Name: Lucy Kunz Lesson Plan

Grade Level: 5th Time Required for Lesson: 45 minutes

Class Description (# of boys & girls; IEPs, 504s; types of diverse learners; ability grouping…)
o 7 Boys and 4 Girls
o IEP: One student is classified as having learning disability in reading.

New York State Next Generation ELA Learning Standards

 5R1: Locate and refer to relevant details and evidence when explaining what a text says
explicitly/implicitly and make logical inferences.

 5R9: Use established criteria to categorize texts and make informed judgments about
quality; make connections to other texts, ideas, cultural perspectives, eras and personal
experiences

Learning Objectives
 Students will be able to answer questions and make inferences about The Skunk Ladder.
 Students will be able to understand language comprehension from culturally different
backgrounds.

Academic Language

Language Description & Task TARGETED Support

Demand
Language  Students will be able to -Student with IEP will get extra
Function answer questions and make time with the worksheets.
inferences about The Skunk
Ladder.
 Students will be able to
understand language
comprehension from
culturally different
backgrounds.

Vocabulary Humorous fiction, analyze, define, -Student will have the directions
inferences reworded or read aloud.

Syntax

Discourse Composing short answer responses -Student will receive extra time
and sentence phrases when completing short answer
questions.

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 Name: Lucy Kunz Lesson Plan

Student Needs Assessment (where the learners "are" and where they need to "go")

Students understand their own cultural language. Students need to understand language
comprehension of different cultures and their slang terms. This is the key to understanding the
story The Skunk Ladder.

Asset – connecting students’ personal interests, school, family, cultural or community to learning
tasks —how will these assets inform your planning, instruction, differentiation, and assessment –
discuss only those which apply to this lesson)

Kids also love to make predictions and share with one another; therefore, I am asking
them to predict what’s going to happen in the book by looking at the cover and sharing it
with one another.

I will also connect the story to real life events therefore students will retain the
information better.

Learning Target— “I can …”

I can define slang or culturally different phrases in order to understand The Skunk
Ladder.

I can answer questions and make inferences about The Skunk Ladder.

Prior Knowledge

Students will have prior knowledge on how to make a prediction of a short story.
Students will also have prior knowledge on culturally different language from the
previous book they read Esperanza.

Instructional Procedures
Introduction/time (how you will engage your learners at the beginning of the lesson)

Teacher will engage the students by introducing the book we are going to read today.
That book is The Skunk Ladder. We will talk about the cover of the book and they will
have an entrance ticket asking them to infer what the story is going to be about. They
then will do a Think-Pair-Share with the person to their left. After, the teacher will split
the class into two and see if both sides came to the same census of what the story is going
to be about.
Time: 10 minutes

Developmental activities/time—modeling and supporting students learning of essential

concepts, strategies… giving appropriate learning tasks for productive struggle)

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 Name: Lucy Kunz Lesson Plan

Learning Task:

Students will be able to answer questions and make inferences about The Skunk
Ladder. Students will be able to understand language comprehension from culturally
different backgrounds.

We will do popcorn reading throughout the short story. I will then occasionally
stop the students to talk about the slang or different language that is used in the book.

Partner Work:

Students will be doing a think-pair-share with each other determining what is

going to happen in the story.

Small Group Work:

After the students do a think-pair-share the teacher will split the room up into two
groups and they will talk to one another and see if they all came to the same census of
what is going to happen in the book.

Time: 27 minutes

Closure/time (find out from the students what they have learned)

After we read the book, students will be given an exit ticket. The exit ticket is to see if the
students understood the different culture language/slang. Students will match the correct
answers. This will help me assess the students individually.
Time: 8 minutes

Adaptations (—how you are differentiating instruction e.g. below target and above target
students. You must always plan for IEPs and 504 students if they are in your class)

Students who have a IEP or 504 plan and has a disability with reading they will have an
aid with them to help them read and follow along with the story. If a student has a
disability in writing, then the students will have a shorter writing assignment, and/or an
aid will write for the students and the student will tell them their answers verbally. If
there is no aid in the classroom, the student will be able to type up their response or
record themselves answering the question. All students will be given extra time to
complete their assignments or tests. Students are also able to work in a separate location
and the directions can be modified for them. Students with an IEP will get vocab cards
with definitions on it.

Multiple Assessment Strategies

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 Name: Lucy Kunz Lesson Plan

(Assessment: Type of assessment and aligned with essential literacy strategy: informal, formal,
prior knowledge, assessment of objectives, formative assessment(s); pre-and post-assessment…
higher order questions etc.)

Describe: Informal (i.e. Describe: Formal (i.e. Support

questions, observation…)
Objective Questions:
1 From the illustration of the
cover of the book what do
you think the story is going
to be about?
Skill:
Making predictions by
looking at the illustrations
and cover of the book.
KWL, Exit ticket,
1-minute paper…)
Entrance Ticket: Think- -Aid will be in the
pair-share with a student classroom to help the
about what is going to student read and answer
happen in the story. the entrance ticket.
-Student will be given
extended time.

Objective Questions: Exit ticket: Match the -Aid will be in the

2 What do you think the word letters with the correct classroom to help the
latter means in this sentence. student read the
sentence? directions and phrases on
Do you think you can use the exit ticket.
context clues to figure out
what these words mean? -Student will be given
extended time.
Skill:
Using context clues to figure
out the meaning of the slang
term or the word.

Resources (give citations for materials you have used that others have created; provide url)

1. New York State Next Generation ELA Learning Standards (2017)

2. The Skunk Ladder, Reading Street Common Core (2013)