Reading,

5th Grade

EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Elements of the Lesson Evidence that Documents the Elements

I. Standard CCSS.ELA-LITERACY.W.5.9
District curriculum guidelines, MDE Draw evidence from literary or informational texts to support analysis, reflection, and
core curriculum, or CCSS research.
CCSS.ELA-LITERACY.W.5.9.B
Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses
reasons and evidence to support particular points in a text, identifying which reasons and
evidence support which point[s]"").
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably.
CCSS.ELA-LITERACY.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 read informational texts to find evidence for an issue.
statements
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.” I will
Organization also use wait time to assure that the students are listening.
What positive strategies,
techniques and tools will I use? I will see engaged students looking through books, sharing interesting facts with group
What on task, active and focused members, reading books quietly, and writing notes.
student behavior will I see?
Students are researching in groups. Each group correlates to a table color, so they will
know where in the room they should be. They have been working in these groups for the
past two weeks.
IV. Introduction: Creating Excitement I will read the “I can” statement from the board. I will explain our transition from online,
and Focus for the Lesson argument articles to physical, informational texts.
Target
What will I do to generate interest? We will write down #7 on our “Researching Issues Deeply” chart in our journals.
How will I access prior knowledge?
What will I have students
practice/review?

V. Input: Setting up the Lesson for The learner needs to know that there are different text structures; we are going from
Student Success articles to informational text. This is scaffolded by the teacher explanation at the
beginning of the lesson.
Task analysis:
• What information does the The learner needs to know how to select which pages to read and how to skim text. This
learner need? If needed how will be scaffolded by teacher modeling, teacher assistance during the process, and help
will it be provided? from group mates.
• How is the lesson scaffolded?
Higher Level Thinking: Questions to Remembering – Learners will be asked this during a check for understanding: “What am I
engage students’ thinking thinking about as I read my informational texts?”
• Remembering
• Understanding Understanding – Learners will write down facts from what they read on their chart.
• Applying
• Analyzing Applying – Learners will sort through boxes/books in the same manner that is
• Evaluating demonstrated by the teacher and the volunteer students.
• Creating
Analyzing – Learners will use the facts and information to describe how the facts relate to
Accommodations: Differentiating the issue.
to meet students’ needs “How does it relate to your issue?”
 • Remediation/Intervention
• Extension/enrichment Evaluating – Learners will use the facts and information to decide which side of the
argument it supports.
Methods, Materials and Integrated Is there a “side” of the issue that this fact supports?
Technology Learners will also ask themselves as they read, “How might this apply to my argument?”
• Instructional techniques
• Engagement strategies Learners will be asked as, “What do you think I can learn from these sources?” during
• Materials and Integrated modeling.
Technology list
Learners will share a fact that they learned and how it relates to their argument during
closure.

Learners will decide which books to read, in what order, and which pages to read closely.

Differentiation:
Each group was made based on reading level so that texts could be provided for them
at/near their reading level.

Groups that have lower reading levels also receive more help from teachers during group
work time. Some groups with lower reading levels were given fewer texts than groups
with higher reading levels to help make it easier for them to not have to make as many
judgments on which books to read.

Groups with higher reading levels tend to have more books in their boxes, depending on
availability of books on their topics. These groups should have the ability to make more
judgment calls about books and information to read. Some of their books are also longer
than books for other groups. If these higher level groups claim to be finished early, they
 will be instructed to go back and read more of the texts even if they do not see how it
relates to their topic.

Hopefully, students will be engaged with the novelty of getting to read physical books as
compared to online articles. Students may be engaged with the variety and styles of texts
to chose from.

Materials:
-Bins with Informational Texts for each group, somewhat related to their topic/issue
-Focus questions
-Notes sheets
-Reading journals/notebooks
-Modeling topic books/articles
-Projector/screen
-Document camera
-Anchor chart of steps

VI. Modeling: I Do -Teacher gets bin on modeling topic (Chocolate Milk in School Cafeterias) and starts
SHOW/TELL (Visual/Verbal Input) looking through it, thinking aloud and reading titles.
What will I show/demonstrate for -Remember issue aloud, think aloud how different ones might relate.
students? What will I tell them? -Ask class how some of the texts may relate.
HOW/WHAT (Questioning and
redirecting) -Read the focus questions.
How to do as well as What to do -Model flipping through a book (Farm to Table Milk, Dairy), choosing pages to read based
on the focus questions.
-Modeling writing a few notes, think aloud other facts that could be written as notes.

 -Model asking, “How might this apply to my argument?” while reading Vitamins.
VII. Checking for Understanding -(During modeling) What do you think I could learn from these sources about my issue?
Samples of questions to be asked
Ways in which students will respond -(After modeling) What am I thinking about as I read my informational texts?
and be engaged
Formative assessment strategies to
be implemented
VIII. Guided Practice: We Do -The teacher will ask for a pair of volunteers from the same group to come up and
What do the teacher and student demonstrate getting their bin for the class.
do together? -The pair will get their bin and read the titles of the books.
How will a gradual release of -The pair will read their focus questions.
responsibility be accomplished? -The pair will begin looking through the texts to see if they can find any headings that may
relate to their focus questions.
-The teacher will ask the pair questions to show their thinking and will guide the pair as
needed.
IX. Collaborative (You Do Together) -Students will get into groups and get their bins.
and/or Independent Practice (You -Students will look through the books briefly and then read their focus questions.
Do) -The students will begin looking through books for information that might relate and then
What practices will be begin reading pages.
demonstrated? -Students will write down information that relates and which side it might relate to.

X. Closure -The teacher will ask students to share facts they have learned so far and how they relate
How will the ‘I can’ statement(s) be to one side of their argument.
reviewed? The closure can happen mid-lesson (end of observation) or at the end of the lesson (after
How will students be involved? observation).
What connections to future
learning will occur?
XI. Assessment Notes will be collected after the lesson and evaluated to determine if students met the
What evidence supports that the learning goal. If the students met the learning goal, they will have information/facts
target(s)/objective(s) were met? written and will have an explanation written of how the fact relates to the issue and what
What do my students know, side it supports.
understand and are able to do now?
What formative assessments will be Formative assessment will also be done with Guided Practice and Check for
used to inform instruction? Understanding.

Teachers will circulate during Collaborative and informally assess groups to be able to
assist them or help them think more deeply.

Formative assessment during the lesson will determine if it is necessary to come back
together to clarify something. Formative assessment after the lesson will determine how
the next lesson is taught and what, if anything, needs to be retaught.