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Created by: Amanda Durham
developed: 6/10/2015
DAILY LESSON PLAN TEMPLATE (CORE)
Date
Preliminary Information
Date of Lesson: 6/11/2015
Course/Subject: ELA/ Social Studies
LESSON: Web 2.0

Grade: 5th
Number of Students: 18
Unit/Theme: Fantasy Fiction: Tuck
Everlasting
Where in the unit does this lesson occur?
Beginning of the unit
Middle of the unit
End of the unit
Period/Time:
Estimated Duration: 60 min
Structure(s) or grouping for the lesson (underline any
that apply):
Whole class
Small group
One-to-one
Other (specify)
1. GOALS: What are your goals for student learning, and why are
they appropriate for these students at this time?
Big Idea or Concept Being Taught
Students will discuss and understand how things change over time. After completing the book of
Tuck Everlasting by Natalie Babbitt, students will have a greater sense of how people, places, and
events change over time, or how they stay the same.
Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to
students.)
-
Students will successfully create a timeline of the main character Winnie Foster using the
ten most crucial events the student deems important to her storyline in the book
Students will successfully create a time of their own personal life using the ten most crucial
events that they deem important in their lives at this point in time
**Students will be using the timeline tool taken from:
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this
Common lesson.)
NYSELA Common Core: 5th Grade:
Reading Literature Standard 2:
Determine a theme of a story, including how characters in a story respond to
challenges, summarize the text
Reading Literature Standard 6:
Describe how a narrators point of view influences how events are described
ISTE Standard 1:
Creativity & Innovation
b.) create original works as a mean of personal expression

d.) identify trends and forecast possibilities
2. ASSESSMENT: How will you know and document the extent to

which students make progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or
how will you assess the extent to which they have met your goal[s]?)
Students will be presenting each of their timelines to small groups and explain
why they chose each of the ten events in Winnie Fosters life and in their personal
life. After students have presented in their small groups, students will hand in
their final project for the teacher to review and make sure there are ten events
and that they are relevant events in the individuals life.
3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?)
Open ended question for students to think about:
- How do things change over time? How do they stay the same? Why?
- What do you think are the ten most important events in Winnie Fosters life?
- What about your own?
Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you
ask; how will you promote question generation/discussion; how will you address the academic
language demands? Detail your plan. Note: For math lesson plans, please write or attach every
task/problem students will solve during the lesson.)
1) The teacher will phrase the questions aloud for students to start thinking about:
How do things change over time? How do they stay the same? Why?
- What do you think are the ten most important events in Winnie Fosters life?
- What about your own?
2) The class will have a discussion about the story line of Tuck Everlasting and what
happened
3) Students will turn and talk to a partner and discuss a few major events they think
are most important to Winnie Fosters life
4) Once students have had a refresher about the storyline of Tuck Everlasting, the
teacher will explain the final review project for our Fantasy Fiction unit on Tuck
Everlasting:
Students will be creating 2 different timelines
The 1st timeline will be centered around Winnie Foster and include the ten
most important events that happened in her life that you deem crucial to who
she is/ who she became
The 2nd timeline will be centered around the student and include the ten most
important events that happened in his/her life that they deem crucial to who
they are
Students will include the date, title of what happened, brief description of
what happened, and why that was a crucial moment in the individuals life
- Students should keep in mind the question of
How do things change over time? How do they stay the same? Why?
5) Students will have 45 min today to complete their timelines and 60 min tomorrow
to finish
Students may reference their Tuck Everlasting book and their notes/graphic
organizers from previous lessons
Closure
(How will you bring closure to the lesson?)
Think/ Pair/ Share
- Students will think about the question that the teacher asked in the beginning of
class (How do things change over time? How do they stay the same? Why?), pair
with another student, and share their ideas.
Students will also be reminded that tomorrow they will finish up their timelines and
then the following day they will present their own personal timeline to the class.
Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity
among students in such areas as prior knowledge, ability level, learning needs, cultural
background, and English language proficiency?)
Students who take a little longer inputting information on the computer will
only be required to complete seven important events in each time line
Those students who are more high level thinkers may actually come up with
a response to the open ended question asked at the beginning of class and
begin to write a response using a word document
Resources and Materials

All students will have access to their personal laptop
Students will be using the timeline website to create both their timelines
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Tuck Everlasting by Natalie Babbitt
Notes/graphic organizers from previous classes

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Created by: Amanda Durham

DAILY LESSON PLAN TEMPLATE (CORE)

LESSON: Web 2.0

Student Learning Goal(s)/Objective(s):

b.) create original works as a mean of personal expression

2. ASSESSMENT: How will you know and document the extent to

Resources and Materials

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