KUD Lesson Planning Template

Grade Level
This lesson is designed for grade 5 because this is the age where students are
introduced to summary writing and purposeful reading, and they require the skills to
write summaries of the text they will be reading.
Instructional Model
I will be using the cooperative learning model while incorporating a few of Morzano’s
best nine practices. I choose these two because I want to make the lesson as learner-
centered as possible. At 5 th grade, the students need to learn how to actively participate
in the learning process for effective teaching and learning.
Standards

CCSS.ELA-Literacy.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text (Common Core State Standards Initiative, 2012).
Objectives

Students will KNOW
 How to purposefully read a text with the aim of understanding the message being
passed across by the author.
 That an author uses main ideas to develop the story, such main ideas are usually the
theme or the central message being communicated by the author to his or her audience.

Students will UNDERSTAND
 That the main idea is what the text is centred on; it can be identified by checking at the
idea that has been repeated several times by the author.
Students will be able to DO
 Identify two main ideas in the poem, “The Echoing Green.” Songs of Innocence. New
York: Dover, 1971. (1789) by Blake, William (Common Core State Standards
Initiative, 2010).
 Provide a summary of the key details in the poem, “The Echoing Green. “Songs of
Innocence” by Blake William.
Assessment Plan

Formative:
Each learner will provide a summary of the poem in his or her own words, by
explaining to the rest of the learners what he or she understands the poet is
communicating. Depending on the learner’s responses, I will be able to establish what
each of them understands, knows, and can be able to do in line with the lesson’s
objectives. In case of any difficulties, I will elaborate more on what providing a
summary entails and use more examples to ensure that learners understand, and the
objectives of the lesson are achieved.
Summative:
Summative assessment will be performance-based, and I will grade learners depending
on their abilities to respond to questions. Learners will have worksheets containing
questions related to the poem, “The Echoing Green. “Songs of Innocence” by Blake

William. Prior to completing the worksheets, I will provide them with the rubric,
showing what I will be grading them against. I will then mark the worksheets and
grade the learners. The summative assessment will be at the end of the week.
Procedure

1. Review previously learned material
   I will take the learners through the material covered in the previous lesson, where we
   had learnt about paraphrasing, or explaining a sentence in one’s own words. The
   review will refresh the learners’ memories ready for the day’s lesson.
2. State objectives of the lesson
   I will state the objectives of the lesson loudly as the learners listen, and then project
   them on the board for all the learners to see and read.
3. Present new material
   I will provide students with sheets containing the poem, “The Echoing Green. “Songs
   of Innocence” by Blake William. I will provide examples of worksheets and show
   learners how to respond to the questions using the poem.
4. Guided practice

First, I will guide the students in reading the poem. Two students will take turns in
reading the poem as the others follow attentively. I will then guide the learners in
identifying the central ideas in the poem. I will provide the first example, such as the
idea of time, and explain to the learners that the poet is discussing time because he has
mentioned how the sun rises, and the berry bells ring. To show seasons change as time

passes. The mention of Spring, young people becoming old supports the idea of time. I
will then give students the opportunity to explain the central idea they think is
developed in the poem, and provide evidence from the poem to support the answer.
I will ask students to help others provide supporting evidence for their responses in
case a student is experiencing difficulties in the area. We will discuss until students
have exhausted the ideas in the poem

5. Independent practice
   Students will write a summary of the poem on their own. This will be an independent
   practice which will be aimed at determining the student’s ability to understand a text or
   poem and explain its contents in their own words.

References

Common Core State Standards Initiative. (2010). Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key
Terms.
Common Core State Standards Initiative. (2012). English language arts standards, Reading:
Informational Text, Grade 5.