will receive an additional bonus at the end of the
three-day mini unit by going on a field trip to see our towns mammoth exhibit.
Classroom and The classroom consists of thirty students of diverse ethnicity. There are fourteen male students and
student factors: sixteen female students. There are five Hispanic students, two Asian students, nineteen Caucasian
students, three African American students, and one Native American/Pacific Islander. Students are
a mix of four English Language learners and twenty-six non-English language learners. There are
five students who receive services of an IEP or 504 and six students who are listed as RTI tier two
or three for reading or math. Of the thirty students in the class, twenty-seven of the students are at
grade level for their age, two are above grade level for age, and one is below grade level for age.
The students reading performance level is a mix of fifteen students at grade level, two are two
years above grade level, four are one year above grade level, eight are one year below grade level,
and one is two years below grade level. The student math performance levels are a collaboration
of eighteen at grade level, three are below grade level, four one year above grade level, three two
years below grade level, and two who are two years above grade level. The class as has a majority
of moderate parental involvement with sixteen students whose parents are moderately involved,
ten parents who have low involvement, three who are actively involved and one who is extremely
involved. The majority of students have internet access at home with twenty students reporting,
nine with none and one with occasional internet access. The class profile will affect my planning,
teaching, and assessing because any student with a IEP or 504 may have accommodations that will
need to be utilized in lessons, teaching, and any assessment given. Students who are English
language learners will need differentiation from myself with certain aspects of the lessons. Lastly,
the students who are RTI for reading will need additional help and support from myself with
lesson assignments and assessments.
National / State Academic Standard: Quote accurately from the text when explaining what the text says explicitly
Learning and when drawing inferences. (5.RI.1)
Standards:
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Specific learning target(s) / objectives: Teaching notes:
Students will be able to identify textual evidence in This is the start of a three-day mini unit.
order to find that author’s purpose and make
inferences. Students will show mastery with 75% of
the class passing.

Agenda: Formative assessment:


 Opening: Students attention to the front of Informal assessments will be made with classroom
the class for reading of the text, visual of discussions, DOK questions, students KWL charts with the
PowerPoint and YouTube Video, and DOK vocabulary words, and students daily assignments such as
questions-20 minutes the timeline, the anchor chart, and the umbrella chart. These
 Teaching and learning activity: Students assignments will be used as an assessment to the day and
break into independent learning partners for will be used to recall information for the next day. Students
timeline activity and additional information will receive a formal assessment with an end of each lesson
to add to vocabulary KWL chart-20 minutes. summative assessment. Lastly, students will show mastery
 Closing: Students return to desks to fill in with these assessments with 75% of the class passing the
class timeline and offer additional lesson.
information that was discussed from the
vocabulary-20 minutes.
Academic Key vocabulary: Function: Form:
Language: The content specific terms that I The purpose of the language The forms that would be
will use in this first lesson are for this lesson will help beneficial for students
 Climate students to establish a would be the timeline chart
 Region sequence and order to the and the KWL chart. The
 Beringia events that took place in the time line chart would help
 Moderately book. Students will use the students to establish a
Sequencing/Order function sequence of events and
 “A direct highway”
number four. Students will order based on the academic
figure of speech.
also use the Inquiry/Seeking language and the
I selected these words because number one function for a informational text. This
they are located in the first part of preassessment of the chart would help students
the chapter. These words will also academic language. Students create an idea of what the
help to establish an idea of the will be able to use the key author is writing about and
area and time frame that the vocabulary along with these provide them with a
students will be learning from the functions to establish a time timeline as they continue
informational text. I will teach line and order of evens as to reading the text. The
these words from the text by why the animals and the students will also use the
giving a preassessment to students people used the Beringia. KWL chart as a
to see if they know what these Students will be able to preassessment and
words mean and then provide the achieve their language goal formative assessment of the
meaning of these words by of quoting the text and vocabulary terms. Students
analyzing the text. The explaining the author’s will write the key terms and
preassessment will help to identify purpose. their definitions in their
student strengths and weaknesses journaling log. These two
with academic language. I will forms would be beneficial to
also have students put the myself as well because it
definitions of these terms in their will provide me with
own words. valuable information to
assess my students
understanding of the text
and the academic language.
These charts would help
students achieve their
learning goal of labeling the
key terms and ordering of
events in order to identify

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the evidence needed for the
author’s purpose.

Instructional Teacher list: Smart Board, PowerPoint ready with images of glaciers, melting glaciers, and the
Materials, Beringia. Video “The Land Bridge” prepared and ready. Informational text of “A History of US”
Equipment and by Joy Hakim focusing on chapter three “In the Beginning”. KWL chart and time line chart drawn
Technology: on the board. Printed time line chart for students to complete. Highlighter and dry erase markers.
Student list: Daily journal logs, highlighter to highlight words in text, pencils, and copy of
informational text.
Grouping: Direct instruction leading into independent learning with a small collaborative group of students
with myself. The lesson will conclude with a formative assessment whole group discussion about
inferences in the text and the vocabulary words followed by a summative assessment.

II. INSTRUCTION – DAY ONE


A. Opening
Prior This lesson connects to the students’ ability to read and to understand meaning of the informational
knowledge text as it connects to the study of the United States from previous chapters as well as from history
connection: lessons. Students will also recall how to inference from the silent Disney short films that were shown
in previous days.
Anticipatory Students will analyze pictures from a PowerPoint of the Beringia as well as images of glaciers and
set: melting glaciers to encourage their interest in the chapter and develop their skills. Students will also
view a YouTube video to explain the use of the Beringia.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation

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DIRECT INSTRUCTION: 1. Students will share any information 1. No differentiation during
1. I will introduce the new chapter about Beringia and what they can direct instruction.
“In the Beginning” and ask inference from the climate of this 5. To avoid students not
students what they know about location. following along, I will have
Beringia and what they can infer 2. Students will listen to the text and students number the steps and
about climate in this time frame. view the PowerPoint while in a monitor their progress on the
2. I will read text and show whole group setting. steps.
PowerPoint to the students in a 3. Students will watch the YouTube
whole group setting. video “The Land Bridge”. 7. I will divide the class into
3. I will show the YouTube video 4. Students will provide answers to the learning partners based on
“The Land Bridge” to the class questions based on reading the learning levels. I will match
to explain Beringia. information text. Students answers students who are higher with
4. I will ask the class questions may be: students who are lower to help
about the text, such as  The land is covered with address a different aspect to
 Can you tell me why the glaciers. learning. This would also be a
author calls the time in the  The Bering Sea is located great time for any student who
reading as the Ice Age? between Asia and America. has an IEP or 504 that requires
 Can you identify and label Beringia is the land mass that accommodations to receive help
where the Bering Sea is on connects Asia and America. from a special education teacher
this map and where Beringia  That it melted and turned into or special education
is on the other map? the Bering Sea. paraprofessional on the
 Looking at the maps, what  They were running out of food assignment.
can you infer about and it was cold.
Beringia?  It was cold and covered with 8. I will work with Arturo,
 What can you infer about glaciers. Diana, Eduardo, Enrique, Fatma,
why the people traveled? 5. Students will write these words and and Fredrick. I will work with
 What inference can you their definitions in their journaling this small group of students who
make about the region that log using the KWL form. are Tier 2 and 3 for reading to
the people were living in? 6. Students will review the timeline complete the timeline and
5. I will write challenging chart and mimic the first event that I further discuss the vocabulary
vocabulary words on the board have done for them. words listed in their journaling
and ask students to write them in INDEPENDENT LEARNING logs.
their journaling logs followed by 7. Students will work with their
what these terms mean from independent learning partner to 9. I will work with my small
reading the text (climate, region, complete the timeline chart. group by providing them with
Beringia, moderately, “a direct 8. Students from the small group will one on one instruction with the
highway”). We will do this as a answer the questions from the vocabulary words, how to use
whole class discussion with me beginning of the lesson. the KWL chart, revisiting the
modeling the KWL form. 9. Students will complete the timeline DOK questions, and working on
Students will number each step, chart and one added piece of the timeline.
make sure that everyone is information that they learned from 14. I will read the summative
following along. the KWL chart in their journaling assessment to help students who
6. I will then discuss the academic log. are RTI for reading, who are
language function number four, 10. Students will go back to their desks ELL, and who need
sequencing and order, and show with their completed timeline to accommodations for their IEP or
students a timeline chart and ask share with the class. 504.
students to put the order of 11. Students will provide one event to
events from the text on this time add to the timeline on the board and EXTENTION ACTIVITY:
line. I will show them how to do the other students listen and agree or For students who finish the
the first event. disagree with the sequence of events. assignment early will write in
INDEPENDENT LEARNING 12. Students will share one piece of their journaling log about living
7. I will ask students to work with information that they discussed about in this time frame. What did they
their independent learning the vocabulary words. see? What did it feel like? What
partner, that is assigned by me, 13. Students will turn in their timeline to were they thinking?
to complete the timeline activity the turn it in bucket and return to
and add one new piece of their seat to receive their summative For students who finish their
information that they learned assessment for unit one. summative assessment early can
about the vocabulary words to finish their journaling log
question from early in the
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the KWL chart in their reading 14. Students will begin their summative lesson. The students goal is to
journals. Students will be paired assessment and can follow along write a full-page journal entry
based on learning levels. Those with me to listen to the test or work for this journaling log extension
who struggle with those who independently. activity.
excel to help assist students 15. Students will turn in their assessment
when needed. as their exit ticket for the lesson.
8. I will re-ask the questions with
my small group who are RTI tier
2 and tier 3 for reading to
identify if they understand the
content.
9. I will work with my small group
to complete the timeline and
further discuss the vocabulary
words that were done together as
a class.
FORMATIVE ASSESSMENT
10. I will ask students to go back to
their desks with their timelines
ready for group discussion.
11. I will have each independent
learning group provide me with
an event to add to the timeline.
12. I will ask if any student would
like to share one thing that they
learned from the vocabulary
words that was discussed.
13. I will have students turn in their
completed timeline and return to
their seat for summative
assessment unit one.
14. I will give the students the
option to fill out the summative
assessment with me reading the
assessment aloud to help with
students who are RTI and who
may need accommodations for
their IEP or 504. Students who
many not need the
differentiation can work
independently on the
assessment.
15. I will have students turn in their
assessment at their exit ticket for
the lesson.

I. PLANNING – DAY TWO

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Academic Key vocabulary: Function: Form:
Language: The content specific terms that I The purpose of the language The forms that would be
will use in the second lesson are for this lesson will help beneficial to this lesson
ptarmigans, vast, teratorns, students to inquire and seek would be the KWL chart
indicate, and “came around in information as to why the and an anchor chart. The
waves” figure of speech. I selected author is presenting this KWL chart will be used as a
these words because some of them information to the reader. preassessment and
are words that are not common in Students will use the formative assessment of the
everyday language. I also selected Inquiry/Seeking number one vocabulary terms. Students
these words to provide students function to achieve this goal. will write the key terms and
with an understanding of the time Students will be able to list their definitions in their
frame and a visual of the animals. what they already know journaling log. The anchor
I will present the students these about these terms and the chart would help students
vocabulary words with a text, what they want to know, put their inferences on a
preassessment and with pictures of and what they learned from chart and help them to
the animals. The preassessment the language and the text. support the inference as they
will provide me with the This process will help read. This chart allows the
information on student strengths students achieve their goal of student to gather their
and weaknesses in academic drawing on inferences to find information before, during,
language. I will have students out what the author is trying and after reading the text.
provide definitions of these words to tell them as well as finding These charts would also
in their journaling log in KWL the author’s purpose of the allow myself to monitor the
format. text by quoting what they students’ progress on the
learned. text, their understanding of
the academic language, and
the understanding of the
learning goal.

Instructional Teacher list: copy of informational text “A History of US” chapter three In the Beginning, Smart
Materials, Board, YouTube Video for inferences, pictures of the animals from text, anchor chart, and KWL
Equipment and chart.
Technology: Student list: Copy of informational text “A History of US” chapter three In the Beginning, pencils,
index cards for writing inferences, highlighter for highlighting text, and journaling log.

Grouping: Indirect instruction to start the lesson followed by small collaborative learning for group lesson on
inferences.

II. INSTRUCTION – DAY TWO


A. Opening
Prior This lesson coincides with vocabulary taught in lesson one and textual evidence to find the author’s
knowledge purpose. This lesson also builds upon the students understanding of inferences.
connection:
Anticipatory Students will view pictures of the animals that are identified in the informational text as well as
set: watching a video about inferences. Students will build their ability to identify the author’s purpose
from finding evidence in the text and drawing on inferences.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation

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INDIRECT INSTRUCTION INDIRECT INSTRUCTION 1. No differentiation with
1. I will start the lesson by re- 1. Students will share information from indirect instruction
introducing the informational the text that they remembered from 5. I will monitor students who
text and ask the class one thing yesterday. have difficulty with reading
that they remembered from 2. Students will listen and follow along (Arturo, Diana, Eduardo,
yesterday’s lesson. with the re-reading of the Enrique, Fatma, and Fredrick) to
2. I will re-read the text and show informational text. make sure they are listing the
students pictures of the animals 3. Students will provide answers to the vocabulary words and
that are described in the text. following questions: definitions in their journaling
3. I will ask the students the  The glaciers were high and cold log. Any student who has an IEP
following questions regarding and stopped the animals and or 504 that requires
the reading: humans from traveling. accommodations will receive
 Can you explain how the  The traveling animals in the text help from a special education
glaciers affected the travel are like the birds like geese teacher or special education
of the animals and the going south for the winter. They paraprofessional on the
humans? are going to warmer weather. assignment.
 How would you compare  Beringia would get covered with
traveling animals in the text water as it got warmer and then 10. I will assign groups and
to the traveling animals we freeze again as it was colder. incorporate all learning levels
see today? This happened for many years into these groups.
 What did you notice about until it stayed covered.  Group one: Arturo,
the Beringia as time went  The animals were moving to find Beryl, Dessie,
on? food and warmer weather and Donnie, Maria, and
 How would you describe the the humans were moving to Wade.
sequence of events that led follow the food.  Group two:
to the animals and humans 4. Students will view the vocabulary Brandie, Enrique,
moving to America? words from the text. Jade, Sophia,
4. I will provide students with the 5. Student will write the vocabulary Wendell, and
vocabulary words from the text words in their daily journaling log Yung.
(ptarmigans, vast, teratorns, using the KWL format.  Group three:
indicate, and “came around in 6. Students will provide definitions of Diana, Francesca,
waves” figure of speech). the vocabulary words from the text Kent, Lolita, Noah,
5. I will ask students to write these and fill in the form as a whole class. and Terrance.
words in the daily journaling log 7. Students will remember what  Group four: Bertie,
with the KWL format. I will inferences are and observe what an Eduardo, Frances,
work along with them on the anchor chart is. Stuart, Emma, and
board as students write them in 8. Students will provide a definition of Wayne
their journals. an inference that will be written on  Group five: Mason,
6. I will ask students to help the board. Nick, Sharlene,
provide definitions of these 9. Students will watch the video and Ines, Fredrick, and
words from the text. provide inferences from the video. Fatma.
7. I will discuss the use of an COLLABORATIVE LEARNING 16. I will read the summative
anchor chart for inferences and 10. Students will gather into the groups assessment to help students
provide an example of a that have been assigned who are RTI for reading,
statement from the text and a 11. Students will use index cards,
who are ELL, and who need
response to coincide with the pencils, and possibly their journaling
statement. log. accommodations for their
8. I will have students start FORMATIVE ASSESSMENT IEP or 504.
thinking about what an inference 12. Students will work in their groups to
is and have students provide me gather inferences about the
with few definitions that will be statements from the text. EXTENTION ACTIVITY
placed on the board. 13. Students will be working in a group For groups who complete the
9. I will show students the with equal discussion. task early, they will work as a
YouTube video of a Partly 14. Students will provide the class with team to write in their journaling
Cloudy Day and have students one inference they discovered to logs what they believe the be the
give me examples of inferences corresponded to the statements listed author’s purpose for writing the
from this video. on the anchor chart. informational text and what do
COLLABORATIVE LEARNING they think will happen next as
we read the story.
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10. I will instruct students to gather 15. Students will turn in their anchor For students who finish their
in their groups that I have chart and return to their desk to summative assessment early can
assigned to work on the anchor prepare for the summative work on finishing their
chart as a group. assessment. journaling entry from earlier.
11. I will ask students to get out 16. Students will have the option to fill The student’s goal is to complete
their index cards and pencils to out the summative assessment with one full-page journal entry for
help gather their ideas of me reading the assessment aloud to this extension activity.
inferences from the text. I will help with students who are RTI and
also have students bring their who may need accommodations for
journaling log to the group to their IEP or 504. Students who many
work on a group assignment if not need the differentiation can work
they finish early. independently on the assessment.
FORMATIVE ASSESSMENT 17. Students will turn in their assessment
12. I will have the class work as their exit ticket.
together in their group to provide
inferences from the statements,
that were taken from the text,
listed on the anchor chart.
13. I will assess my students by
monitoring their progress in
group discussion and by making
sure each student has a chance to
talk.
14. I will ask for each group to
provide one response to the
anchor chart that we will finish
as a class.
15. I will have students turn in their
anchor chart and return to their
desk to prepare for the
summative assessment.
16. I will give the students the
option to fill out the summative
assessment with me reading the
assessment aloud to help with
students who are RTI and who
may need accommodations for
their IEP or 504. Students who
many not need the
differentiation can work
independently on the
assessment.
17. I will ask students to turn in their
assessment as their exit ticket.

I. PLANNING – DAY THREE


Academic Key vocabulary: Function: Form:
Language: The content specific terms that I The purpose of the language The form that would be
will use for the third lesson are for this lesson will help helpful to students in this
versatile, artifacts, archeologist, students to infer and discover lesson would be an umbrella
scientific sleuths, and “cut off” what the author’s main chart. This chart would
figure of speech. I selected these purpose is for writing this provide students a place to
terms because the author is text. Students will use the list what the main idea of
providing us with important inferring, predicting, and the text is, use textual
details of their purpose from these hypothesizing number seven evidence to support this, and
terms. These terms are some of function. Students will use to use inferences as to why

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the key details to the future the function along with the they believe this. This chart
chapters in the informational text. academic language to infer would be beneficial to me as
I will teach these words by the reason or purpose of the a way to monitor their
providing a preassessment to author’s writing and be able understanding of the
students to see if students to identify the evidence to academic language and the
understand these key terms. The support these inferences. This learning goal that I am
preassessment will help to provide task will help students to trying to achieve. The
documentation on student achieve their learning goal of students will also use the
strengths and weaknesses with drawing on inferences to KWL chart as a
academic language. I will have identify that author’s main preassessment and
student write what they know, purpose and supporting the formative assessment of the
what they want to know and want inference with quotes from vocabulary terms. Students
they learned in their journaling log the author. will write the key terms and
on these vocabulary words. their definitions in their
journaling log.

Instructional Teacher list: copy of informational text “A History of US” chapter three In the Beginning, Smart
Materials, Board, YouTube Video on archaeologists, pictures of archaeologists, umbrella chart, and KWL
Equipment and chart.
Technology: Student list: Copy of informational text “A History of US” chapter three In the Beginning, pencils,
umbrella worksheet, highlighter for highlighting text, and journaling log.
Grouping: Indirect instruction to start the lesson followed by small collaborative learning for group lesson on
finding the main ideas of the text from citing the author and using inferences.

II. INSTRUCTION – DAY THREE


A. Opening
Prior The day three lesson continues to develop the students understanding of identifying evidence from the
knowledge text and using inferences.
connection:
Anticipatory Students will work in a group to find the main idea of the text to prepare for further reading into the
set: text. Students will use their knowledge from the lesson to prepare for their field trip to the Mammoth
exhibit.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
INDIRECT INSTRUCTION INDIRECT INSTRUCTION 1. No differentiation with
1. I will have student prepared and 1. Students will sit in their desks and indirect instruction and
ready to learn by making sure ready to learn with eyes on me. whole class discussion.
that all eyes are on me at the 2. Students will take the time to recall
5. Monitoring of the class on
front of the class. information from the text on
2. I will ask students to recall traveling, climate, and discovery. the KWL chart and have
information from the 3. Students will answer the following students number to make
informational text about questions: sure they are following
traveling, climate, and  Similar to Christopher along and not lost. Focusing
discovery. Columbus because he came on students who are RTI or
3. I will ask students the following to America to discover new have an IEP
questions: things like the humans and
 How is this text similar animals did to find new 9. Monitoring of the class on
to other people who food. proper labeling of the main idea
have traveled and  Animals were moving to on the umbrella chart. Focusing
explored? find food and warmer on students who are RTI or have
 What events happened weather and the humans an IEP.
that led to the animals were moving to follow the
food.
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and the humans moving  The Bering Sea was created 10. Monitoring of the class on
to America? with the melting of the proper listing of the evidence on
 What conclusion can glaciers and the land bridge the umbrella chart. Focusing on
you draw about how the being covered. students who are RTI or have an
Bering Sea was  It showed that people were IEP.
created? traveling to Mexico to find
 Why was the discovery food and warmer weather. 11. Students will divide into
of the Clovis people’s 4. Students will listen to the new equal learning level groups that
spear so important? vocabulary words and think about were established yesterday. Any
4. I will explain to students the new what the meanings to these words student who has an IEP or 504
vocabulary words for this last could be. that requires accommodations
lesson (versatile, artifacts, 5. Students will write the words in their will receive help from a special
archeologist, scientific sleuths, journaling logs while following along education teacher or special
and “cut off” figure of speech.) with me and the rest of the class. education paraprofessional on
Students will think about 6. Students will watch the PowerPoint the assignment.
meanings first. and view what an artifact is and what
5. Students will write the words in archaeologist do.
their reading journals using the 7. Students will watch the video and  Group one: Arturo,
KWL form. As a class, we will learn why an archaeologist is so Beryl, Dessie, Donnie,
fill out the form together. I will important. Maria, and Wade.
monitor students to make sure 8. Students will listen to the explanation
 Group two:
that they are following along of the umbrella chart.
Brandie, Enrique,
with myself and the rest of the 9. Students will work with me to think
Jade, Sophia,
class. of the main idea from the text and
Wendell, and
6. I will show the PowerPoint write it on the umbrella
Yung.
presentation after the KWL form 10. Students will think of one piece of
 Group three:
to give an idea as to what an evidence that the author provided
Diana, Francesca,
artifact is and what them to support the main idea.
Kent, Lolita, Noah,
archaeologists do. COLLABORATIVE LEARNING
and Terrance.
7. I will show the class a YouTube 11. Students will divide into their groups
video about how archaeologists  Group four: Bertie,
that were established yesterday. Eduardo, Frances,
solve mysteries. Students will bring their pencils,
8. I will explain the activity of the Stuart, Emma, and
umbrella chart, and journaling logs to Wayne
day, which is an umbrella chart.
This chart will help us to list the their groups.  Group five: Mason,
main idea, the inferences that we 12. Students will work as a team to fill Nick, Sharlene,
found, and the evidence that told out the umbrella chart. Ines, Fredrick, and
us this from the text. 13. Students will have my support and Fatma.
9. I will advise the class that we 17. Monitoring of class to make
guidance to make sure that there is
will work as a group to create sure that all students are
equal discussion and participation on
the main idea first. working and that students in
the umbrella chart.
10. I will help students create one RTI or with an IEP are
piece of evidence that the author following along,
INTERACTIVE FORMATIVE
gave us to support this main participating, and writing on
ASSESSMENT
idea.
14. Students will stay in their groups but their chart.
COLLABORATIVE LEARNING eyes on me.
15. Students will use a think-pair-share 20. I will read the summative
method to fill out the chart that is assessment to help students who
11. I will ask students to divide into
are RTI for reading, who are
their groups that were shown on the Smart Board. ELL, and who need
established yesterday. Groups 16. Students will review their worksheet accommodations for their IEP or
were divided equally based on as a group, take one last look to 504.
learning levels. Students will
brainstorm anything else that they
bring their pencils, umbrella
would like to add, and be prepared to EXTENTION ACTIVITY:
chart, and journaling log to use if
add one piece of evidence to the For those groups that finish the
they are done early.
umbrella chart early, they will be
class.
able to write in their journaling
logs. Students will journal what
Page 10 of 21
12. I will advise students to work as 17. Students will listen to other groups it would be like to come face to
a team in their group to fill out and advise if they had the same idea face with a mammoth. What
the umbrella chart. or a different one. would it be like to discover a
13. I will circulate the room and mammoth bone in your back
18. Students will continue to share until
monitor for equal discussion yard? Who would you tell?
opportunities as well as group all groups participate, and the
participation on the umbrella umbrella chart is complete. Students who finish their
chart. 19. Students will turn in their completed summative assessment early will
umbrella chart and return to their be able to finish their journaling
INTERACTIVE FORMATIVE desk to prepare for their summative log from earlier. The student’s
ASSESSMENT assessment. goal is to achieve a full-page in
their journaling log.
20. Students will have the option to fill
14. I will ask students to stay in their out the summative assessment with
groups, but to focus eyes on me. me reading the assessment aloud to
15. I will ask the students to use a help with students who are RTI and
think-pair-share method in who may need accommodations for
filling out the chart on the Smart their IEP or 504. Students who many
Board. not need the differentiation can work
independently on the assessment.
16. I will ask the student groups to
21. Students will turn in their summative
think about the worksheet as a
assessment and get ready for the field
group, take one last look at the
trip to the local mammoth exhibit.
chart and brainstorm anything
else that they would like to add,
and then be prepared to add one
piece of evidence to share to the
class.
17. I will ask the other groups if they
had the same idea or different
ideas.
18. I will have the class continue on
this process until all groups have
a chance to speak and we cover
the evidence and inferences from
the chapter.
19. I will ask students to turn in their
completed umbrella sheet and
prepare for their summative
assessment.

FORMATIVE ASSESSMENT
20. I will give the students the
option to fill out the summative
assessment with me reading the
assessment aloud to help with
students who are RTI and who
may need accommodations for
their IEP or 504. Students who
many not need the
differentiation can work
independently on the
assessment.
21. I will ask students to turn in their
summative assessment and get
Page 11 of 21
ready for their field trip to the
local mammoth exhibit.

Page 12 of 21
References and Additional Materials:

What the text


I can infer...
said...
Statements student
from the text answers

Statements student
from the text answers
Anchor Chart
PowerPoint on Animals in the Ice Age

PowerPoint on Archaeologist

PowerPoint on Glaciers

Page 13 of 21
Umbrella Chart

YouTube. (2015). The Land Bridge. Retrieved from


https://www.youtube.com/watch?v=SRzuKCqmF_k

YouTube. (2015) Party Cloud Full Movie. Retrieved from


https://www.youtube.com/watch?v=ix13P9NqBjo

YouTube. (2015). Solving Mysteries with Archaeologists. Retrieved form


https://www.youtube.com/watch?v=zOJlCdMvWAI

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Part 1 - Introduction
The mini unit that I have developed is comprised of chapter three In the Beginning, from “The

History of US” by Joy Hakim. During this three-day lesson, students will recognize new and

unfamiliar vocabulary, use a timeline to establish events, use an anchor and umbrella chart to find

inferences from the text and identify the author’s purpose.

This mini unit aligns with the fifth-grade standard, reading informational test, 5.RI.1, which

states that students will quote accurately from the text when explaining what the text says explicitly

and when drawing inferences. The daily activities support the standard because students are citing

the author and using inferences to identify the purpose of the text. Every activity is an assessment to

evaluate the students’ progress with the standard and content. The end of each lesson has a

summative assessment comprised of knowledge students gained from the text and the activities

utilized. The multiple-choice questions feature the chapter and the short answer requires the use of

evidence to support the answer. These questions will demonstrate the students’ capability of

understanding the text and recalling information.

The specific content of the informational text is addressed in fifth-grade history. The lesson

activities will support students’ skills in history as well as English lessons. Students will be able to

use their skill of a timeline to support future history lessons. Students will also be able to use their

knowledge of an anchor chart and an umbrella chart to find main ideas and character details in

upcoming English lessons.

Part II – Summative Assessment

Unit One Summative Assessment

Directions: Please read all the directions before starting. Please place your name and the date at the
top of the page. This assessment includes two sections; five multiple choice questions and one short
answer questions. This assessment is worth 40 points. For the multiple choice, please read the
question and the answer choices and select ONE best answer. For the short answer question, please
provide a two or three sentence response with correct punctuation.

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Multiple Choice: Read the question and the answer choices. Select ONE best answer. Worth 5pts
each.

1. What was the time period for this chapter?


a. Stone Age
b. Ice Age
c. Iron Age
d. Glacier Age
2. Where did the people and animals come from?
a. Africa
b. South America
c. Asia
d. England
3. “But they were brave, and their spears were sharp, so they will keep going,” what inference can be
made from this passage?
a. They were looking for freedom
b. They were hunters
c. They were traveling
d. They were scared
4. According to the author, what was the purpose of the Beringia?
a. A land bridge
b. A place to visit
c. A tunnel
d. An ocean
5. Why did the animals and the humans travel?
a. They were looking for land
b. They were looking for food and warm weather
c. They were running away
d. They were looking for their relatives

Short Answer: Answer the following question using two or three complete sentences. Make sure
that your sentences have proper punctuation. Please do not repeat the question in your answer.
Worth 15 pts.

According to the author, what inference can be made by the importance of the land bridge? Explain
using key detailed from the text to support your answer.

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Answer Key for Unit One Summative Assessment

Multiple choice

1. B

2. C

3. B

4. A

5. B

Short Answer:

It was a form of passage for people and animals moving into America. Within the text, the author

tells us that the humans and animals moved over this land bridge to get more food and water. The

author also tells us that the Beringia was a land bridge that people used until the glaciers melted and

covered the Beringia cutting off the passage in and out of America.

Summative Assessment Unit Two

Directions: Please read all the directions before starting. Please place your name and the date at the
top of the page. This assessment includes two sections; five multiple choice questions and one short
answer questions. This assessment is worth 40 points. For the multiple choice, please read the
question and the answer choices and select ONE best answer. For the short answer question, please
provide a two or three sentence response with correct punctuation.

Multiple Choice: Read the question and the answer choices. Select ONE best answer. Worth 5pts
each.

1. What is the author wanting you to infer will happen next when she says, “each year when the
hunters saw the birds fly south they wished they could fly over the mountains”?
a. The people will grow wings
b. The people will stay where they are
c. The people will find a way to travel south
d. The people will stop the birds from flying
2. What is the author inferring when she stated, “more hunters will come…the land seemed
crowded”?
a. More people were settling in America
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b. The animals were taking over the land
c. The wilderness was growing
d. The glaciers were growing
3. What two continents were connected by the land bridge?
a. Africa and America
b. America and South America
c. America and Antarctica
d. Asia and America
4. Why were some of the hunters called the Clovis people?
a. They lived in Clovis, Idaho
b. They lived in Clovis, Alaska
c. They lived in Clovis, New Mexico
d. They lived in Clovis, Asia
5. What two ways did the people travel?
a. Land and sea
b. Land and air
c. Sea and air
d. Land and carts

Short Answer: Answer the following question using two or three complete sentences. Make sure
that your sentences have proper punctuation. Please do not repeat the question in your answer.
Worth 15 pts.

What inference is the author trying to tell you by saying “it was the meat-eating animals…that must
have licked their lips after munching on humans”? Explain your answer by using evidence from the
text.

Answer Key
Muliple Choice:
1. C
2. A
3. D
4. C
5. A

Short Answer: The animals that ate the humans were the ones that people needed to be careful with.
These animals were the dangerous ones. The author tells us this by talking about them licking their
lips after eating the humans. The author also tells us this by talking about the big bears, saber-
toothed tigers, and lions.
Page 18 of 21
Summative Assessment Unit Three

Directions: Please read all the directions before starting. Please place your name and the date at the
top of the page. This assessment includes two sections; five multiple choice questions and one short
answer questions. This assessment is worth 40 points. For the multiple choice, please read the
question and the answer choices and select ONE best answer. For the short answer question, please
provide a two or three sentence response with correct punctuation.

Multiple Choice: Read the question and the answer choices. Select ONE best answer. Worth 5pts
each.

1. According to the author, what is an artifact?


a. An old piece of grass or weed
b. An old rock or pebble
c. An old seashell or tree
d. An old bone or weapon
2. According to the author, what is an archaeologist?
a. Someone who discovers books
b. Someone who discovers bones
c. Someone who discovers caves
d. Someone who discovers the sea
3. What is Beringia called today?
a. The Bering Sea
b. The Bering Land
c. The Bering Air
d. The Bering Grass
4. What is the author inferring with saying “they came in waves”?
a. They came by riding the waves
b. More people came to the land in large groups
c. The people migrated farther south
d. The animals disappeared
5. What did the author mean by saying “North America was a hunter’s heaven”?
a. A place for hunters to die
b. A beautiful place for hunters to hunt
c. A place with lots of animals for hunters to hunt
d. A place for hunters to camp

Short Answer: Answer the following question using two or three complete sentences. Make sure
that your sentences have proper punctuation. Please do not repeat the question in your answer.
Worth 15 pts.

What is the author inferring with saying “America was cut off from the rest of the world? Explain
what the purpose of this statement is using evidence.
Page 19 of 21
Answer Key

Multiple Choice:

1. D

2. B

3. A

4. B

5. B

Short Answer:

When the glaciers melted they covered the Beringia. America was separated from the rest of the

world and the humans and animals were unable to use the Beringia again. The author tells us this to

let us know how the humans and animals made it to America and started living in America.

Grading Rubric for short answers.

Rubric
Criteria 1: No 2: 3: 4: 5:
Submission Insufficient Approaching Acceptable Target
0% 65% 75% 85% 100%
Short answer Not Short answer Short answer Short answer Short answer
response cites addressed provides provides provides includes
the author’s inference but vague details details to details to
purpose from no reference to make a make a make a
the text from the reference to reference to reference to
author. the author’s the author’s author’s
purpose purpose but purpose.
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could use
more detail.
Short answer Not Short answer Short answer Short answer Short
provides Addressed provides provides provides answers give
inference reference vague details evidence to evidence of
from the text from the to make an make an the ability to
author, but no inference. inference but make a clear
inference. could use inference.
more detail.
Short answer Not Short answer Short answer Short answer Short answer
response uses Addressed is not a is one is in two is provided in
two to three complete sentence. sentences but two or three
sentences sentence. could be strong
stronger. sentences.
Short answer Not Punctuation Punctuation Proper Proper
response Addressed is addressed is addressed punctuation punctuation
provides but more than but missing is addressed is given in all
proper three errors. two details. but missing sentences.
punctuation one item.
Multiple Not Three or Two One question All questions
choice all addressed more questions are is not are answered
questions are questions are not answered answered or with the
answered not answered or are is incorrect. correct
with the one or are incorrect. answer.
best answer incorrect.
correct

Page 21 of 21

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