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Lesson Plan:

Fantastic Fables: 5 W's

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May 1, 2015
by Gabriela Lozano
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Grade
Second Grade
Subject
Reading & Writing
Standards
RL.2.1
May 1, 2015
by Gabriela Lozano

Learning Objectives

After completing this lesson, students will be able to successfully ask and answer the “who, what, when, where and why” of a given story.

Lesson

Introduction (5 minutes)

  • Hold up or project an image of a short fiction book that your class has read as a whole group.
  • Display an index card with the phrase “5 W’s” written on it.
  • Ask your class who was in the story, what they were doing or trying to accomplish, when did it all take place, where and why.
  • Have them turn to their nearest partner and share their answers to these questions.

Explicit Instruction/Teacher Modeling (15 minutes)

  • After the brief discussion, display or draw the Star Graphic Organizer using a projector, interactive white board, or white board.
  • Model finding the answers to the who and what questions using the fiction text. Provide evidence to your answers by revisiting the pages in which the answers are found.

  • Make sure to write the page, paragraph, and line number next to each answer, and explain why evidence is so important when providing an answer.

  • Pause the activity and explain to the students that the 5 W’s are supporting details that can help readers discover the main idea.

  • Next, display the Main Idea Anchor Chart, and inform students that the main idea is a short sentence that describes what the story is mainly about.

Guided Practice/Interactive Modeling (15 minutes)

  • Ask for three volunteers or choose three students who can help you complete the remaining questions on the Star Graphic Organizer.
  • Encourage students to cite their evidence.

Independent Working Time (20 minutes)

  • Tell students that today they are going to work as a group of detectives to find the 5 W’s in the story Little Red Riding Hood.
  • Review the vocabulary words and their definitions with the class at this time.
  • Focus the attention back to the activity by explaining that instead of using a magnifying glass to look for clues within the text, they will be using glass pebbles instead.
  • Break up your students into groups of five, and provide each group with five different colored highlighters or crayons.
  • Tell students to read the story as a whole group. Once they finish, each member of the team is responsible for finding one of the 5 W’s.
  • Assign colors to each W. For example, blue is who, green is why, etc.
  • Have students color code the sentences in which the “who, what, when, where, and why” are found.

Extend

Differentiation

  • Enrichment: Challenge students by adding the task of having them find out how the character managed to complete the what in the story.
  • Support: Assist students by reversing the activity. Provide them with a reading handout that is already highlighted and color-coded and then have them figure out which of the 5 W’s it is addressing.

Technology Integration

  • A projector or interactive white board should be used to project the images and handouts used in this activity.

Review

Assessment (20 minutes)

  • When the class has finished color-coding the reading worksheets, issue each student a copy of the Star Graphic Organizer and have them complete it individually.
  • Remind them to cite in which paragraph and line they found each of the 5 W’s.

Review and Closing (5 minutes)

  • Remind students of all the new vocabulary and definitions they learned today.
  • Ask them to practice using one of the vocabulary words in a sentence with their nearest partner, through think-pair-share.
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