Lesley Martinez-Silva

Student Teaching
Fall 2019

Topic: Nocturnal Animals Report

Grade Level: 5th
Subject: ELA/Writing

Objectives
TEKS 110.16 (11) Reading/Comprehension of Informational Text/Expository Text.
Students analyze, make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to: (D) use multiple text
features and graphics to gain an overview of the contents of text and to locate information.
(15) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text.
(18) Writing/Expository and Procedural Texts. Students write expository and procedural
or work-related texts to communicate ideas and information to specific audiences for specific
purposes.

Purpose
To identify text features in a text and use them to gather information and to learn about
the writing process for a research report and develop researching and writing skills.

Materials
For teacher For students
Computer, projector, video on nocturnal Chromebooks, writing journals, lined paper,
animals, example writing journal, example report handouts, editing marks sheet, manila
project file folders, craft materials, scissors, glue,
crayons, markers, color pencils

Procedures
Introduction:
- Day 1: Introduce project on nocturnal animals, have students look up animals from a
teacher made list
- Day 2: Watch short video on nocturnal animals
- Day 3: Remind students to continue researching
- Day 4: Show example of an outline filled out for first draft of report
- Day 5: Go over simple edits one can make on their own
- Day 6: Quick peer-editing activity
- Day 7: Quiz on editing markings
- Day 8: Show example of the final project
Model:
- Day 1: Writing journal pre-research notes
Lesley Martinez-Silva
Student Teaching
Fall 2019

- Day 2: Writing journal research notes

- Day 3: How to continue research for information still don’t have (databases)
- Day 4: How to plan out the outline
- Day 5: How to edit as you go
- Day 6: What are the markings for editing
- Day 7: How to put together final project (lapbook)
- Day 8: How to use the recyclable materials to create an animal
Guided Practice:
- For each day, students can help each other out and work together to find information. I
will also be helping those that need assistance, and later down the road conferring with
students once they’ve submitted their drafts.
Independent Practice:
- Day 1: Students look up animals from a teacher made list and choose the one they want
to research, gather 5 resources to read for next day
- Day 2: Read 5 resources in-depth and take notes in their writing journal
- Day 3: Continue researching and writing notes in their writing journal, identify the most
important information for the report
- Day 4: Begin report outline by synthesizing research notes
- Day 5: Continue outline and move onto writing first draft, editing as they go
- Day 6: Peer-edit with one person, finish first draft and submit for editing, begin writing
important information for the lapbook, confer with teacher on edits
- Day 7: Write final draft neatly on report paper, put together the lapbook
- Day 8: Finish lapbook, create animal out of crafts
-
Check for Understanding:
- Each day I will be checking-in with each student on how they are doing. At the start of
each day, I may ask them about where to go to find information or anything related to
what they’re doing that day.
Closure:
- Each day when we stop activities, have students write down on a sticky note what they
accomplished that day and what they still need to finish to be on track. I will also remind
them of where they should be based on the project timeline, and what they should be
working on the following day.

Planned Modifications and Differentiation

There are a few students who aren’t yet at the level of writing this report asks for, so I
will be providing them with more graphic organizers and examples than others. I will also only
ask them to write X number of things in their notes for each topic, as opposed to having no limit
like others are doing. For students who are advanced, they can add extra information to their
Lesley Martinez-Silva
Student Teaching
Fall 2019

reports that weren’t explicitly asked of them. I may also get them to do more than one draft, if
they finish their first early enough in the process. For our ELLs, they will have all the materials
translated for them so they understand what to do. I will also guide them in where to go for
Spanish information.

Assessment of Student Learning

I will do a quiz on editing to make sure students know the appropriate markings to use
when peer-editing and edits given by the teacher.

Resources
TEKS, Kiki’s Classroom Animals Lapbook, Teacher’s Take-Out (editing sheet)