Lesson Plan

Lesson Rationale
Through this lesson, students will learn about different kind of responsibilities and how they can
be found in a variety of locations. They will then write an informative paper about the
importance of responsibilities and the role doing your responsibility has.
Readiness
I. Goals/Objectives/Standard(s)
a. Goal(s)- Informative Writing
b. Objective(s)- Students will be able to explain their understanding of a
responsibility through their final informative writing composition
c. Standard(s)- 3.W.3.2 Write an informative composition on a variety of topics

II. Management Plan

a. Materials
i. Paper
ii. Pencil
iii. Doc Camera
b. Time: Written in Plan
c. Space: Classroom work area and desks
d. Behavior:
i. Managing behavior praise correct behavior such as “I like how ---- is
working independently at level zero”
ii. Reminder: We such be working at our rules #1 & #2
iii. Even student becomes a big distraction Mrs. Rowe has allowed me the
ability to give laps for students to do at recess.
iv. If student becomes an even bigger problem, the student is taken into the
hall with teacher and a call is made home. Parents in my classroom are
very big on communication between parent and teacher, this act is
common
v. Allow my students to have breaks if they need to do something else
vi. Reward good behaved students with a piece of candy
vii. If students cannot sit still or become frustrated allow them to take a 2-
minute brain break on their iPad
viii. Have students reflect on “Is that what you should be doing right now?”
ix. If students become a distraction to others and their learning more students
to another area in the room
x. Students are often distracted by other materials on their desk, at the
beginning of the lesson have then put everything away they will not need

III. Anticipatory Set (5 Minutes)

 Review authors purpose of an informative essay
 “Looking back on our author’s purpose anchor chart, what is the purpose of
an informative?”
  Allow students to answer prompt them for to inform the reader about
something
 “What can we find in informative writing?”
 Allow students to answer, prompt them for information.
 “How/ Where could you find this information to use?”
 Allow students to answer, prompt them for internet, textbook, notes

IV. Purpose: Today we are going to be writing about responsibility and how we can teach
someone else about it through writing.

Plan for Instruction

V. Adaptation: Trinity has trouble with her handwriting. She has an improvement when
she uses a weighted pencil cushion. Amarian’s writing is ineligible, having some
write for him of what he is saying. De Marion has hearing aids, make sure you are
wearing his microphone for him to hear me.

VI. Lesson Presentation (Input/Output) (50-55 Minutes)

 Begin a discussion about responsibility and the definition
 “Can anyone remind me what a responsibility is?”
 Allow students to answer, prompt them for having an expectation to do
something and accepting the consequences when we fail to do so.
 “How does doing our responsibility that impacts others?”
 Allow students to answer, prompt them for helping others, how doing ours
allows others to do theirs, etc.
 “Now I’m going to demonstrate how to write an introductory paragraph.
What should we include in an introduction paragraph?”
 Allow students to answer, prompt for we are introducing the subject/ topic of
our essay.
 “We are going to be writing about responsibility, what it is, the importance of
them, identify some of them, and how they impact others.”
 “Since we just talked about what is needed an introduction paragraph, I want
you to write your introduction paragraph.”
 Allow students 10-12 minutes, circulate throughout the room
 “Now our next paragraph is defining the word responsibility and what it is.
How can we start this paragraph?”
 Allow students to answer
 Once you have an answer, have them continue writing their next paragraph
10-12
 “Good, now our next body paragraph is about the importance of
responsibilities. We just before how when we come to school behaving like
academic champions, we learn. Now I want you to look up on your iPad to see
what you can find then write your paragraph.”
 Allow students time to work
  “For your next paragraph, I want you to identify some responsibilities. For a
variety write at least one for school, at least one for home and at least one in
the community.”
 Allow students 10-15 minutes to write
 “For our last body paragraph, we are going to write about how they impact
others.”
 Allow students 10-15 minutes to write
 “We are going to write the conclusion together. So, what should the
conclusion include?”
 Allow students to share, prompt for to sum everything up
 “What are some ideas to sum up our writing?”
 Continue until finished with conclusion

VII. Check for Understanding

Have a class discussion of review of the topic in each paragraph to make up our
informative writing essay

VIII. Review Learning Outcomes/ Closure

Have students do 3 facts and a fib. Have students write 4 sentences about either
informative writing and the topic of responsibility. Have students pair up and try to
figure out the fib. Then have a few students share and guess. Then collect all facts and
fib sentences.

Plan for Assessment

Formative: 3 Facts and a Fib
Summative: Informative Writing Essay

Reflection and Post-Lesson Analysis

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did my adaptions help my students?
8. “Did they struggle with writing the paragraphs?
9. How well did my students remember author’s purpose topic?
10. How well did my students remember about the information of responsibility?