Teacher: Ms.

Dee
Lesson number: 1 Lesson Title: What is equality?
Grade/Subject:5th
Central focus: Composition
Essential literacy strategy: Expressing likes/dislikes
Related skill: Summarizing
Reading and Writing connections: Students will summarize the books main idea.
Content/Common Core Standard(s):
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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).
CCSS.ELA-LITERACY.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Learning Objectives associated with the content standards:
-Students will define equality
-Students will discuss the main idea of The Sneetches and other stories
-Students will identify other groups that fought for equality in the past and in the present
-Students will explain why equality is important to them
Academic Language
Vocabulary:
Equality
Inequality
Segregation
Language function: Expressing likes and dislikes
Discourse:
When everyone has the same rights that is known as _______.
_______ is known as when one group is less privileged than a next due to race, gender, or and other
physical differences.
_________ is setting people apart due to race in a country, community, or establishment.

Student Friendly Daily Learning Target

I can define my vocabulary words.
I can identify groups that fought for equality.
I can use my vocabulary words properly in my writing.
I can draw ideas from the text to support my answer.

Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
Description of formal/ informal assessments:
The formal assessment will consist on the students final project to present to their class on a
group that had to fight and/or is still fighting today for equality.
The informal assessment will be based on the students ability to identify groups that fought for
equality referring back to their past learning throughout their past school years. Students will also
be assessed on their journal writing explain what equality means to them as they read it out loud
to the class.
What is being assessed:
Students will be assessed on their ability to define equality. Their understanding of equality will be
reflected on their final project.
Assessment accommodations:
Students will get a handout of the vocabulary words and its definition. The vocabulary sheet will
also provide pictures for each word. For ESL students, there will be a translated version of the
word and definition under the English version. Students who speak have trouble understanding
English will receive The Sneetches and other stories in their own langue. Students who also have
trouble seeing or hearing from a distance will receive their own copy as well. Students will receive
teacher guidance during their journal writing. If students need, they will get extra time to complete
their journal writing.
Type of feedback that will be given to students:
After students complete their journal entries, students will be permitted to share their response
and the teacher will offer feedback after each reading. As students list groups that fought for
equality, the teacher will help students complete the list.
What students will do with the feedback:
Students will use this feedback to assess them in the completion of their final project and may
refer to the vocabulary words whenever they feel the need to.
Instructional Resources and Materials:
The Sneetches and other stories
Smartboard
Journals
Connection to prior academic learning and prerequisite skills:
Students will reflect back on their years of knowledge to list groups they know have fought for
equality in the past. Leading up to the final project they will build on their research and
sequencing skills as well.
Connections to cultural/personal/community assets:
When students pick their research topic, students are more than likely to pick a topic that they are
personally interested in or that is relevant to their home life.

Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: ( 5 min)

Teacher will ask the class to define equality. Teacher will call on 2-3 students to answer
before giving a proper definition.
Procedure
Time

Teacher Action
(include higher order thinking
questions, grouping strategies)

(10
mins )

Teacher will start to go over the rest of the

vocabulary words with the students allowing
1-2 students to define each word at first
before giving the official definition. After all the
words are review, students will receive
handouts with the word and definition on it.

Students will take turns defining the rest of the

vocabulary words.

Teacher will read The Sneetches and other

stories to the students. Throughout the story,
the teacher will ask questions such as Is this
fair?, Does that seem equal?, and other
related questions.

Students will listen to The Sneetches and other stories.

Those who have their own copies will read along.
Students will answer questions the teacher asks
referring to the book.

Teacher will ask students to list groups from

the past or present that have fought for equal
rights. Teacher will write on the Smart Board
the entire groups students list. After, teacher
will tell students to pick what topic they want
to do their research project on and label their
names under of next to each group.

Students will list groups they can think off based from
current events or passed learnings that they can think
off that fought for equality. Students will then continue to
pick out which group they want to present their research
project on.

( 15
mins)

(20
mins )

Student Action

Closure ( 15 min)
In their journals, students will write What equality means to them and why it is important.
They are allowed to use references from the book, history, or their personal lives. I f
students are willing; they can read their answers aloud. Teacher will briefly explain what
will being going on the next day and inform them of the KWL charts they will be filling out
in their groups.
How students will reflect on their own learning
Students will reflect on their on learning by completing their journal entry. If students have
questions, they are allowed to ask and the teacher will answer.
Accommodations/Modifications to requirements in IEPs and 504 plans
Teacher will help students with their journal writing, offer extended time, and have flexible seating
arrangements. Teacher will read aloud The Sneetches and other stories to the students instead of
having students read to themselves to better assist students having trouble. A copy of the
vocabulary words and definitions will be given to the students.
Differentiation
Students will be given extra time to finish their journal entry, it wont be mandatory for everyone to
read it. Students can ask from help from the teacher during their writing process.
Technology Integration to Support Learning
Teacher will project The Sneetches and other stories on to the smart board.