Baseball Saved Us

Marlee Caldwell Fifth Grade Class Periods Required: 1

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
Missouri Learning Standards
o Reading. Grade 5. Develop and demonstrate reading skills in response to text by:
drawing conclusions and inferring by referencing textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
o Reading. Grade 5. Compare, contrast, and analyze relevant connections between: text
to world.
o Writing. Grade 5. Write fiction or non-fiction narratives and poems that: use narrative
techniques, such as dialogue, motivation, and descriptions.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs
Students will be able to
Draw conclusions and inferences by referencing textual evidence to support analysis
of what text says.
Compare and contrast the atmosphere of the game, and characters portrayal.
Compose a poem that uses dialogue, motivation, and descriptions based on textual
factors.
Assessment (type(s) of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson
Before the lesson students will be assessed by observation performed by the teacher in their
engagement while discussing schema. Students will be assessed by a formative assessment
during the lesson. This assessment will occur once the students compare and contrast the
characters and atmosphere in this text. After the lesson the students will share their poem
via google docs with the teacher for their summative assessment.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion

1. Students will need to come to the carpet for a read aloud.

2. Students will have predictions based on the cover and title of the book. They will then
turn and share their prediction with a partner.
3. Teacher will then read Baseball Saved Us aloud.
4. Following the reading the students will be asked to return to seats.
5. They will then need a piece of white paper, and draw a venn diagram.
6. Students will then be asked to either compare and contrast the boy to the guard, or
the game and the changes from inside the camp to outside the camp.
 7. Once that task is completed students can begin the next assignment. The students will
be asked to compose a poem.
8. The poem will need dialogue, motivation, and or descriptions based on contextual
feelings and ideas expressed in the text.
9. Students will then share their poem with the teacher via google documents or hard
copy that will be turned in to turn in tray.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
I will use a guided read aloud to model clear communication of an historical event to educate
students. Students will also be given the opportunity to teach and listen to their peers ideas.
Encouraging talk amongst partner groups will increase participation and engagement in the
text.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objective
Students will be actively engaged in their use of predictions, inferring, and comparing and
contrasting. While the text is being read aloud students will be checking their predictions and
inferring information provided by the author. Students can then express their reactions and
feelings of the text through their own written work in the outlet of a poem.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
One copy of Baseball Saved Us.
White paper
Pencil
iPad
Google Docs

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
Students will use their iPads to compose their poem that expresses their feelings and
reactions to the text Baseball Saved Us.