Lesson 3
Lesson Title
Discipline
Grade Level
Learning Standard(s)
What standard(s) are most
relevant to the learning
goal(s) and objective(s)?
Central Focus (i.e., Goal)
What is the central focus of
the lesson?
Student Learning
Objective(s)
What are the specific
learning objective(s) for
students in this lesson?
Prior Knowledge
What prior knowledge must
students already have in
order to optimize the
lessons success?
Resources and Materials
How does the setting affect the characters in my book?
English Language Arts
5th grade
Central Learning Focus
CCSS.ELA-LITERACY.RL.5.2: Determine the 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.
CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their
own clearly.
The focus of this lesson is for students to use their background knowledge along with details from the text to make
inferences about their historical fiction books.
Students will be able to describe (orally) 4-5 causes (e.g. The Holocaust) from the time period their book is
written about (e.g. World War II)
Students will be able to describe (orally) 4-5 effects (e.g. Lost homes, lost loved ones) their characters may
have faced due to the causes of the time period (e.g. The Holocaust).
Students will be able to describe (in writing) 1-2 messages about the time period they think the author is
trying to deliver through their text.
Students will be able to describe (in writing) 1-2 messages about the character they think the author is trying
to deliver through their text.
Prior to the lesson, students must have an understanding of the Holocaust and how it affected Jewish people living
in Europe at the time; as well as the time period their historical fiction books are written about, and the events
occurring at that time. Students should also have an understanding of how to make an inference using their texts,
and how to identify the setting of their books.
Instructional Strategies and Learning Tasks
Smart board (to project slides)
"The Harmonica" by Tony Johnston (used for modeling)
What instructional resources and
materials will be used to engage
students in learning?
Launch
___5____ Minutes
How will you commence the
lesson? What will you do to
engage the students at the
beginning of the lesson? What is
your hook? How will you tap into
prior knowledge?
Mini-lesson
_____11______ Minutes
How will you explicitly present the
principle ideas/content knowledge
to the students? How will you
present the new content?
Number the Stars by Lois Lowry (used for modeling)
"Rose Blanche" by Ian McEwan (used for assessment and possible re-teach)
Book Club books (used for group work)
Cause and effect graphic organizer
Cause and effect anchor chart
Book Club Talk anchor charts
Exit ticket (assessment)
Cause and effect work sheet
Writing utensils
To launch the lesson, students will briefly review what a setting is, and the parts that make a setting up,
physical and emotional. Students will then be engaged in a discussion about the events that occurred on
September 11, 2001. Although they were not born yet, they live in the state in which the event occurred, and a
city that was greatly affected by the events. During this discussion, the teacher will make personal connections
to the event; this will allow students to understand that although their characters may not have been directly
involved in a major event occurring in their books, they were however affected by the event in some way. This
discussion will also allow students to understand cause and effect, and how they will be using cause and effect
to understand the relationship between the characters and the events in their books. Students will be asked to
think about any other major events that have occurred in the past, to briefly discuss the cause and effects
relating to the event.
Subsequent to the launch of the lesson, the teacher will introduce the essential question of the day, How do
readers look at the time period in their books and determine how the major events and struggles happening
affected their characters? Students will be introduced to the steps they should take while reading to
understand how the setting affects their characters. The steps are:
1. Think about the major events/struggles happening during that time period.
2. Ask yourself, How do these major events affect the characters in the text, their daily life, their
decisions, their behavior?
3. Ask yourself, What is the author trying to show about the time period and the character?
The teacher will review cause and effect with students using an anchor chart to discuss sight words. It will be
emphasized to students that in this lesson they will be thinking about the cause and effect, the cause being a
major event or struggle of the time period, and the effect being how their characters were affected by the
cause.
Using the smart board, the teacher will project a cause and effect graphic organizer to model completing it
using the book The Harmonica by Tony Johnston. While doing so, the teacher will think out loud and ask
students questions such as:
What time period does the setting of this book take place in?
What part of the world does this story take place in?
What was happening during this time period?
What are some major events or struggles that were happening during this time period?
How did these major events or struggles affect the main character in the book?
How did these events affect other characters in the book?

Structured Practice/Application
_____15_____ Minutes
How will students apply what they
have learned? How will they
demonstrate their knowledge?
Student Feedback
What type of feedback will you
provide to the students?
Closure/Extension
_____5_____ Minutes
How will you bring closure to the
lesson and/or extend it?
After modeling for students, the teacher will project another cause and effect graphic organizer and will ask
students to complete the same using the book Number the Stars by Lois Lowry.
The students will be asked to identify how the events occurring during the time period affected the main
character in the book. The students discussions will be prompted through questions such as:
What time period did we read about in this book?
In what part of the world does this story take place?
What are some major events or struggles that were happening during this time period?
How did these major events or struggles affect the main character in the book?
How do you know these events affected the character?
How did these events affect other characters in the book?
After the mini lesson and student engagement, students will participate in structured practice of the skill
presented in the lesson. Students will work with their historical fiction books to determine how major events or
struggles happening in the time period their books were written about affected the characters in the books.
Students will use a cause and effect graphic organizer to help them jot down their thoughts and ideas while
they are reading and discussing with their groups.
Positive feedback will be provided to students throughout the lesson to encourage them to share their thoughts
and build on each others ideas.
During the launch of the lesson, students will be thanked for sharing their thoughts (e.g. Thank you for
sharing. I like what _________ said.). This will give students a sense of pride in their thoughts and
encourage them to continue to share and participate throughout the lesson.
During the mini-lesson, students will be asked to make a first to four check to show their understanding
of the lesson. Students will show one finger if they do not understand the lesson at all, two fingers if
they think they understand but need to review, three fingers if they understand, four fingers if they feel
they can help one of their classmates. A fist to four check will help students self-assess, and give the
teacher an understanding of each students understanding and comfort with the lesson.
Throughout structured practice, the teacher will walk around and listen to students discussions about
their books, if needed the teacher will provide students with prompting questions to deepen their
conversations (e.g. What time period is your book about? What major events are happening at this
time? How has that major event affected your character? How do you think you would be affected if
you were in that setting? Students will also be asked to check each other's work, give their classmates
feedback and build on each others ideas.
Students will receive positive feedback for sharing their findings of cause and effect in their books (e.g.
Thank you for sharing. I like that you provided details to show us _________.). The teacher will
encourage students to also provide each other with feedback (e.g. I like that ________ added to
_________ idea.). Through this feedback, students will be able to self-assess and make a note of any
feedback their classmates or teacher provides to help them continue to develop the skill.
To bring closure to the lesson, the teacher will call students to meet at the meeting area. The teacher will ask
students to share their findings, as well as any issues they may have come across while completing their
assignment, and any solutions they may have come up with on their own or advice they may have received

Academic Language The academic language that will be highlighted in the lesson is:
What academic
language/vocabulary will
be highlighted in the
lesson?
Type and description of
assessments (e.g., summative
or formative; informal or
formal)
Describe the tools/procedures
that will be used in this lesson to
monitor students understanding
of the lesson objective(s).
Describe the rubrics/checklists
that will be used.
Modifications/Differentiation
Describe how you will modify the
assessment to target learning
across diverse student
populations (e.g., English
Language Learners, struggling
readers and writers, students
with IEPs)? How will you provide
students with access to the
various tasks based on individual
and group needs? How will you
provide multiple entry points for
the learners?
from classmates or the teacher. Students will then leave the meeting area with an exit ticket to complete to
assess the students understanding of the lesson.
Academic Language
Inference
Cause and effect
Time period
Struggles
Assessments
As an informal assessment the teacher will:
Listen to students discussions while they are working in their book clubs to ensure that they are
appropriate for the material.
Ensure that students are using proper academic language during their discussions.
Ask high order thinking questions during whole group and small group discussions to determine their
level of understanding.
As a formal assessment the teacher will:
Students will complete a cause and effect work sheet using their historical fiction book.
Students will complete an exit ticket asking them to look at an excerpt from Rose Blanche to
determine a cause and the effect they see it had on the character.
Students will be working in book clubs that are differentiated according to their reading levels, needs
and abilities.
Students will have the option of working to complete their cause and effect worksheet in pairs, with
their whole book club group, or with the teacher.
Students will be presented with slides to visually interpret the lesson.
Students will be presented with a cause and effect anchor chart to help them visually interpret the skill.
The cause and effect anchor chart will be left up on the board for students to refer back to while they
are working with their historical fiction books.
An anchor chart to help prompt students discussions in their book clubs will be available to use as a
resource.
An anchor chart with expected behavior in book clubs will be available to use as a resource.
Students will be provided with sentence starters if needed, to help them develop their thoughts and
ideas (e.g. The events of the time period affected my character by _______. My character was
affected by the events of the time period, because _______.).
Students who are struggling with the lesson will work with the teacher in a small group for a re-teach
using the book Rose Blanche by Ian McEwan.