Design for Learning

Instructor: Grace Culbreth

1st, McInvale
Lesson Title: Who, What, When, Where and Why
Curriculum Area: English Language Arts

Grade Level/Cooperating Teacher:

Date: February 25, 2015
Estimated Time: 15 minutes

Standards Connection: ALEX English Language Arts 3.) Describe

characters, settings, and major events in a story, using key details.
[RL.1.3]
Learning Objective(s): The students will recall correctly the who,
what, when, where, and why of a short story given.
Learning Objective(s) stated in kid-friendly language: Today
we will be learning how to identify who what when where and why of
the story The Story of Ruby Bridges.
Evaluation of Learning Objective(s): After the lesson I will give the
students a worksheet to work on at their table of with the five W
questions. They will be able to recall what they heard in the story and
answer the questions correctly.
Engagement: Everyone clean up your book boxes and come to the
rug! The students will put away their book boxes and come sit down on
the rug in front of where I am sitting. 5...4..3...21, I will do this to get
the students attention and have them all looking at me quietly. Okay
boys and girls, does anyone remember what is special about February?
The students will answer appropriately. Very good! It is black history
month! Can anyone tell me about some of the famous black history
people you all have learned about? The students will answer
appropriately. Very good boys and girls! Now, I want you to imagine
coming to school and none of your friends are here. You are the only
student in the class. What would school be like? I want you to turn and
talk to your partner and discuss what it would feel like to be the only
student in the class. The students will discuss with their partners.
Okay, raise your hands and tell me what you and your neighbor talked
about. Students will share what their neighbor thought school would be
like. I like all of those answers! I think it would be very lonely without
any friends to work with all day. Wouldnt you? Okay we are going to
read a story and in that story the little girl was the only one who came

to school. Why do you all think she was the only one? The students will
answer appropriately. I guess we will have to wait and see!
Learning Design:
1.Teaching: I will read the story to the students. Okay boys and girls
we are going to learn how to pick out the who, what, when, where and
why in a story. Lets start with the who. Can anyone tell me who this
story was about? The students will answer appropriately. I will have a
chart paper where the students can see and write who: and the
answer. Very good! Ruby Bridges is the who because she is the main
character in this book. Now lets think about this what was the main
idea, or the main point in this book? I want you to turn and talk to your
neighbor and discuss what is the main idea of this book. The students
will turn and talk to their neighbors. Okay student G what did you and
Student F talk about? The student will answer appropriately. Very
good! The what in this story is Ruby going to a different school! I will
write this on the chart paper for all of the students to see. Now lets
talk about the when. Can anyone tell me when this story was written
about? The students will raise their hands and answer appropriately.
Very good this was during the Civil Rights Movement! Now we will talk
about the where. Can anyone remember where this story takes place?
The students will raise their hands and answer appropriately. Very
good this happened in Mississippi! I will then write this down on the
chart paper. Now we come to the very last W, the why. I want you to
turn and talk with your partner and tell me why did Ruby change
schools and what is important? The students will turn to their partner
and discuss this. Student R can you tell me what Student K said? The
students will answer appropriately. Very good boys and girls! Now I
want you to turn and talk to your partner and can you tell me why you
think it is important that we pick out the who, what, when, where, and
whys in a story? Why do you think we should do this? The students will
turn and talk to their partners. Student H why do you think it is
important to know the 5 ws in a story? The student will answer
appropriately. Very good it helps us understand what is happened, why
it is happen, and who it is happening to! So lets review. Who is the who
of a story? The students will answer appropriately. Very good now what
is the what of a story? The students will answer appropriately. Very
good now what is the when of a story? The students will answer
appropriately. Very good now what is the where of the story? The
students will answer appropriately. Awesome job! Now what is the why
of a story? The students will answer appropriately. Very good guys!
Who what when where and why does not always apply to just stories.
You can also use it for invitations, if when your older and you get an
email, when you see advertisements on Tv, and even TV shows and
movies. Now I want you to practice this with a partners!

II. Opportunity for Practice: Student I am going to divide you into

five groups, a who group, a what group, a when group, a where group,
and a why group. You are all going to read a short story. The who
group will find the who in the story. The what group will find out the
what in the story. The when group will find out the when. The where
group will find out the where in the story. The why group will find out
the why. When you are all done we will come back to the circle and we
will share what you all have figured out through the reading. I will then
split the students into groups and they will work together.
III. Assessment I am going to give you a short story to read on your
own! I want you to fill out the who, what, when, where, and why on a
spate sheet I will give to you. When tell you to I want you to come her
and get the sheet from me. When you are finished with the sheet I
want you to come give it to me and quietly go get your book boxes
and do your next rotation.
IV. Closure: Okay boys and girls let all come back to the carpet and
read the story you all just read! We will read the story. Okay who group
who is the who in this story? The group will answer appropriately. Okay
what group what is the what in this story? The group will answer
appropriately. Okay when group when was this story set in? The group
will answer appropriately. Okay why group what is the why in this
story? The group will answer appropriately. Very good boys and girls!
You all did such a great job!
Materials and Resources:
The Story of Ruby Bridges
https://www.teachervision.com/tv/printables/botr/botr_28_2-2.pdf
https://www.teacherspayteachers.com/Product/5-W-Worksheet-208044
Differentiation Strategies (including plans for individual
learners):
The higher level students will have an extra activity where they pick a
book to read and then find the who what when where and why on a
different sheet. The lower level students will work with me, and I will
read with the students and prompt the questions.
Reflection:
The students did very well with this lesson. They all understood the
concept very well. They all understood how to find the who, what,
when, where, and why while I was teaching, with a few exceptions.

Data Analysis: The students were almost all proficient with this
assessment. They all understood how to find the who, what, when,
where, and why in a story.