KEERAN SCHOOL OF EDUCATION LESSON PLAN

ACTIONS

GoaIs, Objectives, & EssentiaI Questions
A. Broad GoaI: Students wiII compIete web quest deaIing with the
events that took pIace in the book, "Bud, Not Buddy."





B. Objectives:
-Students wiII compIete aII parts of web quest. (100% accuracy)

-Students wiII compIete aII journaI articIes connecting to web quest
(100% accuracy)

-Students wiII read each section of the book, "Bud, Not Buddy"
accordingIy. (100% accuracy)








Teacher:
Casey Thomas
ID: 173195
SchooI: Date of
Observation:

Subject
area:
District:
Ages of
students:
Type of
cIassroom


Grade IeveI: 5
th
grade # of IEP
# of 504
TotaI
number
of students:


# of GSSP
# of ELL
Title of
Lesson
Plan:
Bud, Not Buddy Web Quest
TitIe of Unit:
C. EssentiaI Questions:
-Can move onto part number 2?
-How many pages do we read each day?
-How do get this link to work?
-How does jazz music tie into this web quest?







Student Assessment:


Procedure
Number
Objective
Number
Type of
Assessment
Description
of
Assessment
Depth of
Knowledge
Adaptations
and/or
Accommodations
3
(completing
Webquest)

1

Formative Web Quest 3 Time































Connections

A. Primary Lesson Standards:

Kentucky Learner GoaIs & Academic Expectations:

Academic Expectations:
1.1 Students use reference tooIs such as dictionaries, aImanacs,
encycIopedias, and computer reference programs and research
tooIs.
1.2 Students make sense of the variety of materiaIs they read.
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they
Iisten.
2.7 Students understand number concepts and use numbers
appropriateIy and accurateIy.
2.8 Students understand various mathematicaI procedures and
use them app1.13 Students make sense of ideas and communicate
ideas with the visuaI arts.
1.14 Students make sense of ideas and communicate ideas with
music.
ropriateIy and accurateIy.
2.19 Students recognize and understand the reIationship between
peopIe and geography and appIy their knowIedge in reaI-Iife
situations.







Program of Studies:
EL-5-FF-S-3
Students wiII read grade-appropriate materiaI --oraIIy and siIentIy --
with accuracy and fIuency
EL-5-FF-S-5
Students wiII use resources (e.g., dictionaries, gIossaries,
thesauruses) to identify muItipIe meanings of words, content-
specific meanings of words, and precise use of vocabuIary
EL-5-DIU-S-6
Students wiII paraphrase and summarize (e.g., to show reIationships,
reIative importance of information), or sequence major events or
steps in a process if appropriate
EL-5-DIU-S-7
Students wiII make text-based inferences; make and check
predictions
EL-5-DIU-S-8
Students wiII demonstrate understanding of Iiterary eIements and
Iiterary passages/texts
EL-5-DIU-S-9
Students wiII demonstrate understanding of informationaI
passages/texts
EL-5-IT-S-3
Students wiII use text references to identify and expIain author's
purpose, author's message (impIied or stated), or arguments and
supporting evidence
EL-5-IT-S-5
Students wiII demonstrate understanding of Iiterary eIements and
Iiterary passages/texts
A-4-NPO-S-NO1
Students wiII deveIop and appIy computationaI procedures to add,
subtract, muItipIy and divide whoIe numbers.
AH-5-SA-S-u1
Students wiII recognize and identify eIements of music (rhythm,
tempo, meIody, harmony, form, timbre, dynamics) using musicaI
terminoIogy

AH-5-SA-S-u2
Students wiII use the eIements of music whiIe performing, singing,
pIaying instruments, moving, Iistening, reading music, writing music
and creating music independentIy and with others

AH-5-SA-S-u3
Students wiII Iisten to and expIore how changing different eIements
resuIts in different musicaI effects

AH-5-SA-S-u4
Students wiII recognize, describe and compare various styIes of
music
SS-5-G-U-1
Students wiII understand that the use of geographic tooIs (e.g.,
maps, gIobes, charts, graphs) and mentaI maps heIp interpret
information, understand and anaIyze patterns, spatiaI data and
geographic issues.








Core Content for Assessment:
RD-05-2.0.5
Students wiII identify and expIain the sequence of activities needed
to carry out a procedure. DOK2
RD-05-2.0.7
Students wiII make inferences or draw concIusions based on what is
read.
DOK 3
RD-05-2.0.2
Students wiII identify or expIain Iiterary eIements (e.g.,
characterization, setting, pIot, theme, point of view) in a passage.
DOK 3
RD-05-3.0.3
Students wiII identify an author's purpose in a passage.
DOK 2
RD-05-3.0.6
Students wiII identify the argument and supporting evidence.
DOK 2
RD-05-3.0.7
Students wiII identify an author's opinion (bias, misinformation)
about a subject.
DOK 2
A-04-1.1.1
Students wiII:
appIy muItipIe representations (e.g., drawings, manipuIatives,
base-10 bIocks, number Iines, expanded form, symboIs) to
represent whoIe numbers (0 to 99,999):
SS-05-4.1.1
Students wiII use geographic tooIs (e.g., maps, charts, graphs) to
identify naturaI resources and other physicaI characteristics (e.g.,
major Iandforms, major bodies of water, weather, cIimate, roads,
bridges) and anaIyze patterns of movement and settIement in the
United States.
DOK 3

appIy muItipIe representations (e.g., drawings, manipuIatives,
base-10 bIocks, number Iines, symboIs) to describe commonIy
used fractions through tenths and decimaIs through
hundredths;
appIy these numbers to represent reaI-worId probIems and
expIain how the base 10 number system reIates to pIace vaIue.
DOK 2
AH-05-1.1.1
Students wiII anaIyze or expIain the use of eIements of music
in a variety of music.







B. NationaI Standards:



C. Other DiscipIinary Standards:



D. Statement Connecting the Standards to Your Objectives:
The above standards reIate to my objectives..



Context

1. Unit
a.1 oI 1
b.30-45 min.
2. Students
a.
b.



Differentiation:
A. Accommodations:

Student
Identifier
!an/Need
Describe the type of plan for this student and the specific
needs that they need.
Accommodation
Describe exactly how you are going to meet the needs of this
particular student.
!an/Need
Accommodation
!an/Need
Accommodation
!an/Need
Accommodation
!an/Need
Accommodation
!an/Need
Accommodation


B. IndividuaI Learning StyIes:

Variations for: Description of Variation
VisuaI Learners


Pictures, Videos
Auditory
Learners
usic
Kinesthetic
Learners
Computer skiIIs

C. uItipIe Learning LeveIs:

Procedure Step BIoom's Taxonomy Depth of KnowIedge








ReaI-Life Connections:



Resources
Computer
MicrosoIt Iront page
Bud, Not Buddy (Book)
Journa





TechnoIogy
Computer



Procedures (60 minutes total each day)
ay 1:

1. (10 min.) Introduction to Web quest. Students prepare computers. Introduce
book, Bud, Not Buddy.
2. (5 min.) Give out steps to opening up Web quest on the internet.
3. (45 min.) Compete !art 1 oI Web Quest.
ay 2:
1. (10 min.) Review and discuss chapters in Bud, Not Buddy.
2. (5 min.) Open up Web Quest.
3. (45 min.) Compete !art 2 oI Web Quest
ay 3:
1. (10 min.) Review and discuss chapters in Bud, Not Buddy.
2. (5 min.) Open up Web Quest.
3. (45 min.) Compete !art 3 oI Web Quest.
ay 4:
4. (10 min.) Review and discuss chapters in Bud, Not Buddy.
5. (5 min.) Open up Web Quest.
6. (45 min.) Compete !art 4 oI Web Quest.
ay 5:
7. (10 min.) Review and discuss chapters in Bud, Not Buddy.
8. (5 min.) Open up Web Quest.
9. (45 min.) Compete !art 5 oI Web Quest.
PACT - Prepared after the lesson is taught.
RefIection/AnaIysis of Teaching and Learning

REFNEENT - Prepared after the lesson is taught.
Lesson Extension/FoIIow-up