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LESSON PLAN

Student Teacher: Colleen OMelia Grade: Fifth Grade Date: March 9, 2017

School: Jane Ryan Elementary School Lesson Topic: Where Do You Stand?
(Reading Informational Text and
Supporting an Opinion with Evidence)

To be completed by Student Teacher and a copy submitted to the Cooperating Teacher and/or University Supervisor prior
to the observation of the lesson.

Content Standards: State the national curricular standards (ACEI) and local curricular standards that are addressed in your
lesson.

Standard 2.1 Reading, Writing, and Oral LanguageCandidates demonstrate a high level of competence in use of English
language arts and they know, understand, and use concepts from reading, language and child development, to teach reading,
writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many
different situations, materials, and ideas.

Standard 2.1 Reading, Writing, and Oral Language They teach students to read competently and encourage students'
enjoyment of reading through multiple instructional strategies, technologies, and a variety of language activities.

Standard 2.1 Reading, Writing, and Oral Language Candidates provide both instruction in and opportunities for elementary
students to develop effective writing and speaking skills so that they can communicate their knowledge, ideas, understanding,
insights, feelings, and experiences to other students and to parents, teachers, and other adults.

Standard 2.1 Reading, Writing, and Oral Language Candidates use formative and summative assessment to determine the
level of students' competence in their understanding of and use of language. They use the results of such assessment to plan
further instruction.

CCSS: State the CT Common Core State Standard(s), if applicable, that are addressed in your lesson.

CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to
support the writer's purpose.

CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Learner Background: Describe the students prior knowledge and skills related to the learning objective(s) and the content of
this lesson, and explain how these impacted the planning of the lesson?

For the past week, the focus during reading has been informational texts. As a class, we have analyzed various informational
articles. In their writing class, students have just begun persuasive writing. As a result, they have been introduced to
supporting an opinion with evidence.

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Student Learning Objective(s): List the specific, measurable learning objectives for this lesson.

1. Students will analyze an informational article that discusses both sides of a controversial topic.

2. Students will identify their stand on the controversial topic at hand without including phrases such as I think, I
agree or In my opinion.

3. Students will defend their position using evidence from the text, quoting accurately as needed.

4. Students will indicate and refute an alternative point of view.

Assessment: Explain how you will determine that the students have mastered the learning objectives. Attach a copy of any
assessment materials you use.

I will determine that the students have mastered the learning objectives by examining the slides they create, which will be
accompanied by a student self-evaluation checklist. I will also be collecting the snowballs students create at the end of the
lesson (see Closure section) and reviewing their responses.

Materials/Resources: List the materials you will use in each learning activity, including any technological resources.

Smart Board
Chromebooks (23)
Padlet Application
Google Slides Application
Leveled Articles from News ELA (23)
Highlighters (23)
Pencils (23)
Where Do You Stand? Self-Evaluation Checklist
Blank Paper (23)

Learning Activities:
Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each phase of instruction.

Initiation (Whole Class, 10-12 minutes): Briefly describe how you will initiate the lesson. (Ex: Articulating the expectations
for learning; stating the objectives of the lesson, introducing the lesson by relating it to previous lessons, explaining why the
lesson is important, etc.)

To initiate the lesson, I will explain, Today, you are going to take a stand on a controversial topic and persuade others to be on
your side. You may also know this as persuasive writing. To begin, I need everyone to log into Google Classroom, where you
will find a link to a new Padlet discussion. When you click on the link to the Padlet, you will find a controversial statement
rather than a question. Instead of answering the question like we did last time, I have posted my stand-- my opinion-- on a
controversial topic. I want you to provide at least one statement that either supports or refutes my statement. Does anyone
have any questions? After about three minutes, I will ask everyone to exit Padlet and close their Chromebooks because I will
have their responses projected on the Smart Board for viewing/ discussion purposes. At this time, I will point out specific
supporting statements and provide feedback. I will also pose this question for students: If you were asked to write a
persuasive essay about this topic, how would you begin? Can anyone give me an example opening sentence? Students may
be tempted to begin with the phrase I think, I agree, or In my opinion. Though this is expected, its important that students
understand statements like I think and I agree only weaken their writing. Steering students away from statements like these is
a major goal for this lesson. At this time, I will explain to students why these phrases weaken their writing. For one, it makes
the writer appear less confident. It also states the obvious-- if you are writing an essay about something, the reader should

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already assume you are writing about what you think. I will say, This activity relates directly to what you will be asked to do
today, which is develop a clear, confident stand on a topic and support that stand with evidence in order to persuade readers
to side with you. As we have practiced, you should also indicate and refute an alternative point of view.

Purpose of the Lesson/Real-World Connection: Before we move onto the next portion of the lesson, I will say, This lesson
addresses an important skill that you will need throughout your everyday lives. Can anyone think of a career, for example, that
requires people to form an opinion and support their opinion with evidence? Many students may say lawyer right away, but
this skill can actually apply to all professions (and aspects of life!). Its important that students make this connection.

Lesson Development (Individual, 35 minutes): Describe how you will develop the lesson, what you will do to model or
guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in
the student learning objective(s).

I will explain, Today, you will be working on your own. Each of you will receive an article that discusses a controversial topic.
The article will include information about the pros and cons of that particular topic. You will read the article twice. After your
first read, you will decide where you stand on the topic. You will write an opening sentence that explains which side you are on
at the top of the article. During your second read, you will highlight specific evidence from the text that supports your position.
Remember-- you are trying to persuade readers to be on your side. Once you have finished reading and highlighting, you will
open one Chromebook (Chromebooks should already be out and ready to go from the initiation portion of this lesson). From
there, you will log into your Google Drive and select Slides from the drop-down menu. You will work on a short slide show
that 1) States your stand on the topic you read about, 2) Provides at least two reasons accompanied by evidence that
supports that stand, and 3) Includes a statement that shows you considered what someone on the opposing side might say
and were able to refute it. You must write in complete sentences. After you have finished each of these requirements, you will
be allowed to select a unique theme for your slide show. The exciting part about this assignment is that you will be helping me
determine your grade. I will pass out a self-evaluation checklist that you will complete. I will use it as I review the slides you
create!

I will then refresh students thinking by asking, What phrases should we stay away from when we write our position?
Students should respond with phrases such as I think, I believe, and/or In my opinion. I will then pass out the articles.
Students will be instructed to remain at a desk during this lesson. Students will be aware they are reading different articles, but
they will not be aware that the articles are organized by reading level.

Monitoring and Adjusting: During the reading portion of the lesson, it is crucial I am working closely with those reading
Article 1 (Dominic, Tyler, Patrick, Izzy and Aya). Once everyone has their materials, I will call these five students to work at the
back table where I can closely monitor their progress. After these students have finished reading and have logged into Google
Classroom, I will begin to move about the room to ensure students are not running into any technological difficulties. I will be
specifically looking at how students formatted their opening statements.

Closure (Whole Class, 10 minutes): Briefly describe how you will close the lesson and help students understand the
purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and
mastery of objectives)

*Inspiration: Incorporating movement is one of my main goals for this lesson. In my student teaching seminar last week, we
learned about various strategies that encourage movement in the classroom. There is one in particular the guest speaker
introduced as a closure technique. It is called Snowball. During this lesson, I will be using the Snowball closure technique.

To close the lesson, I will ask students to log out of Google Slides and close their Chromebooks (With Google, all work
automatically saves and the teacher is allowed to view it at any time). I will hand each student a blank piece of paper. Next, I
will ask students to jot down one writing technique they learned today as well as one fact from their article. After about three
minutes, I will ask each student to gently crumple their paper into a snowball. Students will then stand up and toss their
snowball to another area of student desks. Once everyone has tossed their snowballs, students will be instructed to pick up

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a paper that landed close to them. When they open up the paper to see the writing, they have the opportunity to learn
something from their peers and even compare their own learning with that of their peers. I will give students about a minute to
read what was inside their snowballs, and then I will ask all students to pass them toward the front of the room. I will be
collecting them and using them as another assessment tool.

Before students pack up to go home, I will praise students for their hard work. I will then say, I want you to go home and ask
your parents if they have ever been asked to form an opinion and support their opinion with evidence at work. If they have,
ask them to tell you about the experience. We will begin tomorrows reading block with an opportunity to share what we
discovered.

Differentiated Instruction: Identify one to three students with learning differences. They may be special or general education
students, and they may represent a range of ability and/or achievement levels, including individuals with IEPs, gifted and
talented students, struggling learners and English language learners. They need not be the same students for each lesson
Indicate, in the chart below, those students who you have identified with special needs and who require differentiated
instruction. Provide the required information for each student.

Student Name Identify the special need (s) of the Briefly explain how you will differentiate instruction for this student .
or ID student.

After analyzing students reading These students will be required to read an article with a lower Lexile level than
Dominic, Aya, levels and Degrees of Reading their classmates. During the reading portion of this lesson, these students will
Izzy, Tyler, Power (DRP) scores, it is evident work with me at the back table for guided instruction.
Patrick these students need reading
support.
After analyzing students reading
CJ, Braden, levels and Degrees of Reading These students will be required to read an article with a higher Lexile level
Aiden, Isa, Power (DRP) scores, it is evident than their other classmates. For these students, I will also have a challenge
San, Jack, reading is a strong suit for these readily available. The challenge prompt will require these students to translate
Walter, Lauren students. their Google Slide into a short yet cohesive paragraph.

Notes from the pre-conference:

Rev 11/2015

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Names: ___________________________ Date: ____________________

Student Self-Evaluation Checklist


Where Do You Stand?
Google Slides Assignment

1. I identified my stand without using phrases like


I think, I agree or In my opinion.

2. I supported my stand with at least three pieces


of evidence from the text.

3. I identified a different point of view and argued


against it.

4. I used quotation marks to quote directly from the


text when appropriate.

5. I put information in my own words when appropriate.

6. I used complete sentences and proper punctuation.

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