Teresa Threadgill

Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th/Reading

Central Focus: Researchers place quotation marks around phrases taken

from the text.

Essential Standard/Common Core Objective:

RI.5.1 Quote accurately from a text when explaining what the text says
Date submitted:
Date taught:
explicitly and when drawing inferences from the text.
Daily Lesson Objective: Students will learn how to quote important facts from a nonfiction book. After reviewing their
research, students will make inferences and pull quotes from their own notes.
21st Century Skills:

Academic Language Demand (Language Function and Vocabulary):

Language Function: Identify, Infer
Essential Vocabulary: Quoting, significance
Discourse: Using their own choice of non-fiction book and research notes

Prior Knowledge:
Based on the ELA CCSS Standards 3, 4 and 5 for Reading Literature, students should be able to read a text and make
inferences, using the text to find factual evidence. They should be able to find the main idea and how events are related
in a text by referring to sequence and cause and effect. Students should be able to refer to specific examples when
explaining the text and drawing conclusions. Students should be able to identify the main idea and find the most
important details that strengthen the main idea. Students should be able explain the text in their own words.
Activity

Description of Activities and Setting

Time

Why is the topic you picked for research significant to American History?
1. Focus and Review

2. Statement of Objective
for Student

3 min
Today we will learn how to use quotation marks from a nonfiction text to
show inferences we can make about the significance of the historical event.
After we practice, you will be able to use quotation marks to highlight
important, significant information from your notes that you have taken from
your nonfiction text research. During reading, readers look for important
information in the text in order to recognize the significance of the event.
I will explain to students that as good readers, before we go out to do research
on a topic, we have to get something in mind that we want to research. There
are so many things to read, a good reader has to learn how to sort through
texts and make inferences to what will be significant in their research. This
helps us transfer our information to notes and use quotes to highlight
important and significant events.
When picking text to read and do a research, as readers we have to ask
ourselves, How did our topic change American History of our life in
America? Why do people still care about this topic? How was my topic
significant to American History? Asking ourselves these questions, when we
read, it helps us to be aware to look for these questions within the text.

3. Teacher Input

5 min

20 min
Teacher will use a nonfiction text to model how she found the answers to
those questions while reading a text on the Transcontinental Railroad. As
reading a few passages, the teacher will look for important dates, events or
inferences that she will make, in order to use for research.
The teacher will tell students they she chose The Split History of Westward
Expansion in The United States, to look for some more information on the
topic of the railroad.
Teacher will explain how to use the table of contents to find a chapter that
might be more related to the chosen topic and might include some significant

and important facts.

When looking at my table of contents, I see a Chapter that is about
connecting the East to the West. I think this might be an important fact as to
the significance of building the TR. So, I turn to that chapter and begin to
read. Teacher will read a paragraph on page 24.
But the work continued, and the transcontinental railroad was finished in
1869, transforming the U.S. in the process.
Ask students:
What was travel like before the railroad?
Does it seem like building a railroad was an easy job? What facts do
we read to prove this easy or hard?
Who did not want to see the railroad completed? Why?
Was this an easy and safe job for the railroad workers?
Did they just build it straight through the land?
Teacher will show students that as a reader, when reading this passage it
seems important that this railroad was a big deal. We could make note of that
in our research and quote it to show its significance in history. As a reader this
tells me that it had an impact on our history. Show students how to make a
correct quotation. Example: Transformed America
Continue to read on page 24. It was now possible to travel from one America
coast to the other on the railroad. Anyone who could afford the price of a
railroad ticket could go west.
Ask students:
How do you think this would be important to our history back then
and now?
Who did it help?
In what ways did America rely on the railroad?
Tell the student: Wow. As a reader, I can make the inference that being able
to travel west on a railroad instead of a grueling covered wagon was very
significant to American History. This is still important to us today because it
began a new way of transportation that still is available to us today.
Discuss how when we read this chapter, it tells the reader that this was a
massive undertaking. Building a railroad form the east to west was not an easy
job. But it was a welcome thing by most. No more hard, grueling travels in a
covered wagon. It made America rely on its own natural resources. Not
everyone was happy and excited about the railroad. The America Indians did
not want to see it completed because it would only bring in more settlers.
Railroad workers faced many dangers, including the Indians. Also the harsh
blizzards, sun, windstorms and the bitter cold. Many workers died while doing
this job.

4. Guided Practice

5. Independent Practice

Using Think, Pair and Share, have the students use their own nonfiction text.
Find a passage in their text that they think would be a significant idea in
showing the importance of their topic in America History.
Turn and share with their partner that idea and how they could use it in
making a quote for their own research notes.
Teacher will gather back up students to share ideas as she writes the examples
on the board guiding the students of making correct quotations.
Students will go back to their own desk and get out their own research notes
that they have been working on the last 2 weeks. They will reread notes to
make inferences and pull out a few ideas that they can use in a quote to show
significance in America History.

10 min

20 min

6. Assessment Methods of
all objectives/skills:
7. Closure

Teacher will assess when walking around the room observing students taking quotes from
their own research notes. They should have at least one well written sentence with a
correctly quoted statement to achieve completion of this task.
Why should we choose a topic for researching before we read? How can we
can decide, as a good reader, what is significant to our topic and should be
used as a quote when making our notes?

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

Students will be in a small group with teacher. She will pick
out the significant information and help them decide how it
should be quoted.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

Non-fiction texts (Provided by media center at school)

Musolf, Nell. The Split History of Westward Expansion in the United States. Minnesota: Compass Point Books,
2013. Print.
References:
www.readworks.org
Teachers College Reading Project (Workbook information provided by teacher)
http://betterlesson.com/common_core/browse/1363/ccss-ela-literacy-ri-5-reading-informational-text

Reflection on lesson (if taught):