Writing,

5th Grade

EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Elements of the Lesson Evidence that Documents the Elements

I. Standard 2. Write informative/explanatory texts to examine and convey complex ideas and information
District curriculum guidelines, MDE clearly and accurately through the effective selection, organization, and analysis of content.
core curriculum, or CCSS
W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.

W.5.2a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful
to aiding comprehension.

W.5.4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)

W.5.7. Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.

II. Objectives/Targets and I can I can…
statements
What am I going to teach? I can write an introduction for my informative speech.
What will the students be able to do at I can determine sub-categories for my topic to guide my research.
the end of the lesson?
What formative assessments are used to At the end of this lesson, students should understand how to write an introduction to a speech
inform my instruction? that is related to their topic. Students should also understand one method of choosing sub-
What challenges might students categories for the body of their speech.
encounter?
Why is this concept/target important? Prior to the lesson, the teacher will look over the exit tickets from the previous day to determine if

all students have picked a topic.

During the lesson, the teacher will informally formatively assess student understanding by their
responses and participation in the check for understanding and the We Do. The teacher will also
circulate during group work time and individual work time to formatively assess.

After the lesson, the teacher will collect the student graphic organizer sheets and determine if
they have reasonable introductions and sub-categories written that relate to the topic. This will
determine if they met their learning goal. If the students need more work on one or both of these
things, the teacher will give the student additional help the next day.

Many students will encounter the challenging of having limited research at this point in time to
form sub-categories with. They will be encouraged to begin with general ones and change them
later if needed.

The concept of writing an introduction to a speech is important because students need to know
how to make what they say interesting and engaging so that others want to listen.

The concept of determining sub-categories is important because students need to know how to
organize their information in a logical fashion. Students need to know that giving an informative
speech is not simply saying as many facts about a person, place, event, or time period.


III. Lesson Management: Focus and I will use a call to attention to bring the group together, “Give Me 5, 5, 4, 3, 2, 1.” Sometimes I will
Organization do this silently, as it has been helping students correct other students’ behaviors recently. I will
What positive strategies, techniques and also use wait time to assure that the students are listening.
tools will I use?

What on task, active and focused
student behavior will I see? I will award table points based on tables who are listening to the speaker.

I will see students with eyes on the speaker, either another student or me. Students will turn their
bodies to look at the speaker.

I will see students filling in the blanks on their notes.

I will see and hear students talking during group time. I will see the students on-task and not
talking to one another during individual work time.

IV. Introduction: Creating Excitement Read “I can” statement from the board.
 and Focus for the Lesson Target Read an introduction for Jamestown and tell them that they are going to guess my topic based on
What will I do to generate interest? my introduction.
How will I access prior knowledge? Take guesses and reveal to students what the place is.
What will I have students
practice/review? Students have all learned about Jamestown in their Social Studies units. Students will practice
active listening while I read the introduction.

V. Input: Setting up the Lesson for Task Analysis:
Student Success Learners need a general understanding of their topic. Learners should have decided on topics the
day before and started their research. If not, learners will use the general sub-categories given.
Task analysis: The lesson is scaffolded using gradual release including modeling, guided practice, and
• What information does the independent practice. It is also scaffolded with fill-in-the-blank notes that have general sub-
learner need? If needed how will categories for them to use if they are stuck. Additionally, they be using a graphic organizer that
it be provided? helps organize their thinking.
• How is the lesson scaffolded?
Higher Level Thinking: Questions to High Level Thinking:
engage students’ thinking Remembering:
• Remembering -What was on the checklist for the videos we’ve been watching the past few days?
• Understanding -What are some things that I could include as sub-categories for a person?
• Applying
• Analyzing Understanding:
• Evaluating -In general, what are some things I could include in an introduction for an informative speech?
• Creating
Applying:
Accommodations: Differentiating to -Write introductions and sub-categories for the Stamp Act.
meet students’ needs -Write an introduction for your topic.
• Remediation/Intervention -Determine sub-categories or categories for your topic.
• Extension/enrichment
Evaluation:
Methods, Materials and Integrated -What did you like about my introduction?
Technology
-What did you like about his/her introduction or categories?
• Instructional techniques

• Engagement strategies
Accommodations/Differentiation:
• Materials and Integrated
Remediation/Intervention:
Technology list
 -Students can do basic introductions following the example introductions done as a whole group.
-Students can use the generic sub-categories notes to come up with sub-categories for their topic.
-Students who struggle will receive additional help from the teachers.
Extension/Enrichment:
-Students can be creative or clever in their introductions.
-Students can be specific or general in their sub-categories, which allows high-achieving learners to
go to the level of depth they desire for their topic.

Methods, Materials, and Integrated Technology
Instructional Techniques & Engagement Strategies:
Student will guess what my topic is for the lesson introduction. Students will write fill-in-the-blank
notes. Students will participate in whole-class teaching, small group work, and individual practice.
Students are allowed to pick any topic in history (a person, place, event, or time period) for their
speech topic. Students will note be asked to do busy work, only authentic organization and
preparation for their speeches.

Materials and Integrated Technology:
-Document Camera
-Laptop
-Google Documents - electronic graphic organizer for modeling
-Google Classroom - for notes and research websites from the previous day
-Projector and Screen
-Whiteboard and dry-erase marker
-Fill-in-the-blank notes
-Teacher’s Writing journal
-Student writing journals
-Graphic organizers
-Writing utensils
-Note sheets from previous day - paper or electronic

VI. Modeling: I Do I Do #1:
SHOW/TELL (Visual/Verbal Input) -Model thinking aloud writing the introduction for time period (Revolutionary War).
What will I show/demonstrate for I Do #2:
students? What will I tell them? -Students fill out notes sheet.
 HOW/WHAT (Questioning and -Modeling filling in sub-categories for Jamestown or Revolutionary War.
redirecting)
How to do as well as What to do

VII. Checking for Understanding Check for Understanding #1:
Samples of questions to be asked -What did you like about my introduction?
Ways in which students will respond and -In general, what are some things I could include in an introduction for an informative speech?
be engaged (What was on the checklist for the videos we’ve been watching the past few days?)
Formative assessment strategies to be
implemented Check for Understanding #2:
-What are some things that I could include as sub-categories for a person?

VIII. Guided Practice: We Do We Do #1:
What do the teacher and student do -As a whole class, come up with a few different introductions for the Stamp Act, as the teacher
together? types them out.
How will a gradual release of
responsibility be accomplished? We Do #2:
-As a whole class, use the general sheet to come up with sub-categories for the Stamp Act. Talk
briefly about facts and information that might be included in each sub-category.

IX. Collaborative (You Do Together) You Do Together #1:
and/or Independent Practice (You Do) -In table groups, come up with a rough-draft idea for an introduction for each person.
What practices will be demonstrated?
You Do #2:
-Decide on sub-categories using research from previous few days, prior knowledge, and/or the
general ideas listed in the notes.

X. Closure Student volunteers will tell the class their topic and share either their introduction or their sub-
How will the ‘I can’ statement(s) be categories.
reviewed?
How will students be involved? Students will be actively listening by turning their bodies and looking at the speaker with their
What connections to future learning will eyes. Some students will tell the class about their introduction or sub-categories. Some students
occur? will offer feedback.

 Students who may have been stuck will hear relevant examples to help them. Students who speak
will continue to develop their speaking skills and confidence. Students will also learn to evaluate
other introductions and organization of sub-categories.

XI. Assessment If students have an introduction that relates to their topic, they have met the first I can statement.
What evidence supports that the If students have three sub-categories or categories related to their topic, they have met the
target(s)/objective(s) were met? second I can statement.
What do my students know, understand
and are able to do now? At the end of the lesson, students should be able to write an introduction for a speech and be able
What formative assessments will be to choose sub-categories to speak about for a topic. This will be relevant for any informative
used to inform instruction? speech that they give and will be used when we repeat the speech-writing process later in this
unit.

Now that students have done those steps, they can continue on in research and develop their
body paragraphs further. Learning how to write the introduction will also help them write the
conclusion later.