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DAILY LESSON PLAN TEMPLATE (CORE)

Date

Preliminary Information
LESSON Finding and Relaying that
theme

Date of Lesson:April 22nd, 2017

Grade:5th

Course/Subject:ELA

Number of Students:16 students

Unit/Theme:Identifying Theme

Period/Time:12:15-1:15
Estimated Duration:2 class periods

Where in the unit does this lesson occur?

Beginning of the unit

Structure(s) or grouping for the lesson (underline any

that apply):

Middle of the unit

End of the unit

Whole class
Small group
One-to-one
Other (conferencing with groups)

1. GOALS: What are your goals for student learning, and why are
they appropriate for these students at this time?
Big Idea or Concept Being Taught
*Working in their groups, students need to identify the main theme within the piece of text they
were given
*Students can verbalize the theme of a story in their own words
*Students will be expected to work together, sharing responsibilities and making sure all ideas
and opinions are listened to and taken into consideration.

Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to
students.)

Today you will identify the theme within a story and after putting it into your own words you will
create a new story with your group members that has the same theme but a different story line.

Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this
Common lesson.)

ISTE Standard 2 Students digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
D. Contribute to project teams to produce original works or solve problems.
RL.5.2. Determine a theme of a story, drama, or poem from details in the text
W.5.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.

2. ASSESSMENT: How will you know and document the extent to

which students make progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or
how will you assess the extent to which they have met your goal[s]?)

I will assess each group's work based off their final presentation to the class at the end of two
class periods. I will assess each childs contribution to their group based of the evaluation
form each group filled out for each group member.

3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?)
I will read a story and as a class we will identify the theme. Then I will walk through the process of
making up a new story that has the same theme as the story I just read but has a completely
different story line. I will use the storyboard website to publish my story.
https://www.storyboardthat.com

Then I will ask the class, even though these are two totally different stories ( one I read and one I

created) can they convey the same message?

This actually happens a lot. Today you are going to be given one story- you will identify the theme
(just like we did) and then you will be creating the other story (it must have the same theme) with
a group!

You are going to do what I did, except you will be working in groups!

Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you
ask; how will you promote question generation/discussion; how will you address the academic
language demands? Detail your plan. Note: For math lesson plans, please write or attach every
task/problem students will solve during the lesson.)

I have split you up into four groups. I am passing out a rubric for the project which you will be
working on for today and tomorrows class AND I am passing out a template/direction sheet which
you will be filling out as you work on this project. This is due when you present tomorrow!

You are going to read a passage on your own FIRST and take notes on a document called a padlet.
You will write down important details in the story, the characters, the setting, and what you think
the theme of the story is.
Then you will get together in your group and read the passage again.
After you read it as a group look at the padlet where you all made notes while reading (although
you read the story independently and made your own notes, all your group members were using
one padlet) https://padlet.com/wall/gdfa3kqduat0

As a group you will identify the main theme of the story ( through discussion and looking at the
group members notes), what is the main point, why did the author write the story?
After you identify the theme you are going to write it on your paper/template (verbalizing it in your
own words)
Next as a group you will create story that has the same theme as the theme you identified from
the passage, however you have to create a story that has a completely differently storyline.
After your group has written up a rough draft of your own original story you can choose what
format you would like to create your story.
You have the choice of traditional short story https://www.mystorybook.com or you can make a

comic strip ( more like a graphic novel format) called a storyboard https://www.storyboardthat.com
After the group has decided on what format you want to use you each will take turn using the
computer and create your story together
Be ready to present your story for the class

Closure
(How will you bring closure to the lesson?)

At the end of the class I will bring everyone together and do a check of where each individual
group is in the process of creating their own story. Again I will reiterate what needs to be done at
the end of the class period tomorrow.

I will ask the students if they learned anything about themselves as a creative thinkers/readers an
writers today during this project?

Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity
among students in such areas as prior knowledge, ability level, learning needs, cultural
background, and English language proficiency?)

I will put all my ESOL students in the same group because the ESOL teacher pushed in during
our ELA block and this way she can support all of them
I will differentiate the passages each group gets based on the level of ability in each group
I will be conferencing with each group about the theme they identified before they start
drafting their story to make sure they understand the theme of the passage they were given
Each group will receive a template which will give them step by step directions of the
project(this way the students are getting verbal and visual directions)
I will be walking around the room gauging the pace different groups are going. This will also
allow me to step in if I see a specific group struggling
For the groups that will have a difficult time communicating I will give roles to each person.
This will make it so one person cannot take control and do all the work. If every person has a role
that they are responsible to complete it will make it so everyone in the group is doing some of the
work
I will hand the rubric out when I pass out the template this way students understand what

needs to be done and how they will be graded

Resources and Materials

template for the project

-rubric for the project
-differentiated passages
-pre prepared groups
-pencils
-computers
-groups evaluations for each member