Common Core Lesson Planning Template
Grade Level 5th
Subject Language Arts/Writing
Teacher/Room: K. Elrod/Room 119
Week of: October 21-25, 2013
Unit Vocabulary:
Day 1
Common Core Standard(s):
ELACC5L1, 2, 3, 6
ELACC5W2.a, b, d
ELACC5W4, 7, 8, 9, 10
Day 2
Common Core Standard(s):
SS5H2
CCGPSL1, 2, 3, 6
CCGPS5W2.a, b, d
CCGPS5W4, 7, 8, 9, 10
Day 3
Common Core Standard(s):
SS5H2
CCGPSL1, 2, 3, 6
CCGPS5W2.a, b, d
CCGPS5W4, 7, 8, 9, 10
Day 4
Common Core Standard(s):
SS5H2
CCGPSL1, 2, 3, 6
CCGPS5W2.a, b, d
CCGPS5W4, 7, 8, 9, 10
Day 5
Common Core Standard(s):
SS5H2
CCGPSL1, 2, 3, 6
CCGPS5W2.a, b, d
CCGPS5W4, 7, 8, 9, 10
EQ Question:
How do I take notes when I am
researching a topic?
EQ Question:
How do I take notes when I am
researching a topic?
EQ Question:
How do I take notes when I am
researching a topic?
EQ Question:
How do I take notes when I am
researching a topic?
EQ Question:
How do I take notes when I am
researching a topic?
What was the South’s plan for
Reconstruction?
What disagreements were had
by leaders on Capitol Hill during
Reconstruction?
How did Congress handle
Reconstruction?
What Constitutional
Amendments were made during
Reconstruction?
Grammar: Check DLR
homework
Mini Lesson:
Using Soc. Studies textbook
(p. 67) & document camera,
model how to read & gather
fact fragments to answer the
research question posted
above. Students will copy
notes into their note taking
sheets. Students note taking
sheets will be color-coded
informing them of how many
facts they must gather per
research question (varies
from 2-5) based on reading
& writing abilities.
Activating Strategies:
Journal Strategy E: Quad
Cluster: dialogue, sensory
details, character actions,
fact fragments
Review how to take notes
using fragments.
Resource/Materials:
Grammar: check DLR
homework
Mini Lesson:
Using Soc. Studies textbook
(pp 68-69) & document
camera, model how to read
& gather fact fragments to
answer the research
question posted above.
Allow for more student input
today as to what should be
written into the answers
section on the note taking
sheet. Students note taking
sheets will be color-coded
informing them of how
many facts they must gather
per research question (varies
from 2-5) based on reading
& writing abilities.
Activating Strategies:
Journal Strategy A: What I
Thought You Taught about
the South’s plan for
Reconstruction.
Grammar: Check DLR
homework
Mini Lesson:
Divide students into
cooperative groups to read
Soc. Studies text (pp70-71)
& gather fact fragments to
answer the above posted
question. As students are
working, teacher will use
observation to assess who
can read & gather facts &
who is struggling. Students
note taking sheets will be
color-coded informing them
of how many facts they
must gather per research
question (varies from 2-5)
based on reading & writing
abilities.
Activating Strategies:
Journal Strategy B: Acrostic:
Johnson
Resource/Materials:
Social Studies textbooks,
Grammar: Check DLR
homework
Mini Lesson:
Students will be divided into
groups to gather fact
fragments today. Students
will work independently, in a
small cooperative group, or in
a scaffold, teacher led group
based on teacher’s
observation of individual
students’ needs from the
previous day. Students will
read Soc. Studies text (pp 7273) & gather fact fragments
to answer the above posted
question. Students note
taking sheets will be colorcoded informing them of how
many facts they must gather
per research question (varies
from 2-5) based on reading &
writing abilities.
Activating Strategies:
Journal strategy C: Would
Mini Lesson:
Choose one of the fact fragment
topics & model how to grab just
the fragments. Students will
rotate through 4 at a time to use
the computers to practice
gathering facts on their own.
Print. Students will continue to
publish Unspoken narratives.
Activating Strategies:
Journal Strategy D: Focused Free
Writing: The Civil War makes
me…
Fact Fragment Frenzy demo on
readwritethink.org
Show on LCD projector.
Resource/Materials:
LCD projector, student
computers, classroom printer, LA
journals, readwritethink.org/files/
resources/interactives/factfrenzy/
opening.html
Common Core Lesson Planning Template
Social Studies text books,
document camera, LCD
projector, Informational
Writing note taking sheet, LA
journals
Resource/Materials:
Social Studies textbooks,
document camera, LCD
projector, informational
writing note taking sheet ,
LA journals
informational writing note
taking sheet, LA journals
you have preferred to have
been a Union or Confederate
Soldier? Write at least 5
sentences telling why.
Students may refer to their
SS notes taken earlier in the
week.
Resource/Materials:
Social Studies textbooks,
informational writing note
taking sheet, LA Journals
Differentiation:
Differentiation:
Differentiation:
Differentiation:
Differentiation:
Content/Process/Product: varied topics
for gathering facts on fact fragment
frenzy site
Grouping Strategy: Whole group, small
group in a center
Assessment: Journal/Fact Fragment
frenzy practice
Content/Process/Product: varied
amount of facts/answers per
research question
Grouping Strategy: Whole group
Assessment: Journal/note taking
sheet
Content/Process/Product: varied
amount of facts/answers per
research question
Grouping Strategy: Whole group
Assessment: Journal/note taking
sheet
Content/Process/Product: varied
amount of facts/answers per
research question
Grouping Strategy: cooperative
groups
Assessment: Journal/teacher
observation of note taking
ability/note taking sheet
Content/Process/Product: varied
amount of facts/answers per
research question/independent,
cooperative group, or teacher-led
small group
Grouping Strategy: independent,
cooperative group, or teacher-led
small group
Assessment: Journal/note taking
sheet
Assessment :
Assessment:
Assessment:
Assessment:
Assessment:
Pre-Test:
Post-Test:
Formative:
Summative: Journal entry
Performance Based: Fact Fragment Frenzy
practice
Pre-Test:
Post-Test:
Formative: note taking sheet
Summative: Journal entry
Performance Based:
Pre-Test:
Post-Test:
Formative: note taking sheet
Summative: Journal entry
Performance Based:
Pre-Test:
Post-Test:
Formative note taking sheet
Summative: Journal entry
Performance Based: note taking
ability
Pre-Test:
Post-Test:
Formative: note taking sheet
Summative: Journal entry
Performance Based:
Homework:
DLR
Homework:
DLR
Homework:
DLR
Homework:
DLR
Homework:
Resources and Reflective Notes:
Grade Level 5th
Subject Reading
Teacher/Room: Elrod/Room 119
Week of:
Unit Vocabulary: third person point of view, omniscient, first person point of view, biography, autobiography
Day 1
Day 2
Day 3
Day 4
Day 5
Common Core Lesson Planning Template
Common Core Standard(s):
ELACCGPS5RL10
ELACC5RF3, 4
ELACC5W4, 10
Common Core Standard(s):
ELACC5RL1, 10
ELACC5RF3, 4
Common Core Standard(s):
ELACC5RL6, 10
ELACC5RF3, 4
ELACC5W3,4, 10
Common Core Standard(s):
ELACC5RL3, 10
ELACC5RF3, 4
Common Core Standard(s):
SS5H1
ELACC5RI6, 7,9, 10
ELACC5RF3, 4
ELACC5W2,4 ,7, 8, 9, 10
EQ Question:
Who was Benjamin Banneker?
EQ Question:
Why was it a great
accomplishment for Benjamin
Banneker’s family to buy their
own land?
EQ Question:
What if Benjamin Banneker’s
story were an autobiography
rather than a biography?
Whose point of view would
the story have been told
from?
EQ Question:
How are Benjamin Banneker
and Lizbet (from Steal Away
Home) alike and different?
EQ Question:
What Civil War topic are you
an expert on?
Mini Lesson:
Preview & predict the book, What
Are You Figuring Now?: A Story
about Benjamin Banneker. Assign
new guided reading groups and
contracts for each group.
Work:
1. Read.
A & B: Ch. 1 independently
C: small group ½ of Ch. 1
2. Civil War research topics
paragraphs & illustrations
3. Unspoken publishing
Contract Activities for Students to
choose from:
1. Cereal box biographies
2. Bio cube
(readwritethink.org/files/
Resources/interactives/cube
_creator/
3. Write a letter from Ben’s
point of view
4. Prop report: students will
choose props important to
Ben’s life to write about &
illustrate
5. Biography book report
6. Interactive timeline
Mini Lesson:
Read.
1. A & B: Ch. 2
independently
C: finish reading Ch.
1 in small group
2. A & B differentiated
comprehension
questions
C: Comprehension
questions in group
3. Unspoken
publishing
Activating Strategies:
Class discussion: Why was it
a great accomplishment for
Benjamin’s family to buy
their own land? Students
will be required to use
evidence to support their
reasons/opinions.
Resource/Materials:
Mini Lesson:
Read.
1. A & B: Ch. 3
C: read Ch. 2 in
small group
2. Finish rewriting
scene from Ben’s
point of view.
3. Unspoken
publishing.
4. Benjamin Banneker
Contracts
Activating Strategies:
Whose point of view is the
story being told from?
Quick rewrite of Benjamin
telling Grandma Molly
about going to the Quaker
school from Ben’s point of
view.
Resource/Materials:
Mini Lesson:
Read.
1. A& B: ch. 4
C: read Ch. 3 in small
group
2. Comprehension
questions comparing
& contrasting Ben &
Lizbet (differentiated
for complexity by
group)
3. Unspoken
publishing.
4. Ben Banneker
contracts
Activating Strategies:
Venn diagram comparing
Benjamin Banneker to Lizbet
(from Steal Away Home)
Resource/Materials:
Mini Lesson:
Students will present their
topic to the class. Students
will be provided a graphic
organizer to record one fact
they learned about each
topic as each student
presents. After students
have presented their topic,
paragraphs & illustrations
will be strung together one
by one to create a Civil War
topic quilt. Ticket out the
door: the most interesting
fact you learned about the
Civil War today.
Activating Strategies:
Incorporated reading &
Social Studies Friday! 
Civil War topics paragraphs
and illustrations due today.
Resource/Materials:
Common Core Lesson Planning Template
(readwritethink.org/files/
resources/interactives/time
line
/index.html
Activating Strategies:
Display an origami crane. Tell
students to make the crane just by
looking at it. Use this as a
springboard to discuss how
Benjamin Banneker made a clock
simply by looking at a watch. Also
discuss his contributions to
mathematics & astronomy.
Resource/Materials:
Differentiation:
Differentiation:
Differentiation:
Differentiation:
Differentiation:
Content/Process/Product: reading
method/varied contract product
assignments and amounts
Grouping Strategy: Guided Reading groups
Assessment: Contract products
Content/Process/Product: reading
method/varied contract product
assignments and amounts/varied
question complexity
Grouping Strategy: Guided
Reading groups
Assessment: Comprehension
questions
Content/Process/Product: reading
method/varied contract product
assignments & amounts
Grouping Strategy: Guided
Reading groups
Assessment: Point of View
rewrites
Content/Process/Product: reading
method/varied contract product
assignments & amounts/varied
question complexity
Grouping Strategy: Guided Reading
Groups
Assessment Comprehension
Questions
Content/Process/Product: varied
Civil War topics/varied writing
amount requirements
Grouping Strategy: previous
writing assessments
Assessment: Civil War research
topics paragraphs
Assessment :
Assessment:
Assessment:
Assessment:
Assessment:
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based: Contract prodcuts
Pre-Test:
Post-Test:
Formative:
Summative: Comprehension questions
Performance Based:
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based: Point of View
rewrites
Pre-Test:
Post-Test:
Formative:
Summative: Comprehension questions
Performance Based : Venn diagram
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based Civil War
research topics paragraphs:
Homework:
Civil War research paragraphs &
illustrations (due Friday)
Resources and Reflective Notes:
Homework:
Homework:
Homework:
Homework:
Grade Level 5th
Subject Social Studies
Teacher/Room: Elrod/Room 119
Unit Vocabulary: Confederates, Union, Anaconda Plan, Battle of Shiloh
Week of:
Common Core Lesson Planning Template
Day 1
Common Core Standard(s):
SS5H1
Day 2
Common Core Standard(s):
SS5H1
Day 3
Common Core Standard(s):
SS5H1
Day 4
Common Core Standard(s):
SS5H1
Day 5
Common Core Standard(s):
EQ Question:
How did the challenges of
wartime divide the nation?
EQ Question:
What were the Confederacy’s
strengths and weaknesses?
EQ Question:
What were the Union’s
strengths and weaknesses?
EQ Question:
What were the major battles
and events that occurred at the
beginning of the Civil War?
EQ Question:
What Civil War topic are you an
expert on?
Mini Lesson:
Read & discuss text p. 39.
Discuss using the following
questions: 1. If you had
lived near Manassas in
1861, how would you have
felt before the fighting
started? 2. How do you
think people felt when they
realized the war would not
be over quickly?
Activating Strategies:
Interesting fact: The North
called the war the War of
the Rebellion & the South
called it the War Between
the State or the War for
Independence
Resource/Materials:
Social Studies textbook
Differentiation:
Content/Process/Product:
Grouping Strategy:
Assessment class discussion
Assessment:
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based: class discussion
Common Core Lesson Planning Template
Mini Lesson:
Read & discuss SS text p. 40.
Students copy chart in their
own words into SS notebook.
Activating Strategies:
Survey prior knowledge about
essential question.
Resource/Materials:
SS text, SS notebook
Mini Lesson:
Read & discuss text p. 41.
Students copy chart in their
own words into SS notebook.
Activating Strategies:
Survey prior knowledge while
comparing to South.
Resource/Materials:
SS text, SS notebook
Mini Lesson:
Incorporated reading & Social
Studies Friday! Please see
above. 
Activating Strategies:
Differentiation:
Mini Lesson:
Jigsaw read text pp 42-43.
Ones will read Anaconda Plan
& decide what’s the
important thing. Twos will
read South’s Strategy &
decide what’s the important
thing. Threes will read Battle
of Shiloh & decide what’s the
important thing. Reconvene
as a class, ones will share,
twos will share, & threes will
share. Students will record
the important thing for each
topic in SS notebook.
Activating Strategies:
Divide class into 3 groups.
Resource/Materials:
SS text, SS notebook
Differentiation:
Differentiation:
Differentiation:
Content/Process/Product:
Grouping Strategy:
Assessment:
Content/Process/Product:
Grouping Strategy: whole group
Assessment: Confederate strengths
& weaknesses in own words
Content/Process/Product:
Grouping Strategy: Whole group
Assessment: Union strengths &
weaknesses in own words
Content/Process/Product:
Grouping Strategy: Jigsaw
cooperative groups
Assessment: The Important Thing
Content/Process/Product:
Grouping Strategy:
Assessment
Assessment :
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based:
Assessment:
Assessment:
Assessment:
Assessment:
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based: Confederate
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based Union strengths &
weaknesses in own words:
Pre-Test:
Post-Test:
Formative:
Summative The Important Thing:
Performance Based:
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based:
strengths & weaknesses in own
words
Resource/Materials:
Differentiation:
Common Core Lesson Planning Template
Homework:
Resources and Reflective Notes:
Homework:
Homework:
Homework:
Homework: