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USF Elementary Education Lesson Plan Template (S 2014)

Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5

Name:
Group
Size:25

Date of Lesson: 2/3/16

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.5.RI.1.1
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
LAFS.5.W.1.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
LAFS.5.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
LAFS.5.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you


teaching?

Students can write using their own thoughts and ideas using text evidence from a
reading.

Given a writing prompt, the student will be able to write an opinion piece with their own

USF Elementary Education Lesson Plan Template (S 2014)


Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Name:
Group
Size:25

Date of Lesson: 2/3/16

thoughts and ideas using text evidence with minimal convention errors, two pieces of
text evidence from the text and completion of the essay.

I am teaching this objective because students will be required to complete a


writing piece for the FSA. I want students to practice and be prepared to
successfully complete a writing prompt.
This lesson fits within a larger plan by allowing students to practice grammar,
writing conventions and implementing their ideas with text evidence. Students will
learn and have practice writing essays.
I am teaching this lesson using modeling, whole class discussion and independent
practice to model to students the expectations required. I also want students to
practice independently so that students show their own knowledge of skills being
taught.
It is important for students to know this knowledge not only for FSA practice but

USF Elementary Education Lesson Plan Template (S 2014)


Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5

Name:
Group
Size:25

Date of Lesson: 2/3/16

also for real world situations. Students will need to be able to write in clear,
understandable writing for resumes, letters, and other day to day routines.
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge


is necessary for a teacher
to teach this material?

For my formative assessment students will answer questions about the text in their
own responses. Students will then back up their answers by showing the text
evidence that supports their responses.
For my summative assessment students will write an essay about a writing prompt
given. Students will write using their own thoughts and opinions using at least two
pieces of text evidence from the reading. Students will write in paragraph form.
Essays will include introduction, body and conclusion. Students will write using
minimal convention errors, and correct citations when quoting from text.

Answering questions using text evidence. When responding to questions students


should be able to point out in the text where they found the information that
supports their answer.
Answering questions in own words. When responding to questions students should
be able to answer questions using their own words (not plagiarizing).
Text Quote: When quoting something that is directly said in a text, you should use
text quotes. This helps the reader know that you are repeating the authors words
and not your own.
Inferences: To infer is to make a guess about a text based on what you have read.
An inference is an idea that is drawn from a text. It is based on the details found in
a text, but it is not something that is directly stated.

USF Elementary Education Lesson Plan Template (S 2014)


Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5

Name:
Group
Size:25

Date of Lesson: 2/3/16

Titles: Use italics in a word-processed document for the types of titles you'd
underline if you were writing by hand. A general rule of thumb is that within the
text of a paper, italicize the title of complete works but put quotation marks
around titles of parts within a complete work.
Papers include introduction, body and conclusion. Paper should include a hook.
Paper should include minimal errors with grammar and conventions. For this
assignment the paper needs to include two facts or text evidence from the article.
The article should be mentioned in the essay and underlined. If the text evidence
is written word for word then there should be quotation marks around the
sentence.

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Students read two short passages about the sun and moon. They were required to
write an essay including their own knowledge of the sun and moon and including
text evidence from the passages. Students were required to include a fact from
each passage. Students were required to write in paragraph form, including an
introduction, body and conclusion. Students were asked to include a hook.
My learners include 25 students. This includes students that are ESE and have a
504 plan. For these students additional time and support will be given if needed.
I know that my students have been practicing writing essays. They have had
practice using text evidence. We are working on them writing with their own
thoughts and ideas using text evidence.
I know that students are ready to write using their own thoughts and ideas with
text evidence. I know that students will need to be reminded to underline the title
of the article and use quotations when citing word for word information. I know

USF Elementary Education Lesson Plan Template (S 2014)


Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5

Name:
Group
Size:25

Date of Lesson: 2/3/16

that students have difficulty using text evidence and incorporating their own ideas.
This is why I chose for them to write on a prompt that will interest them as well as
require them to support some if their thoughts with text evidence.
What misconceptions
might students have about
this content?

Students might have difficulty supporting their own thoughts with text evidence.
Students might have difficulty rewording text evidence so that it is not word for
word.
Students might have difficulty using in-text quotations.
Students might have trouble with paragraph transitions.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed

Model
Whole Class Discussion
Independent Practice

Time

Who is
responsibl
e (Teacher
or

Each content area may require a different step-by-step format. Use


whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;

USF Elementary Education Lesson Plan Template (S 2014)


Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

5
min.

10
min.

10
min.

Name:
Group
Size:25

Date of Lesson: 2/3/16

Students)?

Explanation/Organizing the Idea; Extend/Applying the Idea;


Evaluation).

Teacher

Introduce lesson: Students have been working on writing using text


evidence. Students will be working on deepening their
understanding of text evidence. Last week students were working
on reading two passages about the sun and moon. Students were
asked to include in an essay their own thoughts supported by text
evidence. While reading student work we noticed that students were
able to include text evidence, however students had trouble
incorporating their own ideas with the text evidence. Today we are
going to work on including our own ideas and thoughts in an essay
while supporting those ideas with text based evidence.
Students will be reading an article today about cell phone use and
whether or not the use of technology can be an addiction. The first
thing we will do is read the article together and answer questions.
After students have answered the question they will need to find the
text evidence that supports their answer. After we are finished with
the questions students will write an essay about the prompt given.
In this essay students will write using their own thoughts and ideas
about the given prompt. Students must include at least two facts or
text evidence to help support their thoughts.

Students
and
teacher.

Students
and
teacher.

Part 1: Class will read the article together. Article is called Two Days
with No Phone. I will use Dojo app on my phone to randomly call on
students to read a paragraph. As we read we will underline
important facts or information. I will
model this at times during the reading, however students will be
responsible individually for their underlined text evidence.
Part 2: Students will answer questions using their knowledge and
then supporting their knowledge with the text evidence from the
article. Students will read a question and answer it. Students will
skim through the article to find text evidence to support their

USF Elementary Education Lesson Plan Template (S 2014)


Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5
15
min.
Students

Name:
Group
Size:25

Date of Lesson: 2/3/16

answer. Students will highlight the text evidence in the article and
then write in it their chart under the text evidence column. I will
model the first question for them. The next four questions will be
independent work.
Part 3: Students will write an essay on the given prompt.
Writing Prompt: Talk about one technology that you feel as though
you could never live without. Is it television? Text messaging? IPad?
Xbox? Explain how important this technology is to you and write
about a week in which it is taken away from you.
Have students pair share about what needs to be in the essay.
The essay will be in paragraph form. All must be included:
Introduction with a hook.
Body of 2 or 3 paragraphs.
Conclusion
At LEAST 2 facts (text evidence) from the article that supports
student thoughts and ideas.
The objective is for students to write using their own thoughts and
ideas and supporting that with text evidence.

What will you do if

a student struggles with the content?


I will require student to write one paragraph instead of the entire essay. The main idea I
want the student to understand is writing their own ideas and supporting it with text
evidence. If the student is stuck on ideas then I will have them brainstorm on a piece of
paper.

What will you do if

a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)


Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5

Name:
Group
Size:25

Date of Lesson: 2/3/16

Student will be required to include transition sentences, along with more text evidence.
The student can also critique their work to make a better essay.
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students live in a time that technology is everywhere. Students have phones, computers
and IPads. Many of them have never lived without the technology. Having the students
think of how they would be affected by this technology if it were taken away would
connect to their interests.
If applicable, how does this lesson connect to/reflect the local community?
In our community children and adults depend on technology. Putting students in a real
world situation of not having their technology might be something they will go through in
the future.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will be required to use transition sentences. Students will be required to include
more than the minimum number of facts from the article in their essay.
How will you differentiate instruction for students who need additional
language support?
We do not have students who need additional language support. However if I did then
they would be given a translation dictionary. If I have another student in the class that
spoke the same language, they would be shoulder buddies.

USF Elementary Education Lesson Plan Template (S 2014)


Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name:
Group
Size:25

Date of Lesson: 2/3/16

We do have ESE students. These students have a 504 plan that includes extra time and
support. If these students need extra time and support then it will be given.

Two Days with No Phone article.


Cite your evidence chart and questions.
Pencil
Highlighter
Paper
Students
Teacher
Article and questions: https://mailattachment.googleusercontent.com/attachment/u/1/?
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USF Elementary Education Lesson Plan Template (S 2014)


Victoria OQuinn
Grade Level Being Taught: Subject/Content: Writing
5

Name:
Group
Size:25

Date of Lesson: 2/3/16

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