Sample Lesson Plan (Grade Five, Unit 1)

© 2011 Common Core, Inc. All rights reserved. Page 1 of 4

Grade Five, Unit One Sample Lesson Plan

We Are the Ship: The Story of Negro League Baseball, by Kadir Nelson

In this series of six lessons, students:

Explore the story of the Negro League along with Kadir Nelson (RI.5.2, RI.5.5)

Conduct research that expands their appreciation of the league and its players (RI.5.9, W.5.7, SL.5.1)

Publish their findings (W.5.2, W.5.4, W.5.5, W.5.7)

Summary

Lesson I/II: We Are the Ship

Identify and contextualize the term “Negro” (L.5.4)

Note the “nine-inning” format of the book (RI.5.5)

Examine the use of first-person narration (RL.5.6)

Explore Kadir Nelson’s depiction of the Negro League (RI.5.2, RI.5.5)

Lesson III/IV: Investigating the Negro League

Expand the study of the Negro League (RI.5.7,

RI.5.9)

Use online and library resources (RI.5.7, RI.5.9)

Extract necessary information (RI.5.7, RI.5.9)

Establish categories for investigation (RI.5.7, RI.5.9)

Record findings (W.5.8)

Identify areas for further research (SL.5.1)

Generate discussion of findings (SL.5.1)

Probe tensions (SL.5.1)

Note emerging themes (SL.5.1)

Sample Lesson Plan (Grade Five, Unit 1)

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Lesson V/VI: Reporting the Story of the Negro League

Record the findings of the research (RI.5.9, W.5.7, SL.5.1)

Map out the presentation of the research (RI.5.9, W.5.7)

Coherently articulate findings (RI.5.9, SL.5.1)

Challenge conventions (W.5.6)

Produce a work for publication (W.5.2, W.5.4, W.5.5,

W.5.7)

Publish research (W.5.7)

Lesson V & VI: Reporting the Story of the Negro League

Objectives

Record the findings of the research (RI.5.9, W.5.7, SL.5.1)

Map out the presentation of the research (RI.5.9, W.5.7)

Coherently articulate findings (RI.5.9, SL.5.1)

Challenge conventions (W.5.6)

Produce a work for publication (W.5.2, W.5.4, W.5.5, W.5.7)

Publish research (W.5.7) (Note: The class selects a format for publication: a newspaper; a magazine; a yearbook; a

scrapbook; or a series of posters. Each of these works well for this type of collective effort.)

Required Materials

Research material

Computers

Sample Lesson Plan (Grade Five, Unit 1)

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Markers, glue, and paper

Procedures

1. Lead-In:

Introduce the collective class project.

2. Step by Step:

a. Students form groups based on the categories that were established in earlier lessons. They review the material they

already have and begin to consider the type of presentation that is most suitable for their work (e.g., an article, a set of

illustrations, letters, or photographs).

b. Group work continues. Students write and edit articles, draw illustrations, and select photographs.

c. Students put together the various components of the project. Student editors begin the process of assembling the

material.

3. Closure:

The students will share projects with each other, which gives them a chance to appreciate their collective efforts. Part of

the class conversation should include reflection upon the experience and what they have learned about the Negro

League.

Differentiation

Advanced

If the students are good editors, have them peer edit the articles written by classmates.

Students can choose a more challenging form of presentation (e.g., setting up a web page, electronic slides, or wiki

where student presentations can be collected).

Students should find additional modern-day resources to discuss how the current game of baseball is similar to or

different from earlier years of baseball (i.e., Baseball Saved Us by Ken Mochizuki or A Strong Right Arm by Michelle

Green).

Struggling

Work with a small group in order to provide more intensive support. Students divide the categories for research tasks

among the group members. Partners record their findings on index cards to facilitate sharing and sorting of

Sample Lesson Plan (Grade Five, Unit 1)

© 2011 Common Core, Inc. All rights reserved. Page 4 of 4

information.

Students may select a set of illustrations to record on a podcast to demonstrate understanding of the topic, discussing

the illustrations prior to writing their article.

Using a shared spreadsheet or a document camera, students collaboratively write their article. Print out the first draft

for students to edit individually before editing as a group.

Homework/Assessment

N/A