Acquisition Lesson
Plan for the Concept, Topic or Skill---Not for the Day
Acquisition Lesson Plan Concept: Central Idea/Theme/Summary
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and
assessment to differentiate learning.
Author Name(s): Meredith Wallace, Katherine West
Grade Level: 5
Length of Lesson: 3 days (approximately) 45 min. periods
Pre-requisite(s): Students will know that literary texts include details that help them determine the theme of the text.
Students will know how to summarize a story using key details.
Common Core Standard(s): RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including
how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the
text.
Essential Question:
How does a reader create a summary that captures the theme of a text?
----------------------------------------------------------------------------------------------------------------------------What do students need to learn to be able to answer the Essential Question?
Assessment Prompt(AP) #1: Explain how particular details reveal a theme
Assessment Prompt(AP) #2: Determine a theme in literary text
Assessment Prompt(AP) #3: Summarize a text, including the theme of the original piece
Activating Strategy:
“How do you…Think/Pair/Share” – Ask students individually to
write the steps involved in writing a summary. (this lesson follows
the informative text lesson on writing summaries) Give students
approximately 2 minutes to brainstorm and write what they know
about summarizing text, then turn and share with a partner.
Key Vocabulary Words to Preview:
Leer
Caviar
Knickers
Theme
reveal
Teaching Strategies:
Clock Partners
Collaborative pairs
Think-aloud
Magnet summary
Give one/Get one
Carousel brainstorming
Graphic Organizer: Magnet Summary, Star Graphic Organizer – Using details to identify theme
----------------------------------------------------------------------------------------------------------------------------Instruction:
Tell students, Today we’ll be working on how to find the theme of a text by using supporting details in the text. I am going
to model for you how I would figure out the theme of The Tortoise and the Hare using the supporting details.
1.
Have students make clock partners. They need to find a partner for 3:00, 6:00, 9:00 and 12:00. (note: teachers may
wish to pre-assign partners based on student need)
2. Project and read The Hare and the Tortoise. Project star-shaped graphic organizer of The Tortoise and the Hare. (or
you may use a story of your choice based on what your students are familiar with – perhaps a book or story your
students have read recently) Attachment 1
3. Fill in the arms of the star with the main details from the story. Think aloud and model how you arrived at the theme of
the story based on the details. For example:
“The theme of The Hare and the Tortoise is “Perseverance and determination beat overconfidence every time”. When I
look at the theme, the first word is “perseverance”. When I look of the details of the story, I see that tortoise never gave
up – he never stopped or even slowed down. That’s what perseverance means – to never give up.” Continue to model
by thinking aloud and breaking down the theme, pointing out how the details of the story support that theme. Note how
the characters’ actions reveal how they respond to a challenge.
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Once you have talked through how the details support the theme, complete the close sentence at the bottom of the page
using one of the details. For example: The detail that hare slept through the race because he was confident he would
win reveals the theme by demonstrating that overconfidence can lead to one’s downfall. Hare’s overconfidence kept
him from winning the race. He took a nap instead of running because he thought he would win.
4. Have students meet with their 3:00 partner. Pass out The Fox and the Crow graphic organizer and story (Attachment
2). Explain that students will work in pairs choose the details that support the theme. Students will work
collaboratively to fill out the star organizer.
5. Once pair have completed their stars, have partners each choose a detail from their organizer and write how that detail
supports the theme by filling out the sentence at the bottom of the page: The detail _______________ reveals the theme
by _____________________.
6. Ask students to find two other pairs and share their sentences.
Assessment Prompt (AP) #1: Explain how particular details reveal a theme by completing the close sentence: The
detail _______________ reveals the theme by _____________________.
Instruction:
Tell students, Today we’ll be working on how to find the theme of a text by using supporting details in the text. I am
going to model for you how I would figure out the theme of a famous poem, “Casey at the Bat”. (Attachment 3)
1. Activate/assess background knowledge: With a partner, brainstorm on a magnet summary what you know about
baseball. In the four corners, you’ll record who the players are, when/where the game is played, What are the
rules/materials needed for the game, and Why the game is played.
2. Once students complete their magnet summaries, post large papers around the room with the same headings: Who,
When/Where, What, and Why. Students will walk around the room and add their baseball brainstorm under each
category, making sure not to repeat what other students wrote.
3. Show students the 1946 Disney cartoon of “Casey at the Bat.” As they watch the video, encourage them pay careful
attention to the events of the poem.
4. Project the poem “Casey at the Bat” on the board. Read the poem aloud, modeling how you create images in your mind
as you read, how you summarize as you read, how you ask questions as you read.
Example:
The outlook wasn’t brilliant for the Mudville nine that day;
The score stood four to two with but one inning more to play.
And then when Cooney died at first, and Barrows did the same,
A sickly silence fell upon the patrons of the game.
“When I read the first line, I thought to myself, it looks like Mudville is not going to win. There’s only one inning left in
the game they are behind by two. The poem says, “Cooney died at first, and Barrows did the same,” I know from
watching baseball that it doesn’t mean that they really died at first base, it means that the first baseman caught the ball
and tagged them out at first. I know that there are three outs in an inning, and so there is only one more out or
Mudville will lose. A “sickly silence” fell over the crowd, because they expect their team to lose. I can picture a
baseball game in my head – it’s a hot day, but the crowd is quiet, because they expect disappointment.”
Continue reading the poem, stanza by stanza, and modeling how you are thinking about the poem as you read.
5. After reading, project the star-shaped theme graphic organizer. Explain to students that the theme of a literary work is
the big idea the author wants the reader to take away. Themes are universal human truths, such as “Love conquers all”,
or “Good wins over evil”, etc. On the star organizer, the teacher will model filling out the arms of the star with main
events from the poem. Solicit events from the students. Based on the events in the poem, what message do you think
the author wants us to take away?
6. Have students meet with their 6:00 partner to determine the theme of Casey at the bat. (differentiation – blank star for
high achievers, allow them to complete remainder of story details; star with all details filled in for strugglers; complete
two details for average students, have them fill in the remainder)
7. Have partner share the theme of “Casey at the Bat” with the group.
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
AP #2: Determine the theme of “Casey at the Bat”
Instruction:
1. Have students review the story of “Little Red Riding Hood” by asking them to meet with their 9:00 partner. Have the
shorter hair retell the story of “Little Red Riding Hood” to the partner with the longer hair. Once the first person has
finished speaking, have the second person add any missing details. Note: be sure to monitor students’ conversations to
make certain they know the basic story. If you find students are uncertain of the story, have a class “share out” of a
story summary.
2. Explain to students that today they will be reading an alternate version of “Little Red Riding Hood and the Wolf” by
Roald Dahl (Attachment 4).
3. Say: Turn to your 9:00 partner. What do you know about Roald Dahl? Based on his other works like Charlie and the
Chocolate Factory, The B.F.G., Fantastic Mr. Fox, etc. what do you think he might do to the story of “Little Red Riding
Hood”? – Give students about 1 minute to discuss.
4. Preview vocabulary from the poem by projecting images + the word for leer, caviar, knickers. (Attachment 5)
5. With their 9:00 partner, have students read the poem “Little Red Riding Hood and the Wolf” together.
6. After reading, have students work with their partners to complete the star theme graphic organizer, filling in story
details that lead to the theme. (Differentiation note: Set up partnerships in advance – low/middle, middle/middle,
middle/high students; give low/middle partnerships support as needed)
7. Have partners brainstorm and write the theme of the poem in the center of the graphic organizer.
8. Have partners write a $2.00 to $3.00 (twenty to thirty words, each word is worth .10) summary of “Little Red Riding
Hood and the Wolf”, including the theme of the story. (Differentiation note: provide a cloze organizer for struggling
students)
AP #3: Summarize the text, including the theme
----------------------------------------------------------------------------------------------------------------------------Assignment:
Pass out “The Three Little Pigs” by Roald Dahl (Attachment 6). Have students read and complete the star
organizer on their own to determine the theme. Once they have completed the organizer, have them write a $2-3
summary of the poem, incorporating the theme. (differentiation note: For struggling readers, either read the poem
aloud to the whole class or have students partner read, and work with a partner to summarize)
Summarizing Strategy:
Have students answer the essential question: How does a reader create a summary that captures the theme of a text?
Write a letter to an absent student explaining the answer to the essential question.
Resources/Citations:
Casey At Bat, http://www.schooltube.com/video/716f0ab606c610be147d/Casey-At-The-Bat
Little Red Riding Hood and the Wolf – Roald Dahl – http:ace.home.xs4all.nl/Literaria/Txt-Dahl.html
The Three Little Pigs – Roald Dahl - http://ace.home.xs4all.nl/Literaria/Txt-Dahl2.html
 clock partner organizer
 vocabulary images
 Baseball activating organizer
 Star theme organizer
 “The Three Little Pigs”
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Attachment 1
Name: __________________________
Directions: Write a supporting detail in
each arm of the star that reveals the
theme of the story.
Theme Graphic Organizer – The Tortoise and the Hare
Theme: Perseverance
and determination beat
overconfidence every
time.
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Attachment 2
The Fox and the Crow
A Crow, having stolen a bit of meat, sat in a tree and held it in her beak. A hungry Fox, seeing this, envied the
crow and wished to have the meat for himself. So he came up with a cunning plan. “How gracious you are,” he
exclaimed, “how beautifully your feathers shine! Oh, if only your voice were equal to your beauty, you would
deserve to be called the Queen of Birds!” The Crow was really flattered by these words, so, anxious to be called
the Queen of Birds, she gave a loud caw and dropped the meat. The Fox quickly picked it up, and thus addressed
the Crow: “My dear Crow, you have a nice voice, indeed, but I’m afraid you have no wits.
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Theme Graphic Organizer – The Fox and the Crow
Name: __________________________
Directions: Write a supporting detail in
each arm of the star that reveals the
theme of the story.
The detail ___________________________________
reveals the theme by___________________________
Theme:
Succumbing to flattery
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Attachment 3
Theme Graphic Organizer
Names ____________________________________________________________
Who is involved?
What are the rules and
what materials are needed
to play baseball?
\
When and where is
baseball played?
Why is baseball played?
Thayer, Ernest Lawrence. “Casey at the Bat.” Favorite Poems Old and New. Edited by Helen Ferris. New
York:
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Doubleday, 1957. (1888) Pages 67-68 Common Core State Standards Appendix B
The outlook wasn’t brilliant for the Mudville nine that day;
The score stood four to two with but one inning more to play.
And then when Cooney died at first, and Barrows did the same,
A sickly silence fell upon the patrons of the game.
A straggling few got up to go in deep despair. The rest
Clung to that hope which springs eternal in the human breast;
They thought if only Casey could but get a whack at that–
We’d put up even money now with Casey at the bat.
But Flynn preceded Casey, as did also Jimmy Blake,
And the former was a lulu and the latter was a cake;
So upon that stricken multitude grim melancholy sat,
For there seemed but little chance of Casey’s getting to the bat.
But Flynn let drive a single, to the wonderment of all,
And Blake, the much despis-ed, tore the cover off the ball;
And when the dust had lifted, and the men saw what had occurred,
There was Johnnie safe at second and Flynn a-hugging third.
Then from 5,000 throats and more there rose a lusty yell;
It rumbled through the valley, it rattled in the dell;
It knoc For Casey, mighty Casey, was advancing to the bat.
There was ease in Casey’s manner as he stepped into his place;
There was pride in Casey’s bearing and a smile on Casey’s face.
And when, responding to the cheers, he lightly doffed his hat,
No stranger in the crowd could doubt ‘twas Casey at the bat.
Ten thousand eyes were on him as he rubbed his hands with dirt;
Five thousand tongues applauded when he wiped them on his shirt.
Then while the writhing pitcher ground the ball into his hip,
Defiance flashed in Casey’s eye, a sneer curled Casey’s lip.
And now the leather-covered sphere came hurtling through the air,
And Casey stood a-watching it in haughty grandeur there.
Close by the sturdy batsman the ball unheeded sped–
“That ain’t my style,” said Casey. “Strike one,” the umpire said.
From the benches, black with people, there went up a muffled roar,
Like the beating of the storm-waves on a stern and distant shore.
“Kill him! Kill the umpire!” shouted some one on the stand;
And it’s likely they’d have killed him had not Casey raised his hand.
With a smile of Christian charity great Casey’s visage shone;
He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher, and once more the sphereoid flew;
But Casey still ignored it, and the umpire said, “Strike two.”
“Fraud!” cried the maddened thousands, and echo answered fraud;
But one scornful look from Casey and the audience was awed.
They saw his face grow stern and cold, they saw his muscles strain,
And they knew that Casey wouldn’t let that ball go by again.
The sneer is gone from Casey’s lip, his teeth are clenched in hate;
He pounds with cruel violence his bat upon the plate.
And now the pitcher holds the ball, and now he lets it go,
And now the air is shattered by the force of Casey’s blow.
Oh, somewhere in this favored land the sun is shining bright;
The band is playing somewhere, and somewhere hearts are light,
And somewhere men are laughing, and somewhere children shout;
But there is no joy in Mudville–mighty Casey has struck out.
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Attachment 4
Little Red Riding Hood and the Wolf
http://ace.home.xs4all.nl/Literaria/Txt-Dahl.html
As soon as Wolf began to feel
That he would like a decent meal,
He went and knocked on Grandma's door.
When Grandma opened it, she saw
The sharp white teeth, the horrid grin,
And Wolfie said, ``May I come in?''
Poor Grandmamma was terrified,
``He's going to eat me up!'' she cried.
And she was absolutely right.
He ate her up in one big bite.
But Grandmamma was small and tough,
And Wolfie wailed, ``That's not enough!
I haven't yet begun to feel
That I have had a decent meal!''
He ran around the kitchen yelping,
``I've got to have a second helping!''
Then added with a frightful leer,
``I'm therefore going to wait right here
Till Little Miss Red Riding Hood
Comes home from walking in the wood.''
He quickly put on Grandma's clothes,
(Of course he hadn't eaten those).
He dressed himself in coat and hat.
He put on shoes, and after that
He even brushed and curled his hair,
Then sat himself in Grandma's chair.
In came the little girl in red.
She stopped. She stared. And then she said,
``What great big ears you have, Grandma.''
``All the better to hear you with,'' the Wolf replied.
``What great big eyes you have, Grandma.''
said Little Red Riding Hood.
``All the better to see you with,'' the Wolf replied.
He sat there watching her and smiled.
He thought, I'm going to eat this child.
Compared with her old Grandmamma
She's going to taste like caviar.
Then Little Red Riding Hood said, ``But Grandma,
what a lovely great big furry coat you have on.''
``That's wrong!'' cried Wolf. ``Have you forgot
To tell me what BIG TEETH I've got?
Ah well, no matter what you say,
I'm going to eat you anyway.''
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
The small girl smiles. One eyelid flickers.
She whips a pistol from her knickers.
She aims it at the creature's head
And bang bang bang, she shoots him dead.
A few weeks later, in the wood,
I came across Miss Riding Hood.
But what a change! No cloak of red,
No silly hood upon her head.
She said, ``Hello, and do please note
My lovely furry wolfskin coat.''
Roald Dahl, Revolting Rhymes
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Attachment 5
Leer
A sly look
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Knickers
Women’s underwear
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Caviar
Fish Eggs – a gourmet delicacy
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Attachment 6
The Three Little Pigs – Roald Dahl
The animal I really dig
Above all others is the pig.
Pigs are noble. Pigs are clever,
Pigs are courteous. However,
Now and then, to break this rule,
One meets a pig who is a fool.
What, for example, would you say
If strolling through the woods one day,
Right there in front of you you saw
A pig who'd built his house of STRAW?
The Wolf who saw it licked his lips,
And said, ``That pig has had his chips.''
``Little pig, little pig, let me come in!''
``No, no, by the hairs on my chinny-chin-chin!''
``Then I'll huff and I'll puff and I'll blow your house in!''
The little pig began to pray,
But Wolfie blew his house away.
He shouted, ``Bacon, pork and ham!
Oh, what a lucky Wolf I am!''
And though he ate the pig quite fast,
He carefully kept the tail till last.
Wolf wandered on, a trifle bloated.
Surprise, surprise, for soon he noted
Another little house for pigs,
And this one had been built of TWIGS!
``Little pig, little pig, let me come in!''
``No, no, by the hairs on my chinny-chin-chin!''
``Then I'll huff and I'll puff and I'll blow your house in!''
The Wolf said, ``Okay, here we go!''
He then began to blow and blow.
The little pig began to sqeal.
He cried, ``Oh Wolf, you've had one meal!
Why can't we talk and make a deal?
The Wolf replied, ``Not on your nelly!''
And soon the pig was in his belly.
``Two juicy little pigs!'' Wolf cried,
``But still I'm not quite satisfied!
I know how full my tummy's bulging,
But oh, how I adore indulging.
''So creeping quietly as a mouse,
The Wolf approached another house,
A house which also had inside
A little piggy trying to hide.
But this one, Piggy Number Three,
Was bright and brainy as could be.
No straw for him, no twigs or sticks.
This pig had built his house of BRICKS.
``You'll not get me!'' the Piggy cried.
``I'll blow you down!'' the Wolf replied.
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
``You'll need,'' Pig said, ``a lot of puff,
And I don't think you've got enough.''
Wolf huffed and puffed and blew and blew.
The house stayed up as good as new.
``If I can't blow it down,'' Wolf said,
I'll have to blow it up instead.
I'll come back in the dead of night
And blow it up with dynamite!''
Pig cried, ``You brute! I might have known!''
Then, picking up the telephone,
He dialed as quickly as he could
The number of red Riding Hood.
``Hello,'' she said. ``Who's speaking? Who?
Oh, hello, Piggy, how d'you do?''
Pig cried, ``I need your help, Miss Hood!
Oh help me, please! D'you think you could?''
``I'll try of course,'' Miss Hood replied.
“What's on your mind...?''
``A Wolf!'' Pig cried.
``I know you've dealt with wolves before,
And now I've got one at my door!''
``My darling Pig,'' she said, ``my sweet,
That's something really up my street.
I've just begun to wash my hair.
But when it's dry, I'll be right there.
''A short while later, through the wood,
Came striding brave Miss Riding Hood.
The Wolf stood there, his eyes ablaze
And yellowish, like mayonnaise.
His teeth were sharp, his gums were raw,
And spit was dripping from his jaw.
Once more the maiden's eyelid flickers.
She draws the pistol from her knickers.
Once more she hits the vital spot,
And kills him with a single shot.
Pig, peeping through the window, stood
And yelled, ``Well done, Miss Riding Hood!''
Ah, Piglet, you must never trust
Young ladies from the upper crust.
For now, Miss Riding Hood, one notes,
Not only has two wolfskin coats,
But when she goes from place to place
She has a PIGSKIN TRAVELLING CASE.
Roald Dahl, Revolting Rhimes
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).