Common Core Lesson Planning Template
Grade Level 5th
Subject Language Arts/Writing
Teacher/Room: K. Elrod/Room 119
Week of: November 11-15, 2013
Unit Vocabulary:
Day 1
Common Core Standard(s):
ELACC5RI7, 9, 10
ELACC5L1, 2, 3
ELACC5W2, 3, 4, 10
Day 2
Common Core Standard(s):
ELACC5L1, 2, 3
ELACC5W2, 4, 10
Day 3
Common Core Standard(s):
ELACC5L1, 2, 3
ELACC5W2, 4, 10
Day 4
Common Core Standard(s):
ELACC5RI7, 9, 10
ELACC5L1, 2, 3
ELACC5W2, 4, 10
Day 5
Common Core Standard(s):
ELACC5RI7, 9, 10
ELACC5L1, 2, 3
ELACC5W2, 4, 10
EQ Question:
How do I turn fact fragments
into writing that makes sense?
EQ Question:
What is a preposition?
What is an object of a
preposition?
What is a prepositional phrase?
EQ Question:
How do I close a paragraph so
that it ends smoothly and flows
into the next idea?
EQ Question:
How do I take notes from
informational text without
plagiarizing?
EQ Question:
How do I take notes from
informational text without
plagiarizing?
Mini Lesson:
Model drafting fact fragments
into sentences using
paragraph form from the note
taking sheet. Divide students
into 3 groups to finish the
task for Section 2 on the
Reconstruction note taking
sheet. Purple group will draft
independently. Blue group
will draft with peer support in
small cooperative groups.
Green group will draft in small
group with teacher support.
Author’s Chair.
Activating Strategies:
Journal Strategy L:
Miscellaneous: 5th grade GA
Writing Assessment narrative
prompt: Stormy weather has
caused the electricity to go
out. You cannot use your TV,
computer, refrigerator, lights,
or anything else that runs on
electricity. Write a story
Mini Lesson:
Preposition, objects of
prepositions, and
prepositional phrases.
Students divided into 3
groups. Green group will play
a preposition game called
“Hands Down!” to
practice/reinforce identifying
prepositions. Blue group will
go to a Preposition station to
practice identifying
prepositions, objects of
preps, and prepositional
phrases. Purple group will
create a poster that explains
what a preposition is, what an
object of the prep is, and
what a prep phrase is. Posters
must also include definitions
and examples. Students will
present posters to the class.
Early finishers will continue
drafting part 2 of the
Reconstruction era.
Mini Lesson:
Revisit closing sentences in
informational writing. Model
adding some whole group to
student paragraphs. Students
will be divided into 3 groups
based on Monday’s drafting.
Purple group will continue
drafting independently or
begin researching section 3 of
the Reconstruction Era on the
note-taking sheet. Blue group
will draft in pairs. Green
group will finish drafting
section 2 with teacher
support. Author’s Chair.
Activating Strategies:
Journal Strategy B: Acrostic
Vocabulary: Students will use
the word preposition to
provide examples of and/or
explain what it is.
Resource/Materials:
LA journals, WW binders,
Reconstruction era note-
Mini Lesson:
Prepositions brain pop to
review.
Students will work to gather
information and write in fact
fragments for the first 2
research questions for
section 3 of the
Reconstruction Era. Purple
group will research
independently and will use
the internet to gather
additional information from
additional sources. Blue
group will research
independently. Green group
will research in a small group
with teacher support.
Activating Strategies:
Journal Strategy E: Quad
Cluster: Students will be
given the following words:
aboard, about, above, and
amazing. Students must
explain why 3 of them go
Mini Lesson:
Prepositions Assessment
Students will work to gather
information and write in fact
fragments for the final 2
research questions for section
3 of the Reconstruction era.
Purple group will research
independently and will use the
internet to gather additional
information from additional
sources. Blue group will
research independently and
will be required to gather one
fact from one additional
resource using the internet.
Green group will research in a
small group with teacher
support.
Activating Strategies:
Strategy C: Either…Or: I would
rather be a Pilgrim or a Native
American.
Resource/Materials:
Preposition assessment, LA
Common Core Lesson Planning Template
about one day without
electricity.
Students will be encouraged
to write 2 pages in 30 minutes
using narrative show-don’ttell writing strategies.
Resource/Materials:
LA Journals, WW binders,
Reconstruction note-taking
sheets, SS textbooks
Preposition ticket out the
door
Activating Strategies:
Journal Strategy D: Focused
Free Writing: Thanksgiving
From a Turkey’s point of view
Resource/Materials:
LA journals, WW binders,
Reconstruction note-taking
sheet, SS textbooks, Hands
Down prep game board and
cards copied, Prep station,
Prep station recording sheets
copied, Paper for posters,
Crayons and colored pencils
Differentiation:
taking sheet, SS textbook
together and 1 is different.
Resource/Materials:
LA journals, WW binders,
Reconstruction era notetaking sheet, SS textbook,
laptops
journals, WW binders.
Reconstruction era notetaking sheet, SS textbook,
laptops
Differentiation:
Differentiation:
Differentiation:
Content/Process/Product: drafting
independently, with peer support, or
with teacher support
Grouping Strategy: Task grouping
Assessment: Student drafting from
section 1 of Reconstruction notetaking sheet
Content/Process/Product: preps,
preps and objects of preps, preps,
objects of preps & prep
phrases/game, station, poster
Grouping Strategy: Skill/Strategy
Grouping
Assessment: Preposition WS p. 39
completed in class last week
Content/Process/Product: working
independently, in pairs, or small
group
Grouping Strategy: Task grouping
Assessment: Student drafting from
Monday
Content/Process/Product: additional
research info. And sources/
grouping.
Grouping Strategy: Task grouping
Assessment: Groups have been
determined from last Friday’s notetaking
Content/Process/Product: additional
research info. And sources/ grouping
Grouping Strategy: task grouping
Assessment: note-taking sheet from
the previous day
Assessment :
Assessment:
Assessment:
Assessment:
Assessment:
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based: Student drafting
Pre-Test:
Post-Test:
Formative:: Prep ticket out the door
Summative:
Performance Based: game
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based: student drafting
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based: note taking sheet
Pre-Test:
Post-Test:
Formative:
Summative:: Prepositions assessment
Performance Based: note taking sheet
Homework:
Preposition WS
Homework:
DLR
Homework:
Preposition WS
Homework:
DLR
Homework:
Differentiation:
performance, station recording
sheet, posters
Resources and Reflective Notes:
Grade Level 5th
Subject Reading
Unit Vocabulary:
Teacher/Room: Elrod/Room 119
Week of:
Common Core Lesson Planning Template
Day 1
Common Core Standard(s):
ELACC5RI2, 4, 10
ELACC5RF3, 4
Day 2
Common Core Standard(s):
ELACC5RI2, 4, 8, 10
ELACC5RF3, 4
Day 3
Common Core Standard(s):
ELACC5RI2, 3, 4, 8, 10
ELACC5RF3, 4
Day 4
Common Core Standard(s):
ELACC5RI2, 4, 8
ELACC5RF3, 4
Day 5
Common Core Standard(s):
ELACC5RI1, 2, 4, 8, 10
ELACC5RF3, 4
EQ Question:
What do you know about the
U.S. expansion into the western
territories during and after the
Civil War?
What is a glossary?
EQ Question:
EQ Question:
EQ Question:
Why would people risk their
lives and take such difficult
journeys to settle in the
west?
What do we use a table of
contents for?
Who would win the race?
Who would build a railroad
that extended from the
Atlantic Ocean to the Pacific
Ocean first: the Central
Pacific Railroad or the Union
Pacific Railroad?
Who would win the race?
Who would build a railroad
that extended from the
Atlantic Ocean to the Pacific
Ocean first: the Central
Pacific Railroad or the Union
Pacific Railroad?
EQ Question:
Do you think Thomas Durant of
the Central Pacific was an
intelligent man?
How can you tell?
Why are insets and sidebars
included in non-fiction or
informational text?
Why are maps sometimes
included in informational text?
What information can be gotten
from captions and labels in
informational text?
Mini Lesson:
Review maps (non-fiction text
feature). Look at map on
page 7.
Students will continue
working and reading through
the text based on pacing and
assignments on contracts.
Students will revisit their KWL
chart to add learned
information.
All students will summarize
by answering a question
given to them in an envelope
at the beginning of the class.
Students will place their
answer inside the envelope
and hang on the parking lot.
(The Envelope, Please)
Activating Strategies:
Turn and talk: Who would
win the race? Who would
build a railroad that extended
from the Atlantic Ocean to
Mini Lesson:
Review captions and labels
(non-fiction text feature.)
Students will continue
working and reading through
the text based on pacing and
assignments on contracts.
Students will revisit their
KWL chart to add learned
information.
Students will go to the after
reading portion of their
anticipation guide to respond
to the 5 statements to
summarize their reading for
the day.
Activating Strategies:
Anticipation guide: Provide
students with 5 statements
about the book, The
Transcontinental Railroad.
Students will also have 2
response columns. Students
will fill in the before reading
Mini Lesson:
Assign new guided reading
groups based on fluency and
comprehension on previous
book.
Preview informational book
The Transcontinental
Railroad. Book will be read as
a preview to upcoming SS unit
on settling the western
territories.
Review glossary (nonfiction
text feature).
Students complete
vocabulary maps for the
following words: agonizingly,
ballast, discrimination,
efficient, engineers, foremen,
infamous, ties. Vocabulary
maps differentiated.
Activating Strategies:
KWL about settling the
western territories in the U.S.
beginning with 1870’s (post-
Mini Lesson:
Review table of contents
(non-fiction text feature)
Assign The Transcontinental
Railroad reading and
assignment contracts varied
by guided reading groups.
Students will revisit their KWL
chart to add learned
information.
Purple groups will draft a
summary using fact
fragments from the text to
summarize the day’s reading.
Blue groups will complete a
relay summary of the day’s
reading assignment (Each
student adds a sentence to
the summary.) Green group
will complete a 3-2-1 on the
day’s reading (3 things I
learned, 2 people who were
important in building the
Transcontinental RR, and 1
Mini Lesson:
Review insets and sidebars
(non-fiction text features).
Look at p. 17 of the
Transcontinental Railroad.
Students will continue working
and reading through the text
based on pacing and
assignments on contracts.
Students will revisit their KWL
chart to add learned
information.
Differentiated comprehension
checks. Purple= analyze and
prove. Blue= compare and
draw conclusions. Green=
draw, recall, and infer.
Activating Strategies:
Quick write: Do you think
Thomas Durant of the Central
Pacific was an intelligent man?
How can you tell? (Students
should use evidence from the
text.) Purple should have 4
Common Core Lesson Planning Template
Civil War)
Resource/Materials:
The Transcontinental Railroad
book copies, differentiated
vocabulary maps
question they have.)
Activating Strategies:
Admit/Entrance Ticket: Why
would people risk their lives
and take such difficult
journeys to settle in the
west?
Resource/Materials:
The Transcontinental Railroad
book copies, contracts,
admit/entrance tickets
Differentiation:
the Pacific Ocean first: the
Central Pacific Railroad or the
Union Pacific Railroad?
Resource/Materials:
The Transcontinental Railroad
book copies, contracts,
differentiated envelope
questions
response. Anticipation guides
will be varied based on
where each type of group is
in the reading material.
Resource/Materials:
Differentiated anticipation
guides based on group
pacing, The Transcontinental
Railroad book copies,
contracts
examples of evidence, blue
should have 3 examples of
evidence, and green 2
examples of evidence.
Resource/Materials:
The Transcontinental Railroad
book copies, contracts,
differentiated comprehension
questions
Differentiation:
Differentiation:
Differentiation:
Content/Process/Product:
differentiated Vocabulary maps
Grouping Strategy: Guided reading
groups
Assessment: Previous book’s
comprehension and fluency results
Content/Process/Product: contract
pacing and assignments/summaries:
written, relay, or 3-2-1
Grouping Strategy: guided reading
groups
Assessment: Previous book’s
comprehension and fluency results
Content/Process/Product: contract
pacing and assignments/ envelope
questions
Grouping Strategy: Guided reading
groups
Assessment: Previous book’s
comprehension and fluency results
Content/Process/Product :contract
pacing and assignments/
anticipation guides
Grouping Strategy: Guided reading
groups
Assessment: Previous book’s
comprehension and fluency results
Content/Process/Product: contract
pacing and assignments/
differentiated comprehension
questions
Grouping Strategy: guided reading
groups
Assessment: Previous book’s
comprehension and fluency results
Assessment :
Assessment:
Assessment:
Assessment:
Assessment:
Pre-Test:
Post-Test:
Formative:: Vocabulary map, KWL
charts
Summative:
Performance Based:
Pre-Test:
Post-Test:
Formative: KWL charts
Summative:
Performance Based: differentiated
Pre-Test:
Post-Test:
Formative: KWL charts
Summative:: envelope questions
Performance Based:
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based:
Pre-Test:
Post-Test:
Formative:: KWL charts
Summative: Comprehension questions
Performance Based:
Homework:
Homework:
Homework:
Homework:
Homework:
Differentiation:
Resources and Reflective Notes:
summaries