UNLV/Department of Teaching & Learning Secondary Lesson Plan Template

UNLV/Department of Teaching & Learning
Secondary Lesson Plan Template
UNLV Student: Anja Fletcher PSMT Name: Bickmore

Lesson Plan Title: Vocabulary – Lesson 1 Lesson Plan Topic: ELA
Date: June 25, 2019 Estimated Time: 2 days
Grade Level: 5th School Site: UNLV
State Standard(s):
L.5.4.A Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
L.5.4.C Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or clarify the precise meaning of key words and
phrases.
Teaching Model(s):
Whole group
Word-partner
Independent instruction
Objective(s):
SWBAT use context clues to understand the meaning of unknown words.
SWBAT use a reference source to clarify meanings of unknown words.
Materials and Technology Resources:

A Whole New Ballgame (1 book for each student)
Book Trailer: https://youtu.be/q3voygGsPqs
Vocabulary List (1 for each student)
Vocabulary Chart (1 for each student)
Instructional Procedures:
a. Introduction (3-5 minutes):
Motivation/Engagement:
Tell students we will be reading a really fun book that involves friendship, sports, and
diverse kids just like themselves. Show students book trailer. Then tell students we must first
learn some important words that will be in the book so that we can understand what we are
reading.
b. Activities or Learning Experiences (day 1)(45-50 minutes):

As a whole class we will first read all of the vocabulary words on the attached list.
Students will be asked how many of the words they can define by the context in which they are
used. Instruct students to highlight the ones they could discern without using a dictionary at all.
Then, have students choose at least five words that they still need to explore and instruct them to
look up everything they can about each word. Have students share their findings with a word-
partner. Together, they should brainstorm situations where you would use the selected words.
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c. Closure (15 minutes):
As a class we will discuss any new words that they discovered the meaning of that they
want to share. We will continue adding words to our word wall.
d. Extension activity:
Students that complete the assigned reading can add new words to their chart and add the
meanings with sentences.
e. Activities or Learning Experiences (day 2)(45-50 minutes):

As a whole class we will begin reading A Whole New Ballgame.
Students will then read independently for the remainder of the time stopping when they
read the end of page 43.
Accommodations, Modifications and Differentiations for Diverse Learners:

Students with IEP’s will work with their designated partner utilizing the instructional
assistant if needed.
Students requiring additional support completing the Vocabulary Chart will work with
me at the kidney table for small group support.
ELL students will be shown a video of the book in their native language.
My diverse learners will be given sentence starters along with a word bank to complete
the Vocabulary Chart.
Assessment and Evaluation of Learning:

a. Formative:
Teacher will look for students understanding chosen words with the sentences that they
construct.
b. Summative:
Students will be assessed on the standard through grade level common assessment.
Homework Assignment:
Those students that did not complete the assigned reading during the sustained silent
reading must take home and read until reading the end of page 43.
Students are to bring in a photo of a friend or a family member or a photo of a
relationship cut-out from a magazine to be used in the next day’s lesson.
Reflection:
2
Vocabulary List
bolted portables coordinator bassist piercings dismissal
exception pungent predictable rhetorical question digest featuring
scarfed scalp varsity clingy snatched tattoos
symbols vise-gripping definitely consolidated district opposing
league co-ed mistaken traveling possession distracted
midcourt underhanded rebound hustling embody singled out
bond initiative denim homophones swag graffiti
Santiago delusional contagious strutted prediction performance
incident indispensable access perspective vantage potential
preliminary revise editing distribute reflection advantage
contributes delusional unrealistic fecal expectations conductor
challah relentless stifle contexts persuasive violently
paced class dignity disruptive deuce neglecting
suffocating accommodating Santo Domingo recommendation
3
Vocabulary Chart
Brand-new to me: I could say what it I could give you a Without a doubt, I
I’ve heard this word means if you used it decent definition in already own this word
once or twice: in a sentence: my own words:
4

Lesson Plan Title: Analyze Character Lesson Plan Topic: ELA
Relationships – Lesson 2
State 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.
RL.5.3 - Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
Teaching Model(s):
Whole Group
Shoulder Partner
Independent Instruction
Objective(s):
SWBAT determine the theme of a story using character relationships.
SWBAT compare and contrast characters in a story drawing on specific details within the
text.

Relationship Chart (1 for each student)
Relationship photograph (1 for each student)
Have students sit in a circle and share the photographs they brought in of a friend or
family member. Each student should answer the questions: Who is this relationship with? How
are you alike or different? How do you both feel about each other? Why do you and this person
need each other? Describe the relationship. Is it positive or negative? Both? Explain.
After each student has had a chance to present his or her photograph, engage the class in
a discussion about relationships. Ask, "What do relationships have in common? How are they
different? What purpose do relationships serve in our lives?"
b. Activities or Learning Experiences (Day 1)(30-40 minutes):

Teacher will explain that it is important to examine relationships in a work of Realistic
Fiction. Readers can track a relationship and see how the relationship and the characters change
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in a story. By evaluating the features or details of a relationship, readers can connect with
characters, understand the plot, and predict what will happen later in the story.
I will think about the relationship that Rip and Red have with each other as well as their
relationship with Mr. Acevedo. These relationships are both positive and negative, and I can
examine each relationship to learn more about the story and its characters.
First, I will examine the relationship between Rip and Red by answering the questions on
my Relationship Chart. On my Relationship Chart I will record the answers to the following
questions:
 Who is this relationship between?
 How are the characters alike and different?
 How do the characters feel about each other?
 Why do the characters need each other?
 Describe the relationship. Is it positive or negative? Explain.
Think Check
Ask: "How can I understand the relationships between characters?" Students should
respond that you can identify who the relationship is between, how the characters are alike and
different, how the characters feel about each other, why the characters need each other, and if the
relationship is a positive or negative one (or both). By evaluating the features or details of a
relationship, readers can connect with characters, understand the plot, and predict what will
happen later.
Guided Practice
We will analyze the relationship between Rip and Mr. Acevedo. We will answer the
questions about the relationship on the Relationship Chart that we started during the Direct
Teaching.
 Who is this relationship between?
 How are the characters alike and different?
 How do the characters feel about each other?
 Why do the characters need each other?
 Describe the relationship. Is it positive or negative? Explain.
Independent Practice
We will work with a partner to analyze another relationship in the book by answering the
relationship questions listed on the Relationship Chart. You will answer the questions on your
Relationship Roster Relationship Roster in your Student Packet.

We will come together as a class to share information about the relationship we have
analyzed. We will read aloud all of our answers to the questions and discuss the relationships in
the book so far. We will compare and contrast the relationships we have analyzed. Ask, "How
are some relationships different? How are they the same?" We will discuss whether the
relationships between the characters have changed at all since the beginning of the book. We will
predict whether they will change in the future.
Students that finish early will continue analyzing another relationship in the book using
the Relationship Chart.
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e. Activities or Learning Experiences (Day 2)(45-50 minutes):
As a whole class we will continue reading A Whole New Ballgame.
reach the end of page 86.

Students requiring additional support completing the Relationship Chart will work with
ELL students will be provided assistance with unknown words or ideas in their native
language.
the Relationship Chart.

a. Formative:
Collect the Relationship Chart and assess whether students were able to accurately
identify and record the relationships.
b. Summative:
reading must take home and read until reaching the end of page 86.
Reflection:
7
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Lesson Plan Title: Figurative Language – Lesson Plan Topic: ELA
Lesson 3
State Standard(s):
L.5.5.C Use the relationship between particular words (e.g., synonyms, antonyms, homographs)
to better understand each of the words.
Teaching Model(s):
Whole Group
Small group / Partner
Objective(s):
SWBAT understand the meaning of words utilizing various relationships between words.

https://youtu.be/IS7Dkijz3Ww
Idioms and Proverbs Worksheet
Begin the class showing this video: https://youtu.be/IS7Dkijz3Ww
Tell them we will be discussing the difference between proverbs and idioms and
classifying them into the two different categories.

In pairs, have students discuss the following sayings from the book and ask them to
identify whether they are simple sayings, idioms, or a proverb/adage. Once they have classified
each saying, ask each pair to discuss what they think each saying might mean. Once each pair
has a decent “definition” have them share it with another pair.
 Extend an olive branch
 Soup’s on
 Just my two cents
 Getting in your chairs
 Life isn’t about waiting for the storm to pass
 It’s about learning to dance in the rain
 Explode off that screen
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 Full-court press
 Cherry picker
 Never say don’t drink that water
One person from each set of four partners will write their definition of the figurative
language on the board and we will discuss as a class. If we have conflicting results we will come
up with a final answer.
Groups that finish early will complete the Idioms and Proverbs worksheet and can hand it
in for extra credit.
e. Activities or Learning Experiences (day 2)(45-50 minutes):

As a whole class we will begin reading A Whole New Ballgame.
read the end of page 127.

Students requiring additional support completing the learning experience will work with
ELL students will be shown a video of the sayings in their native language.
My diverse learners will be given a word bank to complete the learning experience.

a. Formative:
Student will be assessed on accuracy of the figurative language classification and
definition.
b. Summative:
Reflection:
10
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Lesson Plan Title: CLOSE reading and Lesson Plan Topic: ELA
Making Inferences
State Standard(s):
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
Teaching Model(s):
Whole Group
Small group / Partner
Objective(s):
SWBAT draw inferences from text and explicitly explain what the text says by accurately
quoting from the text.

Reading Detective Chart (1 for each student)
Inferences Chart (1 for each student)
CLOSE reading chart (posted on wall)
a. Introduction (5 minutes):
Tell the students that today we are going to be reading Detectives! We will be using our
CLOSE reading skills to make inferences about what they are reading using quotes found in the
text to back up their beliefs.
Show students the following video: https://youtu.be/YAxuZb-V_T4

Tell students that good readers can find specific evidence and clues from a story that
prove a fact or detail. Have students identify an important quote from the text that proves the
statements listed in the chart below. Then, in pairs, ask students to compare their evidence and
decide which quote best proves the point. (Chart attached)
Fact from the novel: A quote that proves it:
Rip is a really great basketball player.
Red does not like change.
Ms. Irving, Rip’s mom, gives great advice.
Mr. Acevedo is a great teacher or coach.
13
Next, tell students an inference is an understanding made indirectly to the reader, who has
to figure out the meaning. Have students work in pairs and look back at the scenes listed below
and ask them to make inferences about each scene, using the chart provided.
(Chart attached)
As a group, we will discuss each of the scenes listed and come up with the mostly likely
agreed upon interference and write them on the board. We will identify any conflicting thoughts
or ideas and why they may exist.
Challenge students who are above level to find more than one quote to back up their
inferences.
Activities or Learning Experiences (Day 2)(45-50 minutes):

Students will then read independently for the remainder of the time stopping when they reach
the end of page 174.

Students will be strategically paired in hi-low groups as previously established.
Students requiring additional support completing the worksheets will work with me at the
kidney table for small group support.

a. Formative:
Review how students have used and applied the strategy to their worksheets.
b. Summative:
Reflection:
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BE A READING DETECTIVE
Fact from the novel: A quote that proves it:
Rip is a really great basketball
player.
Red does not like change.
Ms. Irving, Rip’s mom, gives great

advice.
Mr. Acevedo is a great teacher or

coach.
15
CLOSE READING: INFERENCES
Scene: What you can infer: A quote that makes you

think so:
Red’s first meeting with
Xander
Rip’s relationship with his

mom
Ms. Irving’s feelings toward

Red
Why other parents call Ms.

Irving often
16
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Lesson Plan Title: Writing Day! Lesson Plan Topic: ELA
State Standard(s):
W.5.10 - Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Teaching Model(s):
Direct Instruction
Objective(s):
SWBAT write over a shorter time frame regarding a specific task, purpose, and audience.

Tell students that today we get to write about what makes each of different! We will re-
read pages 188-191 from A Whole New Ballgame and students are to follow along.

On page 190 Mr. Acevedo says, “Today, we’re going to write about what makes us
different, what makes us unique.” Students will begin by brainstorming all of the different ideas
that they can think of that answers this question and write them in on the brainstorming activity
sheet.
Next, students will use these ideas to pretend they are also in Mr. Acevedo’s class and
begin writing a journal entry on this topic, using pictures to add to their writing if they like.
Finally, students will self-edit their journal entry as well as peer edit with their assigned
partner and make changes and re-write as necessary.
Have students share how they have edited their own writing as well as used their peer
editor to make changes to their writing.
Good writers, today and every day, will show, not tell, how characters feel.
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Challenge students who are above level to work on word choices during individual
conferences, and to use similes and metaphors in their work.
Activities or Learning Experiences (Day 2)(45-50 minutes):

reach the end of page 214.

Arrange students into a small group, and create a “jot list” of possible words that help
writers show, instead of telling. Some possible words include: happy: my mouth widened with a
smile; I jumped up and down.
Students requiring additional support will work with me at the kidney table for small
group support.

a. Formative:
Review how students have used and applied the brainstorming and peer and self-editing
techniques to their writing pieces.
b. Summative:
End of unit writing assessment.
Reflection:
19
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Lesson Plan Title: “Fakebook” Lesson Plan Topic: ELA
Date: June 25, 2019 Estimated Time: 2-3 days
State Standard(s):
RL.5.6 - Describe how a narrator's or speaker's point of view influences how events are
described.
L.5.1 - Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
L.5.2 - Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
L.5.3 - Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
SL.5.5 - Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
Teaching Model(s):
Direct Instruction
Peer Instruction
Objective(s):
SWBAT understand how a speaker’s point of view can influence events as they are
described.
SWBAT show an understanding of the conventions of English grammar when writing.
SWBAT show an understanding of the conventions of English capitalization,
punctuation, and spelling when writing.
SWBAT demonstrate proper use of language and its conventions when writing, speaking,
reading, or listening.
SWBAT use multimedia components in their presentations.

Computer w/internet (1 for each student)
Student work over the course of this unit
“Fakebook” template
Tell the students that today we will finish reading the book and have a class discussion
about the theme, characters, and anything else they want to discuss about the book.
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If we finish early, we will begin work on the final assignment for this unit. We will be
using our notes and what we’ve learned about the characters in this book to create a Facebook-
style social media profile. Students will be allowed to express their humor and creativity as long
as they follow the guidelines of the attached rubric.

As a whole class we will finish reading A Whole New Ballgame and discuss the same.
c. Activities or Learning Experiences (day 1 and 2)(45-55 minutes):

Students are to pick one character from the book to create their Fakebook profile.
Students are to include the following in their Fakebook profiles:
 A profile picture
 Five Facebook-style statuses. For example: Rip is on his way to the championship
basketball game!
 Three interests or likes. For example: Red likes order, organization, and his best friend
Rip!
 Three comments from other characters that are in the book. For example: Avery
commented to Rip: Thanks for making our presentation the best! I would work with you
anytime!
d. Closure (day 3)(55 minutes):

Once students have completed the assignment, making sure to include all parts of the
required rubric, including peer editing and making revisions, students will be presenting their
Fakebook profile to the class using the document camera to project their final assignment.
e. Extension activity:
Challenge students who are above level to go beyond the rubric and include a variety of
posts, pictures, etc., or they can choose another character and create a Fakebook profile
following the same guidelines as before.

Students will be strategically paired in hi-low groups as previously established for peer
review and editing.
Students requiring additional support completing the Fakebook profile will work with me
at the kidney table for small group support.
the Fakebook profile.

a. Formative:
Review how students have used their notes and previous assignments to complete their
Fakebook profile.
b. Summative:
Students will be graded based upon the attached rubric.
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None assigned.
Reflection:
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“Fakebook” Rubric
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References
Bildner, P. (2015). Book trailer -- A whole new ballgame. Retrieved from
https://youtu.be/q3voygGsPqs
Bildner, P. (2016). A whole new ballgame. New York: Square Fish, an imprint of
Macmillan.
Funk-e-Studios. (2014). Idioms or proverbs: What's the difference? Retrieved from
https://youtu.be/IS7Dkijz3Ww
McGraw-Hill PreK-12. (2014). Introduction to reading skills: Answering literal questions with
text evidence. Retrieved from https://youtu.be/YAxuZb-V_T4
Teaching Books. (2019). A whole new ballgame. Retrieved from
https://www.teachingbooks.net/tb.cgi?tid=46215#BookTrailers
26

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UNLV/Department of Teaching & Learning

Secondary Lesson Plan Template

UNLV Student: Anja Fletcher PSMT Name: Bickmore

Materials and Technology Resources:

b. Activities or Learning Experiences (day 1)(45-50 minutes):

e. Activities or Learning Experiences (day 2)(45-50 minutes):

Accommodations, Modifications and Differentiations for Diverse Learners:

Assessment and Evaluation of Learning:

exception pungent predictable rhetorical question digest featuring

scarfed scalp varsity clingy snatched tattoos

symbols vise-gripping definitely consolidated district opposing

league co-ed mistaken traveling possession distracted

midcourt underhanded rebound hustling embody singled out

bond initiative denim homophones swag graffiti

Santiago delusional contagious strutted prediction performance

incident indispensable access perspective vantage potential

preliminary revise editing distribute reflection advantage

contributes delusional unrealistic fecal expectations conductor

challah relentless stifle contexts persuasive violently

paced class dignity disruptive deuce neglecting

suffocating accommodating Santo Domingo recommendation

UNLV Student: Anja Fletcher PSMT Name: Bickmore

Materials and Technology Resources:

b. Activities or Learning Experiences (Day 1)(30-40 minutes):

c. Closure (15 minutes):

Accommodations, Modifications and Differentiations for Diverse Learners:

Assessment and Evaluation of Learning:

UNLV Student: Anja Fletcher PSMT Name: Bickmore

Materials and Technology Resources:

b. Activities or Learning Experiences (day 1)(30-45 minutes):

e. Activities or Learning Experiences (day 2)(45-50 minutes):

Accommodations, Modifications and Differentiations for Diverse Learners:

Assessment and Evaluation of Learning:

UNLV Student: Anja Fletcher PSMT Name: Bickmore

Materials and Technology Resources:

b. Activities or Learning Experiences (day 1)(30-40 minutes):

Activities or Learning Experiences (Day 2)(45-50 minutes):

Accommodations, Modifications and Differentiations for Diverse Learners:

Assessment and Evaluation of Learning:

Red does not like change.

Ms. Irving, Rip’s mom, gives great

Mr. Acevedo is a great teacher or

Scene: What you can infer: A quote that makes you

Rip’s relationship with his

Ms. Irving’s feelings toward

Why other parents call Ms.

UNLV Student: Anja Fletcher PSMT Name: Bickmore

Materials and Technology Resources:

b. Activities or Learning Experiences (day 1)(30-40 minutes):

Activities or Learning Experiences (Day 2)(45-50 minutes):

Accommodations, Modifications and Differentiations for Diverse Learners:

Assessment and Evaluation of Learning:

UNLV Student: Anja Fletcher PSMT Name: Bickmore

Materials and Technology Resources:

b. Activities or Learning Experiences (day 1)(40-45 minutes):

c. Activities or Learning Experiences (day 1 and 2)(45-55 minutes):

d. Closure (day 3)(55 minutes):

Accommodations, Modifications and Differentiations for Diverse Learners:

Assessment and Evaluation of Learning:

Bildner, P. (2015). Book trailer -- A whole new ballgame. Retrieved from

Funk-e-Studios. (2014). Idioms or proverbs: What's the difference? Retrieved from

text evidence. Retrieved from https://youtu.be/YAxuZb-V_T4

Teaching Books. (2019). A whole new ballgame. Retrieved from