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Writing Lesson Plan

Teacher Candidate: Amber Cox and Kiera Burnett

Date:

September 22, 2015

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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2. SWBAT locate informational sources


(CCSS.ELA-LITERACY.W.5.7)

Formative: We will walk around while students are


examining their first source and, using the questioning
assessment strategy, we will assess their ability to locate
good sources. The two questions we will ask are:
1. How did you select this source?
2. Why do you think it is a good source?
Progress will be recorded in a teacher notebook and
corrections will be provided. The recorded score will be
as follows:
1: Students selected a source unrelated to the topic,
lacking sufficient information.
2: Students selected a source somewhat related to the
topic that lacked sufficient information.
3: Students selected a source related to the topic that
contained some information.
4: Students selected a credible source related to the
topic that contained sufficient information.
Summative: After students complete this project, they
will turn in their gathering grid. The sources selected for
sources two and three will be assessed. The scoring will
be as follows:
1: Students selected a source unrelated to the topic,
lacking sufficient information.
2: Students selected a source somewhat related to the
topic that lacked sufficient information.
3: Students selected a source related to the topic that
contained some information.
4: Students selected a credible source related to the
topic that contained sufficient information.

3. SWBAT explain a topic using details


(CCSS.ELA-LITERACY.W.5.2)

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 main arguments and
how well they are supported with factual details.
Summative: Students will be assessed using the final
draft they submit for the class book. Scoring will be as
follows:
1: Little to no support is provided for the main points.
2: Main points lack sufficient support.
3: Most main points are adequately supported with
factual details.
4: All main points are adequately supported with
factual details.

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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.

5. SWBAT use comparative language


(CCSS.ELA-LITERACY.W.5.2.C)

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
comparative language such as: in contrast or
especially.
Summative: Students will be assessed using the final
draft they submit for the class book on the presence of
comparative language. Scoring will be as follows:
1: Comparative language is not used.
2: Comparative language is lacking.
3: Comparative language is used sometimes.
4: Comparative language is used frequently.

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g. Student Voice:
K-12 students will:

Student-based evidence to be

Description of how students

collected (things produced by

will reflect on their

students: journals, exit slips, self-

learning

assessment, work samples,


projects, papers, etc.)
1. Explain student learning

Journal Entry

Students will answer the

targets and what is required

following posted questions in

to meet them (including why

their journals.

they are important to learn).

1. What are we learning?


2. Why is it important to
learn this?

2. Monitor their own learning

Peer Review Sheet

Students will look at their

progress toward the learning

draft and assess their

targets using the tools

strengths and areas in need of

provided (checklists, rubrics,

improvement using the Peer

etc.).

Review Sheet as well as the


Peer Review Checklist. This
checklist contains examples
of the objective as well as the
rubric used for scoring.

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3. Explain how to access

Journal Entry

Students will answer the

resources and additional

following posted questions in

support when needed (and

their journals.

how/why those resources will

3. How can I improve?

help them).

4. What do I need to help


me improve?

h. Grouping of Students for Instruction


1. Students will be in whole group during the introductory lesson.
2. Students will work individually to research their animal and complete their first draft.
3. Students will work with a partner to peer-review their drafts.
4. Students will work individually to complete the final draft.

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Section 2: Instruction and Engaging Students in Learning


a. Introduction

- 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!

- Read Chameleons Are Cool by Martin Jenkins.


- Since we are all writers in this classroom, I thought it would be cool if we made our own book about
wacky critters! Each of us is going to pick a different critter to research. Then you will each make a
book page about your critter. Once we are all done, we will put all the pages together and have a
published classroom book.
b. Questions
1. What information is most important for us to write down and why? (Analysis)
2. How did you select this source? And why do you think it is a good source? (Evaluation)
3. How do these details support your topic? (Synthesis)
4. Where did you use scientific words in your writing? How do you know you used that word
correctly? (Application)
5. Where did you use comparative language in your writing? How does this language strengthen your
writing? (Evaluation)

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c. Learning Activities

Learning Steps and Activities

Supporting Theories/Principles

I chose this book because I think its a perfect

Here we explain to students the selection process as a

example of interesting informational writing. The

model of our own thinking. This gives them a schema

details in the book give a full picture of chameleons

for their own selection. Piaget suggests that students

and provide interesting details as well.

learn by creating a mental pattern. We will guide


students in this creation and then allow them to
practice the pattern of selection on their own.

We are now going to re-read the book and search

This provides students with a model for creating

each page for important information. Sometimes its

research questions. After hearing this, they will

hard to keep all of our notes straight so were going

understand that questions come from the main idea or

to use what we call a Gathering Grid to record

the main topics we want to learn about. Additionally.

important information about chameleons. But first we students will practice organizing information in a
need to know what types of information we want to

logical manner using the Gathering Grid. This easily

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

Vygotskys principle of scaffolding, allowing students

be:

to complete a simpler task as a lead-up to a more

1. Are all chameleons the same?

difficult one.

2. How do chameleons eat?


3. What are chameleons like?
Write these three questions in the Gathering Grid

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Open to blue page and re-read it

Here, we are using the principles from gradual release

Theres a lot of good information on this page. I

of responsibility, a practice coined by Pearson and

didnt know chameleons were a type of lizard. Or that

Gallagher. First, we will model identifying important

there are over a hundred different types of

information and evaluating whether or not it answers

chameleons! I think those both answer my first

a research question. We selected one bit of

question about if all chameleons are the same. I also

information that does not answer a research question

thought it was interesting that they come from

to model throwing out interesting, but irrelevant,

Madagascar. While this is a good piece of

information.

information, I wont write it down because it doesnt


answer any of my questions. On the next page, Im not
finding any information that is answering my
questions, so I will move on!
Call on a student volunteer to help find

Continuing the gradual release of responsibility,

information on pages 8 and 9. Ask student to

students will now practice identifying and

explain which question the information answers.

categorizing important information in a guided

Continue through the book asking for volunteers

environment.

to locate important information.

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Allow students to select their own critter to

In the final stage of the gradual release of

research. Students will now begin finding their

responsibility, students will now work independently

first source, developing research questions, and

to identify important details pertaining to their

recording information about their critter. During

research questions. During this time, we also use

this time, the teacher will walk around completing

formative assessment in the mode of eavesdropping

informal formative assessments on the first source. and personal communication to evaluate student
After students have finished using the first source

understanding and redirect when necessary. Having

and have been checked off by the teacher, they

this lesson modification available allows for multiple

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

Here we implement the principles of student voice,

draft of their one page spread. Students will then

allowing students to assess their own work so that

complete a self-assessment based on the peer-

they are able to identify their progress towards the

review checklist, identifying what they did well

learning objectives.

and where they need to improve.


Students will work with a partner to peer-review

Allowing students to peer review is a type of

their first drafts. Students will identify strengths

formative assessment as they will be identifying

and areas that need improvement and then

progress toward three specific learning objectives.

conference about their findings.

Giving students an audience through peer review


allows for better voice throughout the paper.

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Students will make necessary revisions to their

By publishing the book, we highlight student

work and then publish a final copy of their page.

progress, foster community, and allow for ownership

These copies will be made into a classroom book

in the classroom.

and be displayed in the classroom library.


d. Closure
Upon completing the final draft, students will be asked to complete a journal entry as a reflection of
their progress. We will write four reflection questions on the board for students to answer in their
journals. The questions are:
1. What are we learning?

3. How can I improve?

2. Why is it important to learn this?


4. What do I need to help me improve?
These questions help students focus in on the important ideas of the lesson (learning targets) and how
they hope to improve in the future.
e. Independent Practice
Students will be encouraged to continue researching their critter on their own. This could turn into a fulllength report to be further developed during writers workshop. Additionally, students could pick another critter
to research, complete this project independently, and add their spread to the book. Another way to continue this
lesson would be to engage families by sending the book home with students to read with their guardians.
Finally, in the days after this project, we will assign at-home readings that are all informational texts.
f.

Instructional Materials, Resources, and Technology

- Peer Review Checklist

- Chameleons Are Cool by Martin Jenkins

- Peer Review Handout

- 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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