Daily Lesson Plan
Your Name:___Matthew Partridge__________ Grade Level: _____5________
Date:______10/11/05____________
Overall lesson topic/title: Nate the Great: Mystery Lesson Plan
Goals/Objectives: Standard 7:1 later elementary, Standard 6:3 later elementary, Standard 8:2
later elementary
ELA Content Standard(s): R.N.T. 05.02, R.CM.05.02, R.MT.05.01, W.GN.05.01, W.PS.05.01
Grade Level Content Expectation(s):
Knowledge Goal: Each student will… Be able to write using their own voice, know literary
elements
Capacity Goal: Each student will… Make predictions on the book and share a response to
literature
Commitment Goal: Each student will… Share responses and interpret in a class setting
Materials & supplies needed: Book to read (Nate the Great: The Case of the Fleeing Fang) (1),
Writing logs (provided), pencils
Procedures and approximate time allocated for each event
Academic, Social and Linguistic
Support during each event
• Introduction to the lesson (What will you say to help children
understand the purpose of the lesson? How will you help them make
connections to prior lessons or experiences? How will you motivate
them to become engaged in the lesson?) (_10 minutes)
Present opening questions to class:
1. “What are some of your favorite mystery books?”
2. “What are things that make up a story?” (plot, setting,
characters)
3. “Remember back to the previous book you read (Poppy),
what are some of the characters/setting?”
4. “What are special things that make mysteries different/What
are the parts of a mystery?” (crime, detective, suspects, clues)
• OUTLINE of key events during the lesson (Include specific details
about how you will begin and end activities; what discussion questions
you will use; how you will help children understand behavior
expectations during the lesson; when/how you will distribute supplies
and materials) (_15 minutes)
Have the students take out a pencil and paper and tell them that you
are going to read a mystery book to them. Tell them to follow along
as you read and to come up with examples of parts of a mystery.
- Read First three chapters of “Nate the Great: The Case of the
Fleeing Fang.” Pause occasionally to ask questions of the
students to make sure they comprehend the story.
- After completing the first three chapters ask students what are
Ask a wide variety of students
questions so as to involve as
much of the class as possible.
Some may not feel comfortable
speaking aloud in class so allow
chances for students to talk in
small groups while you are
questioning the class as a whole.
Also make sure all the class can
see the pictures of the book since
some of the students respond
more heavily to visual cues than
verbal readings.
some of the main clues; some of the main suspects.
• Closing summary for the lesson (How will you bring closure to the
lesson and involve children in reflecting on their experiences? How will
you involve them making connections to prior lessons or prepare for
future experiences? What kind of feedback do you want from them at
this time?) (5-10 minutes)
-Finish lesson by asking students to make predictions on how
they think the mystery will end.
- Collect note cards of student notes.
Post-Assessment: (How will you know the students are progressing
toward your identified goals? What are key areas to include in a rubric or
other post-assessment?)
Assign students to write a brief narrative as if they were the detective
in a story. Look for understanding of characters (suspects,
detectives), crimes, and clues.
Academic, Social, and
Linguistic Support during
assessment
Some students have stronger
writing capabilities than others.
Provide for ample time for
students to think about how they
would like to set up their story.
If they do not feel comfortable
writing a narrative perhaps they
could narrate a story to you or
simply make a list of clues they
might use in their story and a list
of suspects.