Teacher Education Lesson Plan Template

Teacher: Faith Ferrulli Date: 03/02/21 - 03/09/21

03/02/21 Tuesday (30 min)
Title of Lesson: Informative/Explanatory 03/03/21 Wednesday (30 min)
Performance Task 03/04/21 Thursday (15 min)
Energy Source Reports 03/05/21 Friday (55 min)
03/09/21 Tuesday (15 min)

Learners: Grade: 3rd Grade

Morning Group: 10 students, 9 ESL, low level
Afternoon Group: 12 students, 2 ESL, range
from low to high level

Core Components

Subject, Content Area, or Topic

ELA - Literacy Lesson
Science - Energy Sources

Virginia Essential Knowledge and Skills (SOL)

English
Communication
3.1 The student will use effective communication skills in a variety of settings.
Reading
3.6 The student will read and demonstrate comprehension of nonfiction texts.
Writing
3.8 The student will write in a variety of forms to include narrative,
descriptive, opinion, and expository.
3.9 The student will edit writing for capitalization, punctuation, spelling, and
Standard English.
Research
3.10 The student will demonstrate comprehension of information resources to
research a topic and complete a research product.
Science
Earth Resources
3.8 The student will investigate and understand that natural events and
humans influence ecosystems.

Lesson objectives
DAY 1
Students will reflect on what they know about informative/explanatory writing.
Students are introduced to the topic of the performance task, read and discuss an
article, and take notes on the article.
ELA.3.1.1
ELA.3.6.5
ELA.3.7.1
DAY 2
Students will read and discuss an article about renewable energy resources.
Students write notes on their graphic organizers as they collect information.
ELA.3.1.1
ELA.3.6.5
ELA.3.7.1
DAY 3
Students read and discuss research questions as a class and discuss what
information is needed to respond. The teacher models writing a response to the first
question. Students answer questions about energy resources.
ELA.3.1.1
ELA.3.7.1
ELA.3.9.1c
DAY 4
Students plan and write reports about energy sources after the teacher models.
ELA.3.7.1
ELA.3.7.2
ELA.3.8.1
DAY 5
Students reread, revise and proofread their writing. Volunteers have the
opportunity to share their writings with the class.
ELA.3.2.1
ELA.3.7.1
ELA.3.7.2
ELA.3.8.1

Materials/Resources
Reporter Badges (1 for each student - 22)
Folders (1 for each student - 22)
Highlighters (1 for each student - 22)
**students will use to highlight important information in the articles as they read
Pencils (1 for each student - 22)
“Fossil Fuels” article (1 for each student - 22)
“Renewable Energy” article (1 for each student - 22)
Fossil Fuels note taking sheets (1 for each student - 22)
Renewable note taking sheets (1 for each student - 22)
Research Questions (1 for each student - 22)
Graphic Organizer (for reports if needed; 1 for each student - 22)
Google Slide Essay Organizer & Final Report
Google Slide Fill-In Essay Organizer & Final Report
Chart Paper
Markers
Anchor Charts
Enlarged versions of the note taking sheets:
Enlarged version of research questions:
 **charts from BAW manual

Safety
N/A

Time Process Components

(min.)

*Anticipatory Set
DAY 1
TTW set the setting for the performance task by giving the students the
role of a reporter. TTW hand out reporter folders and badges to the
students so as to make the task more engaging. (Students will be given one
on the first day and then instructed to put it in their folder to save for the
rest of the task. TTW stress the importance of only wearing the badge
when in the role of a reporter.)

TTW engage the students by discussing informative and explanatory

writing with them and gauging what they recall about that type of writing.

TTW introduce the task at hand (TSW be answering research questions

and writing a report based on the articles - TTW discuss these articles as
“evidence” as to heighten the reporter concept and using text evidence
to support their writing).

TTW introduce the first article to the students.

*State the Objectives (grade-level terms). The student should be able to say:
DAY 1
I can reflect on what I know about informative/explanatory writing.
I can read, discuss and take notes on an article about fossil fuels.
DAY 2
I can read, discuss and take notes on an article about renewable energy
resources.
 I can write notes using a graphic organizer as I collect information.
DAY 3
I can read and discuss research questions and discuss what information is
needed to respond.
DAY 4
I can plan and write a report about energy sources.
DAY 5
I can reread, revise and proofread my writing.
I can present my report to the class.

*Instructional Input or Procedure

DAY 1
TTW pass out the “Fossil Fuels” article to each student and project the
article on the board.

TSW start by doing a quick picture walk and discussing what they predict
the text will be about based on the text features.

TTW read the article and make verbal notes. TTW stop at certain places
(after “some are even used in toothpaste!” and at the end) to ask students
what they have learned. TSW discuss the article as a class.

TTW reread the article and the students will take notes using the note
taking sheet. TTW stop at the same points to see what notes the students
are taking.

TSW share the notes they took and TTW write the students’ notes on the
enlarged anchor chart version.
DAY 2
TTW pass out the “Renewable” article to each student and project the
article on the board.

TSW start by doing a quick picture walk and discussing what they predict
the text will be about based on the text features.

TTW read the article and make verbal notes. TTW stop at certain places
(after “Solar panels use the light from the sun to make electricity.” ask
students to turn to a partner to share what they learned). TTW continue
reading and stopping at certain places for partner shares (“When biofuels
are burned, they don’t pollute the air”, It’s one day to prepare for when
the fossil fuels run out”, and at the end) to ask students what they have
learned but will not discuss as a class.
 TTW pass out the note taking sheet for students to fill out as the teacher
rereads the article, stopping in the same places to have partner
discussions.

TTW guide partner discussions by asking what they learned about

renewable resources and where they might add those notes to
their note taking sheet. After a few minutes have volunteers share
what they took notes on and where they put it to then add to the
enlarged anchor chart verison.

TTW inform students that they are going to be answering research

questions about this article the following day.
DAY 3
TTW pull up the research questions on the smart board and hand out a
copy to each student.

TTW model how to read the first question and use notes and the articles
to find the answer. TSW help and discuss how to find the best answer. TTW
model how to format the response for the first question.

TTW guide students into understanding how to go about answering

a research question by first reading the question and then
referring to their notes and the article to find support.

TSW help the teacher read, discuss, and formulate an answer for the
second question as a class verbally.

TTW model how to answer the first research question on the enlarged
research question anchor chart.

TSW work independently to write their answers to questions 2 and 3.

TTW ask guiding questions to help students review their answers and
decide if they are suitable or need more information.

Do you think your response does a good job of telling one

advantage and one disadvantage of using fossil fuels? If not, what
might you add or take out to improve it?
Do you think your response does a good job of giving two reasons
why people should try to use more renewable energy? If not, what
might you add or take out to improve it?
 Do you think your response includes enough details from the
articles? If not, what details might you add?

TTW ask volunteers to share their answers after several minutes. TTW
write the students’ answers on the enlarged anchor chart of research
questions.
DAY 4
TTW introduce the final task of the project and project the directions on
the board and go over each part with the class:

Your Task
You will have 70 minutes to write your report. You should review
your notes and sources. Then plan, write, and revise your writing.
You may also refer to the answers you wrote to the research
questions in Part 1, but you cannot change those answers.
Your Writing Assignment
Your class is getting ready for an open house for parents.
Student reports will be on display. Write a report that describes
the different kinds of energy sources and the advantages and
disadvantages of using each.
Begin Work on Your Report
Manage your time carefully so that you can:
• Plan your report (15 minutes)
• Write your report (40 minutes)
• Revise and edit for a final draft (15 minutes)
You may use a dictionary to check spelling.
Things to Remember
Remember that a well-written report:
• Has a main idea
• Gives evidence from both sources to support the main idea
• Is well-organized and stays on topic
• Explains information clearly
• Uses language that suits the purpose and task
• Follows rules for spelling, punctuation, capitalization, and
grammar
**from district performance task

TTW model writing the first two paragraphs of the report and remind
students that the report needs to tell about different kinds of energy
sources and the advantages and disadvantages of using
them. TTW explain that they will write an opening paragraph to introduce
the topic of the report, and then write a paragraph about
nonrenewable energy sources and the advantages and disadvantages
 of using them. TTW direct the students’ attention to the qualities of a
well-written report in the directions and explain that as they
write the report, they will include these qualities in your writing.

TTW direct students in a think, pair, share for the following question: What
might you write about in your report today?

TSW use their notes, articles, and research questions (and fill out the
graphic organizer if need be) to help guide their reports.

The reports will be written via Google Slides.

DAY 5
TTW project their final report as a model on the board.

TTW will ask students to follow along as they read it aloud. Review that the
opening paragraph introduces the topic, or main idea, and hooks the
reader. In the remaining paragraphs, point out the clear organization, the
use of evidence from the sources, the use of transition words to connect
ideas, and other qualities of a well-written report.

TSW reread what they have and TTW ask the following guiding questions
without class discussion:

Do you think your opening paragraph does a good job of

introducing the topic and stating the main idea? If not, what might
you write instead?
Will the organization of your report be clear to the reader? If you
don’t think the organization is clear, what might you move around
to make it clearer? Underline parts of the report you might change
or move around.
Are there places where you used, or could use, examples and
details from the sources to support your main idea? Put a check
mark in the margin next to those places.
Are there places where you used, or could use, transition words to
connect one idea to the next? Put a star in the margin next to each
of those places.
Do you think your conclusion does a good job of wrapping up your
writing and letting the reader know that the report has come to an
end? If not, what might you write instead?

TSW finish their report and then reread, revise and proofread their
writing. Volunteers will have the opportunity to share their writings with
the class (if time).
 TTW remind the students that the direction states that a well-written
report “follows rules for spelling, punctuation, capitalization, and
grammar.” TTW explain that the students will proofread their reports to
find and correct any spelling, punctuation, capitalization, and grammar
errors. TTW ask:

Why will you want to proofread your report before turning it in?
What will you check for when you are proofreading?

If time:
Have a few volunteers share their reports with the class; then ask:

What qualities of good informative writing did you notice in

[student’s] report?
What questions can you ask [Luke] about his writing?

Review that this week the students have been learning strategies for
doing well on the end-of-year performance task. Ask and briefly discuss:

What have you learned this week that will help you do well on the
performance task? Turn to your partner.

*Modeling
DAY 1
TTW model how to read the article and make verbal and written notes.
DAY 2
N/A
DAY 3
TTW model how to answer the first research question on the enlarged
research question anchor chart.
DAY 4
TTW model writing the first two paragraphs of the report and remind
students that the report needs to tell about different kinds of energy
sources and the advantages and disadvantages of using
them.
DAY 5
TTW project their final report as a model on the board.

*Check for Understanding

DAY 1
TTW check the students’ note taking sheets.
DAY 2
 TTW check the students’ note taking sheets.
DAY 3
TTW check the students’ response to the questions and take notes on their
participation and discussion with the class.
DAY 4
TTW take notes while observing the students writing their reports and
filling out their organizer.
DAY 5
TTW take notes on the students progress in writing and editing.

*Guided Practice
DAY 1
TT/SW do a picture walk through the article.
TSW discuss the article with the teacher.
DAY 2
TT/SW do a picture walk through the article.
DAY 3
TSW help the teacher read, discuss, and formulate an answer for the
second question as a class.
DAY 4
TTW direct students in a think, pair, share for the following question: What
might you write about in your report today?
DAY 5
TTW will ask students to follow along as they read it aloud. Review that the
opening paragraph introduces the topic, or main idea, and hooks the
reader. In the remaining paragraphs, point out the clear organization, the
use of evidence from the sources, the use of transition words to connect
ideas, and other qualities of a well-written report.

*Independent Practice
DAY 1
TSW fill out their note taking sheet independently.
DAY 2
TSW fill out their note taking sheet independently.
DAY 3
TSW work independently to write their answers to questions 2 and 3.
DAY 4
TSW write their report (and fill out the graphic organizer if need be) by
using the articles, notes, and research questions.
DAY 5
TSW finish writing, edit, and finalize their writing.

Assessment (formal or informal)

DAY 1
 TTW check the students’ note taking sheets - informal/not graded.
DAY 2
TTW check the students’ note taking sheets - informal/not graded.
TTW will use the day 2 assessment record sheet to see how students are
doing.
DAY 3
TTW will use the day 3 assessment record sheet to see how students are
doing.
TSW answer the three research questions.
DAY 4
TTW will use the day 4 assessment record sheet to see how students are
doing.
DAY 5
TTW look over the students’ final report.

*Closure
Day 5
TTW close the task by summarizing what the students accomplished and
print off their reports to hang out in the hallway for display along with
their reporter badge next to their work.

TSW volunteer read their report to the class (if time).

Differentiation Strategies (enrichment, accommodations, remediation, or by learning

style).
Providing students with graphic organizers for their thoughts and notes allows them to see
the information in an order that makes it easier to transfer into a report.
The opportunity to discuss the articles and questions as a class will allow for auditory
learners to thrive.
The usage of graphic organizers to organize their notes and thoughts will benefit visual
learners.
Google Slide Fill-In Essay Organizer for ELLs to help them understand the structure of the
sentences required.

Classroom Management Issues

If students are abusing the reporter badges, they will be taken away.
If students are not participating or not trying, TTW reinforce the engaging aspect and the
goal of being a reporter to help students grasp a reason to try.
 Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?
-Make sure to have students highlight where they found their notes in the articles and write
either a number or letter next to it to denote what note it belongs to.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

**Adapted from the district performance task lesson plan.