Simpson Task1 LP

***Reminder: All fields must be completed prior to submission.
Name:
Grade: 5th
Kayla Simpson
Can you research it?
Lesson
Date:3/16/15
Title:
CCGPS or GPS Standard(s):
ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to
a question quickly or to solve a problem efficiently.
ELACC5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which
reasons and evidence supports which point(s).
ELACC5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
Classroom/Lesson Context (please check the following that apply):
_X_ Whole Group __ X_ Small Group _____ One-on-One ____ Students with IEPs/504s ____ ELL Students
___ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__19_ Girls _ 7__Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
None
Learning - Focus
Strategies
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?
What does it mean to effectively research a topic?

How can I organize my research?
What information should my readers know?
I will ask these questions at the beginning of the body of my lesson as a way to engage students
and to have them start thinking about what they lesson will be about.
Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Students need to be able to research, read informational texts, and write appropriate responses.
The central focus of this lesson is to address what it means to be an author and how we can use
an authors work to answer our own questions.
Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?
Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
Students need to be able to draw on different information from multiple sources to really be
knowledgeable in a topic. They need to be able to explain why an author uses details and make
a connection to why they should as well. They must then integrate all of the information they
have found in order to have those supporting details.
Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
Research, information, supporting details, descriptions, authors purpose
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
Reading- of informational texts, using content heavy vocabulary.
Materials
What resources can be
used to engage
students?
Students will be required to read a variety of sources, using library books and Chromebooks.
They will also need a sheet of paper and pencil to create their bubble maps for both topics.
Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.
I will be completing a read-a-loud from one of the many books they can use. Students will have
to listen for specific facts, which they will share with me at the end of the reading. We will
discuss how they are to look for facts to better support their research.
Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher
level thinking?
We will have a whole group discussion about what it means to research a topic. When authors
write pieces of non-fiction, they tend to do a lot of research in order to write a strong piece.
Why do they do that? Why is it beneficial to have more than one resource? How can it make a
paper stronger?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
One way that authors support their writings is through the use of (supporting details).
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Authors of this type of information use a very academic language. What are there a lot of?
(details, facts, numbers, specific vocabulary) And there are not a lot of? (opinions, random
thoughts, umms, things)
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
N/A
Management Plan: I will call on several students to share their answers, while informing
others that we need to be respectful when our classmates are reading.
They will be informed that they are to research tornadoes and hurricanes. I will show them an
example of several ways that they can organize the information that they find (bubble maps,
charts).
They must decide what they want their reader to know. They may then choose from a selection
of books, or articles on the internet, to conduct their research.
This research, being informational, will allow them to practice language from a specific content
area. Dictionaries will be ready, should they need it.
sentences):
thoughts, the ambiguous thing)
N/A
Management Plan: I will give very detailed explanations and remind them of my expectations
for behavior.
Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?
We will discuss how far everyone has gotten in their research. They will share one thing they
have learned that they did not know before.
On the back of their index card from check-in, they will check out by telling me three things:
1. What sources did they use today?
2. Why it is important to have details from many sources?
3. What they learned about hurricanes and tornadoes? (Give me one good summarizing
sentence).
sentences):
N/A
Management Plan: I will explain to the students exactly what questions I want them to answer.
I will then collect these as they walk out the door.
Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
N/A
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
I will monitor their progress throughout the lesson, keeping an eye on the research they are
completing. I will be looking for their focus, the details they have found, and their organization
of these details. Their check-out will also count as an assessment to inform me what they have
learned.
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

sentence).
Reflection/Analyzing
Teaching
Effectiveness
This lesson went very well. The students were able to fully explain to me what I wanted them to
achieve. They were very engaged, and I believe it was because they had a variety of options.
They did not have to read out of their text book. There were a wide variety of books that they
could choose from. Many even chose to work solely on researching articles online. Every
student was able to effectively take notes, choosing between bubble maps, t-charts, and some
even skipping ahead to tomorrows task- venn diagrams- to compare and contrast. I believe that
the only improvement I could make to this lesson is to allow students to choose their own
topics. This would increase their engagement and provide them with a chance to really show
what they know.
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.

Name:
Grade: 5th
Kayla Simpson
Can you compare and contrast it?
Lesson
Date:3/17/15
Title:
ELACC5RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
ELACC5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
_X__ Whole Group ___X_ Small Group __X__ One-on-One _____ Students with IEPs/504s ____ ELL Students
____ Other (Please specify: _______________________________________________________________________)
__19_ Girls __7__Boys
None
Learning - Focus
Strategies
1-3 BIG ideas! How
used to guide your
instruction?
How can I compare and contrast two major storms?

Where does this information come from?
How can I support my reasoning?
These questions will be discussed throughout the lesson.
Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Students should be able to easily compare and contrast two scientific events, while being able
to use the information from a variety of sources, in an effective way.
Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?
Students need to be able to draw on different information from multiple sources to really be
knowledgeable in a topic. They will need to explain the events by comparing and contrasting
the two.
Research, information, supporting details, descriptions, authors purpose, compare, contrast,
similarities, differences

Writing- of informational texts, using content heavy vocabulary.
Materials
used to engage
students?
Students will need the notes from yesterday, along with paper and pencil, so that they may
compare and contrast all of their information.
Introduction to
Lesson/
Activating Thinking
prior knowledge and
develop students
standard and should
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
characteristics.
Using the information from their check-outs the previous day, we will answer the three
questions.
sentence).
sentences):
N/A
Management Plan: Students must raise their hands in order to share answers. We will be
respectful in listening to what they have to say, giving them feedback.
Body of Lesson/
Teaching Strategies
What will you have
you introduce the
lesson to learn the
standards? What
to promote higher
level thinking?
After discussing the answers for the three questions, we will transition into our topic of how we
want to represent our research. We have two events we are addressing. Would we write a main
idea paragraph for them? We could, but that may not be our best choice. How about
chronological order? If we are talking about two events, that are both storms, how can we best
present our information? We will be comparing and contrasting the two.
Students will then be asked to please take out their papers from the day before. Students must
organize all of the information from the previous day into a venn diagram or compare and
contrast box. If they see that they do not have many similarities, it may be wise to refine their
search and collect more information.
What opportunities
content language/
vocabulary? What
language supports
will you offer?
sentences):
We will compare and contrast our information about tornadoes and hurricanes.
We must make sure that we understand the vocabulary in order to compare and contrast
correctly.

N/A
Management Plan: Students may discuss quietly with their group members. They are to
complete the diagram and any extra research they may need.
Closure/
Summarizing
Strategies:
summarize and/or
know and understand
new knowledge while
prior learning?
Students will have to tell me one thing that makes hurricanes and tornadoes different, and one
thing that makes them similar.
We will take turns going around the room. These should be dependent upon each students
focus.
sentences):
We will compare and contrast our information about tornadoes and hurricanes.
We must make sure that we understand the vocabulary in order to compare and contrast
correctly.
for behavior.
Assessment/
Evaluation
above must be
while planning:
How will students
exhibit an
lessons objectives?
feedback? What
evidence will you
students
of the lessons
their usage of
vocabulary?
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it

N/A
The compare and contrasting of both events is an assessment. They will be using the
information that they know and have collected to create this organizer. Throughout, I will be
asking the students questions and marking off if they have an understanding. At the end of the
class, each student will be asked to share one thing that they have learned both events have in
common, and one thing that is different. Each student must share one before leaving.
Many students were already expecting to compare and contrast the two events based off of their
findings from yesterday. When discussing which would be the best way to present our research,
they could all easily agree that compare and contrast makes the most sense. Students did
struggle with finding ways that the two events were similar. I informed them that it would be
necessary to change their point of view. Yesterday they researched just to research. Today they
had to research with purpose. I would improve this lesson by expanding on my explanation of
the task. Because I wanted to allow them enough time, I was too brief. Having explained it, I
would have saved them quite a bit of confusion.
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

Name:
Grade: 5th
Kayla Simpson
Can you organize it?
Lesson
Date:3/18/15
Title:
ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the
topic.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
__X_ Whole Group __X__ Small Group _____ One-on-One _____ Students with IEPs/504s ____ ELL Students
____ Other (Please specify: _______________________________________________________________________)
__19_ Girls __7__Boys
None
Learning - Focus
Strategies
1-3 BIG ideas! How
used to guide your
instruction?
How can organize my findings into a paper that flows?

Why must I restate my topic?
What exactly are my supporting details supposed to support?
These questions can guide my instruction because they all get students thinking about what
exactly a well written paper needs.
Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.
The focus of this lesson is to help students begin to understand how to correctly write an
informational paper. This will help them outline how they should organize their findings.
Academic Language
What is the key
language demand?
What academic
language will you
Students will introduce a topic, provide facts, and restate the topic as to conclude their paper.
teach or develop?
What are the key
vocabulary words
and/or symbols?
Research, information, supporting details, descriptions, authors purpose, audience, topic,
compare, contrast, similarities, differences, introduction, conclusion
Writing- of informational texts, using content heavy vocabulary
Materials
used to engage
students?
Students will need their papers from Monday and yesterday. They will also need a sheet of
paper in order to complete their organizing of thoughts.
Introduction to
Lesson/
Activating Thinking
prior knowledge and
develop students
standard and should
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
characteristics.
Students will complete a quick-write explaining how a paper should be organized. They will
discuss this with their group members. We will then discuss as a class how a paper should be
organized.
Body of Lesson/
Teaching Strategies
What will you have
you introduce the
lesson to learn the
standards? What
to promote higher
level thinking?
I will inform students they are going to set the foundation for their paper. They have collected
all of the tools they need to build it. They have their floor, beams, bricks, and roof. Very much
like OREO during opinion writings, you have to have that cookie on the bottom and the top
(floor and roof). The floor is your building block. You cant build a house without it. This is
where you state your topic. Then comes the beams. This is your time to be specific. Add your
bricks! These are your examples. They will make your house (and paper) stronger. And lastly,
you add your roof, which is you restating your topic in a way that it wraps that paragraph up.
During this phase, students are not required to write out their sentences, but can just do bulleted
points. We need three houses: one for a hurricane and all their stuff, another for tornadoes and
all their baggage, and a third for the items that they both share. I will be guiding groups as they
have questions, and to also check for understanding.
What opportunities
content language/
vocabulary? What
language supports
will you offer?
sentences):
Students will apply what they have learned to write their answers.
Students will participate in sharing what they believe with their group and class.
for behavior. They are to discuss in groups at a whisper. When discussing as a class, we will not
shout out all at once, but take turns.
sentences):
Students will be organizing their words and phrases into sections that represent sentences.
Students will participate in a group and class discussion to determine how a paper should be
organized.

N/A
Management Plan: Students must maintain a whisper as they work with their group members.
There should be no talking about anything except this.
Closure/
Summarizing
Strategies:
summarize and/or
know and understand
new knowledge while
prior learning?
Assessment/
Evaluation
above must be
while planning:
How will students
exhibit an
lessons objectives?
feedback? What
evidence will you
students
of the lessons
their usage of
vocabulary?
Teaching
Effectiveness
Reflection includes
Students will then write a letter to an absent student, telling them how a paper should be
organized. This can be completed on their index card from the beginning of class. They will
give these to me as they walk out the door.
sentences):
Students will write complete sentences over what they have learned about today.
Students will discuss their answers with their group members.
N/A
Management Plan: Students must whisper. They will quietly line up and hand their cards to
me as they leave.
N/A
As they are working, I will be checking off whether or not they have an understanding of their
task. Did they state and restate their topic? Did they list more than two examples? I will also
review their answers from before and after class to check for understanding.
This lesson was very effective in that it showed many students how to organize their paper. I
can improve it by making my expectations clearer. Today was about organizing the information
so that it will be ready to turn into a paper. Students were able to organize their research, but
many of them were already writing their paragraphs. This is an advanced group, so I should
have expected as much to happen. By providing a guided example of what exactly I wanted, I
would have prevented confusion and had them complete the activity accordingly.
lesson and specific

examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

Name:
Grade: 5th
Kayla Simpson
Can you write it?
Lesson
Date:3/19/15
Title:
ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the
topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
ELACC5W4: Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
__X__ Whole Group ____ Small Group _____ One-on-One ____ Students with IEPs/504s ____ ELL Students
_X_ Other (Please specify: _Students will be working independently___________________________)
__19_ Girls __7_Boys
None
Learning - Focus
Strategies
1-3 BIG ideas! How
used to guide your
instruction?
How can I produce an informational paper that I am proud of?

How I can I give examples and details to make my paper stronger?
How would I ensure that my paper flows well?
These questions will be used as my activating strategy and will help in preparing them for the
task.
Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Students will be able to organize and produce a paper that flows, informing their readers of the
similarities and differences between hurricanes and tornadoes.
Academic Language
What is the key
language demand?
What academic
Students will produce a work that can use precise language that links ideas and support their
work.
language will you

teach or develop?
What are the key
vocabulary words
and/or symbols?
Research, information, supporting details, descriptions, authors purpose, audience, topic,
compare, contrast, similarities, differences, transitions, phrases, introduction, conclusion
Writing- of informational texts, using content heavy vocabulary
Materials
used to engage
students?
Students may use any of the items from this week, but must have their paper from yesterday
out. This will be the base for writing their formal paper. They will be also need clean paper and
pencil. Students will be given a rubric to self-assess their work.
Introduction to
Lesson/
Activating Thinking
prior knowledge and
develop students
standard and should
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
characteristics.
Students will be required to answer the essential questions on an index card. This will tap into
their prior knowledge, get them thinking about the assignment, and also let me know who has a
strong understanding and who does not. I will inform them that today is the day we become
authors. We will be using our research and organizational tools to help us create a paper we are
proud of.
Body of Lesson/
Teaching Strategies
What will you have
you introduce the
lesson to learn the
standards? What
to promote higher
level thinking?
Students will be instructed to take out their papers from yesterday. We will refer back to the
reference of building a house. You have to have your floors, support beams, bricks, and roof.
But does that make a strong house? No. You have to have to have the cement; the glue that
holds everything together. These are your transition sentences, phrases, and words that you use
in between all of the information. I will inform the students that they are to use their papers, and
this knowledge of glue, to begin their papers. When they have finished, they will be required to
self-assess their writing, using a rubric I will provide.
As students begin writing, I will walk around and require that students tell me their topic
sentence and one transition that they used.
I will also be working with my ELL student. They are still working on their writing skills, and I
will assist them in any way I can.
What opportunities
content language/
vocabulary? What
language supports
sentences):
Students will apply what they have learned to write their answers.
Students will participate in sharing what they have learned about the content.
for behavior.
sentences):
Students will produce a work that not only organizes their information, but transitions and
connects it in a logical way.
will you offer?
Students will inform me what their topic is and what transition have they used.
N/A
Management Plan: Students are required to listen to all instructions before asking any
questions. When they begin writing, they may use their elbow partner should they have any
questions. This is independent, so there should be very little talking.
Closure/
Summarizing
Strategies:
summarize and/or
know and understand
new knowledge while
prior learning?
Students will then share some of their strategies on correcting their papers after self-assessing.
We will review and summarize what it means to write papers well.
sentences):
Students will edit and correct their own papers.
Students will discuss with the class what they have learned about writing research papers over
the last four days.
N/A
Management Plan: Students will raise their hand to share. The rest of the class will be patient
when one person is talking.
Assessment/
Evaluation
above must be
while planning:
How will students
exhibit an
lessons objectives?
feedback? What
evidence will you
students
of the lessons
their usage of
vocabulary?

N/A
Students will first be assessed on any knowledge they have about writing research papers well.
During their writing, I am asking them to tell me their full topic sentence and also one transition
they have. Their papers will be used to tell me how they understood and retained all lessons
from this week.
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
This lesson could be improved by having combined it with the lesson from the previous day.
My initial goal was to walk students, step-by-step, through how to effectively write a research
paper. There seemed to be confusion on what exactly I wanted from them yesterday. Many
students had gone ahead and had written their papers, instead of just taking notes. Today was
successful in self-assessing. Most of the students were able to use the rubric to assess their
writing. This was great because many of them even went back to revise/edit/add information.

Simpson Task1 LP

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***Reminder: All fields must be completed prior to submission.

What does it mean to effectively research a topic?

Reminder: Assessment plan must align with objective(s)/standard(s).

1. What sources did they use today?

***Reminder: All fields must be completed prior to submission.

How can I compare and contrast two major storms?

Academic Language Demand (Identify one of the following: reading, writing,

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Reminder: Assessment plan must align with objective(s)/standard(s).

***Reminder: All fields must be completed prior to submission.

How can organize my findings into a paper that flows?

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

lesson and specific

***Reminder: All fields must be completed prior to submission.

How can I produce an informational paper that I am proud of?

language will you

will you offer?

Reminder: Assessment plan must align with objective(s)/standard(s).

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