Lesson+Plan+Template

**Unit/Lesson Plan Template**  |||||| **Name of Lesson:** “Writing Well Organized Informational Texts” **Technology:** Powerpoint, I-movie, Promethean board ||
 * **Materials:** “My Informational Texts” Powerpoint, Overhead, Marker, Worksheet
 * **Standard(s):** **ELA5W2 The student demonstrates competence in a variety of genres.**

 **Element(s):**The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and  otherwise developing reader interest. b. Develops a controlling idea that conveys a perspective on a subject. c. Creates an organizing structure appropriate to a specific purpose, audience,  and context. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. <span style="font-family: 'Courier New',Courier,monospace;">f. Uses a range of appropriate strategies, such as providing facts and details, <span style="font-family: 'Courier New',Courier,monospace;"> describing or analyzing the subject, and narrating a relevant anecdote. <span style="font-family: 'Courier New',Courier,monospace;">g. Draws from more than one source of information such as speakers, books, newspapers, ||
 * <span style="font-family: 'Courier New',Courier,monospace;">**Identify Desired Results**  ||
 * <span style="font-family: 'Courier New',Courier,monospace;">**Enduring Understanding(s):**  ||||||  <span style="font-family: 'Courier New',Courier,monospace;">**Essential Question(s):**   ||
 * <span style="font-family: 'Courier New',Courier,monospace;">How to organize a written personal narrative |||||| <span style="font-family: 'Courier New',Courier,monospace;">How do I make my writing flow together in a way that helps my reader understand? ||
 * <span style="font-family: 'Courier New',Courier,monospace;">**What will students understand as a result of this plan?** |||||| <span style="font-family: 'Courier New',Courier,monospace;">**What questions will focus this plan?**   ||
 * <span style="font-family: 'Courier New',Courier,monospace;">- How and why to organize your thoughts ahead of time using a concept map

<span style="font-family: 'Courier New',Courier,monospace;">- Why it is necessary to ask for peer editing and have someone read your work aloud to you |||||| <span style="font-family: 'Courier New',Courier,monospace;">How do I go about the writing process and where do I start? || <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;"> || <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;"> || <span style="font-family: 'Courier New',Courier,monospace;">**Direct Instruction:** <span style="font-family: 'Courier New',Courier,monospace;">
 * <span style="font-family: 'Courier New',Courier,monospace;">**Determine Acceptable Evidence (Assessment)**  ||
 * <span style="font-family: 'Courier New',Courier,monospace;">Writers will complete a concept map that has a clear logical structure and contains at least three ideas for body sections, which are comprised of at least two supporting details per section. Then, the writer will make a first draft composed of these ideas and supporting details without an introduction or conclusion. ||
 * <span style="font-family: 'Courier New',Courier,monospace;">**Performance Task(s): Writers will complete an eight-step essay process with examples of each of these steps. This will include the steps of brainstorming, research, concept mapping, drafting, peer read aloud/editing, instructor editing, revision, and final draft.**
 * <span style="font-family: 'Courier New',Courier,monospace;">**Other Evidence: (quizzes, observation, work samples, etc.)**
 * <span style="font-family: 'Courier New',Courier,monospace;">**Plan Learning Experience and Instruction**  ||
 * <span style="font-family: 'Courier New',Courier,monospace;">**Given the targeted understandings, other lesson/unit goals, and the assessment evidence identified, what knowledge and skills are needed?** ||
 * <span style="font-family: 'Courier New',Courier,monospace;">**Students will need to know . . .** |||||| <span style="font-family: 'Courier New',Courier,monospace;">**Students will need to be able to . . .** ||
 * <span style="font-family: 'Courier New',Courier,monospace;">**What teachings and learning experiences will equip students to demonstrate the targeted understandings?** ||
 * <span style="font-family: 'Courier New',Courier,monospace;">**Hook:** |||| <span style="font-family: 'Courier New',Courier,monospace;">**Prior Knowledge:** ||
 * <span style="font-family: 'Courier New',Courier,monospace;">**Rationale for type instruction(D), (CL), (PB)** |||| <span style="font-family: 'Courier New',Courier,monospace;">
 * <span style="font-family: 'Courier New',Courier,monospace;">**Rationale for type instruction(D), (CL), (PB)** |||| <span style="font-family: 'Courier New',Courier,monospace;">

<span style="font-family: 'Courier New',Courier,monospace;">**Cooperative Learning:** <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;">**Problem Based Learning:** <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace;"> || ** FIRST DRAFT ** ** ARISE ** ** Teaching Unit Template **
 * <span style="font-family: 'Courier New',Courier,monospace;">**Differentiation: (needs, interests, abilities of learners)** |||| <span style="font-family: 'Courier New',Courier,monospace;">**Conclude: Provide Opportunity to Rethink/Revise** ||
 * ** Title of Unit/Module ** ||
 * ** Developed by: ** ||
 * ** Appropriate Course(s)/Grade(s): ** ||
 * ** Brief Summary of the Unit ** ||
 * ** Grade Span Expectations ** || ** Content Standards ** ||
 * ** DESIRED RESULTS ** ||
 * ** What essential questions will be considered? ** ||
 * ** Students will know: ** || ** Students will be able: ** ||
 * ** ASSESSMENT ** ||
 * **__ Performance tasks __**
 * What will the students produce to provide evidence of understandings and skills learned? **


 * Other evidence of learning (quizzes, tests, prompts, observations, lab reports, work samples, etc.) **


 * Formative: **


 * Summative: ** ||
 * ** Student Self-assessment and Reflection: ** ||
 * ** LEARNING EXPERIENCES AND INSTRUCTION ** ||
 * ** Inquiry Features Included ** ||
 * ** Instructional Sequence/Calendar – see separate page for calendar **

DAY 1

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DAY 7

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DAY 15

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 * ** Technology and Other Resources Needed ** ||

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