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Date:
Grade: 5th
Unit/Subject: Informational Writing
Instructional Plan Title/Focus: Wacky Critters: Writing About the Creatures Around Us
---------------------------------------------------------------------------------------------------------------------------------Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose
The purpose of this lesson is to provide students with a realistic application of informational writing by
allowing them to select their own animal to research and write about. This activity then connects to
science learning standards as students will research topics such as reproduction, habitat, eating habits,
and other interesting facts.
b. State/National Learning Standards
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.C
Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
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CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.
c. Content Objectives
1. SWBAT identify important information (CCSS.ELA-LITERACY.W.5.2.B)
2. SWBAT locate informational sources (CCSS.ELA-LITERACY.W.5.7)
3. SWBAT explain a topic using details (CCSS.ELA-LITERACY.W.5.2)
Language Objectives
4. SWBAT use scientific vocabulary (CCSS.ELA-LITERACY.W.5.2.D)
5. SWBAT use comparative language (CCSS.ELA-LITERACY.W.5.2.C)
d. Previous Learning Experiences
Students have previously surveyed the genre of informational writing and characterized it based on the
six traits of good writing. Additionally, they have practiced creating research questions that allow for
paragraph answers. Students are familiar with the writing process, taking a piece from an idea to a
published draft.
e. Planning for Student Learning Needs
- ELL: To accommodate English Language Learners, we will prepare ahead of time and locate an
informational text in the students native language. Depending on the students linguistic abilities,
they can write their report in their native language or English.
- Physical Disabilities: For students who are unable to write, they may have a scribe.
- Mental Disabilities: For students who are unable to read or comprehend the information, we would
pair them with a capable student, allowing them to participate.
- Low Readers: We will have informational texts available at a variety of reading levels.
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f.
Assessment Strategies
Content Objectives
Assessment Strategies
1. SWBAT identify important information Formative: We will walk around while students are
(CCSS.ELA-LITERACY.W.5.2.B)
examining their first source and, using the eavesdropping
assessment strategy, we will assess whether or not they
are locating important information. Observations will be
recorded in a teacher notebook and corrections will be
provided.
Summative: After students complete this project, they
will turn in their gathering grid. The information they
selected from sources two and three will be assessed for
its relevance to the topic. The scoring will be as follows:
1: Students selected information that is not important
to the topic.
2: Some information selected was important to the
topic.
3: Most information selected was important to the
topic.
4: All information selected was important to the topic.
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Language Objectives
4. SWBAT use scientific vocabulary
(CCSS.ELA-LITERACY.W.5.2.D)
Assessment Strategies
Formative: Before writing their final draft, students
will work with a partner to peer review their draft.
Students will be instructed to focus on the use of
scientific language relevant to the topic, such as:
habitat, reproduction, and diet.
Summative: Students will be assessed using the final
draft they submit for the class book on the presence
and accurate use of scientific words. Scoring will be as
follows:
1: Scientific words are not used.
2: Scientific words are lacking or used incorrectly.
3: Scientific words are used correctly most of the
time.
4: Scientific words are used correctly when
applicable.
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g. Student Voice:
K-12 students will:
Student-based evidence to be
learning
Journal Entry
their journals.
etc.).
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Journal Entry
their journals.
help them).
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- Today we are going to read one of my favorite books. I love this book because it tells me all sorts of
interesting facts about chameleons. I think chameleons are some wacky critters!
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c. Learning Activities
Supporting Theories/Principles
important information about chameleons. But first we students will practice organizing information in a
need to know what types of information we want to
record. These will be our research questions. I want to transfers over to the idea of paragraphing, using a
know about variety in chameleons, how they hunt, and main idea and supporting details. This follows
what their temperament is. So my three questions will
be:
difficult one.
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information.
environment.
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informal formative assessments on the first source. and personal communication to evaluate student
After students have finished using the first source
may continue with sources two and three. Students means of expression and engagement.
who are unable to read could listen to audio books
and have a scribe to record their findings.
Students will work independently to create a first
learning objectives.
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in the classroom.
- Gathering Grid
g. Acknowledgements
English Language Arts Standards Writing Grade 5. (n.d.). Retrieved September 23, 2015.
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Jenkins, M., & Shields, S. (1998). Chameleons are cool. Cambridge, Mass.: Candlewick Press.
Rog, L. (2011). Marvelous minilessons for teaching intermediate writing, grades 4-6. Newark, DE: International
Reading Association.
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