PA1

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A. Using the attached "Direct Instruction Lesson Plan Template," create an original elementary-level (K-8) language arts lesson plan to support students' development as writers. The lesson must meet the following criteria: • incorporates at least one step of the writing process: prewriting, composing, revising, editing, or publishing - Students complete the guided prewriting process using a graphic organizer and compose a draft or a five-paragraph essay. • focuses on one genre of writing: narrative, persuasive/opinion, or explanatory/informative - This essay is explanatory/informative. They start with a topic (Diversity) and seek to identify and answer key questions surrounding it "who, what, when, where, why, how" to create their supporting paragraphs. • integrates a text or activity that contributes to the students' development of awareness of differences in society - The focus of this essay is on diversity "It is important to be kind to one another. But why? What happens if we aren't?" General Information 1. Identify general information for the lesson plan, including each of the following elements: • lesson title - Drafting Diversity • subject - English/Language Arts • grade/level/setting - 5 th Grade General Education Classroom • a prerequisite skill or connection to prior knowledge necessary for students to be able to participate in and benefit from the lesson plan - Before participating in this lesson, students need to be familiar with the concept of writing a five-paragraph essay; be able to write at grade level with appropriate grammar and spelling; understand the difference between explanatory, narrative, and persuasive texts; and be able to fill out a graphic organizer with guidance.
Standards and Objectives 2. Identify a state or national writing standard, including the alphanumeric indicator code and the written standard, that supports one of the following areas from the lesson: CCSS.ELA-LITERACY.W.5.2.A 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. CCSS.ELA-LITERACY.W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). CCSS.ELA-LITERACY.W.5.2.E Provide a concluding statement or section related to the information or explanation presented. • at least one step of the writing process: prewriting, composing , revising, editing, or publishing • one of the following genres of writing: narrative, persuasive/opinion, or explanatory/informative 3. Provide a measurable learning objective that aligns with the standard from part A2 and includes a condition, behavior, and criterion. When provided with a clear topic and a graphic organizer, students will be able to use learned supports in order to prewrite and compose a five-paragraph essay draft which meets the criteria of the provided analytic rubric and attains a score of 20/30. In order to meet the criteria of the analytic rubric, the essay will contain an attention getter, a topic sentence, supporting information, transitional words, sequence words, a conclusion paragraph, proper grammar, and proper spelling. Materials and Technology 4. Identify the materials used in the lesson for the students and the teacher. Students will need • Quote Journals • Pencil and an eraser • Internet enabled student device Teachers will need
• A copy of the book "Same. Same but Different" by Jenny Sue Kostecki- Shaw; "Maddi's Fridge" by Lois Brandt; Sister Anne's hands by Marybeth Lorbiecki; or a teacher's choice book on diversity and differences. • 1x graphic organizer per student • 1x analytic rubric per student • 1x vocabulary chart per student • 1 classroom poster of sequence words • 1 classroom poster of transition words • Interactive Whiteboard • A completed Blooket Set of the lesson's vocabulary terms 5. Describe technology that would be incorporated in the lesson to enhance teaching or learning. Modify - The Interactive Whiteboard will modify the function of the standard dry erase whiteboard by allowing the direct presentation of virtual visuals. In this lesson the whiteboard will be used to display quotes on diversity and differences, with associated graphics and text (as opposed to mediocre recreations in the teacher's handwriting) Google Docs will serve as a modification on traditional handwritten essays. The use of an online word processing program allows students to directly modify the text without having to erase and rewrite it and saves work in the cloud on an ongoing basis to prevent accidental work loss due to not saving, power loss, or other technology errors. Redefine - Blooket provides a format for an interactive highly engaging vocabulary review game with live scoring and performance stats to enable to teacher to identify and support students who may be struggling with the vocabulary.
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