Direct

Instruction Lesson Plan Template

Grade Level/Subject: 5th Grade, Reading
Central Focus: Students will be able to integrate information on the same
Informational Text
topic from different sources into their writing.
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RI.5.9: Integrate information from several texts on the Date submitted: Date taught: 3/21/16
same topic in order to write or speak about the subject knowledgeably.
Daily Lesson Objective:

Performance- Students will be able to write knowledgably by integrating information from several texts on the same
topic. They will be able to integrate information independently by writing a paragraph about what pioneers experienced
and observed during the westward expansion using the texts Children on the West, Life in the West, and Wild Women of
the Wild West.

Conditions- Students will not have their own copies of the texts. The teacher will be reading the texts aloud during the
teacher input and guided practice. During independent practice, students will be able to reference the books for
information if they need to. They will also be able to reference the classs circle map and writing example.

Criteria- Students will be graded on their accuracy of writing a paragraph using information from each of the three texts.
Students will have met todays objective if they have integrated one piece of information from each of the texts into their
writing. Students who do not include information from the texts or do not include information from each of the texts will
not have met the objective.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):


Learning and Innovation Skills- Students
Context, Understand: Students will be reading, writing, and listening
will use critical thinking skills when they are throughout the teacher input, guided practice and independent practice
mapping out the texts and integrating
of the lesson. Students will also be speaking in the guided practice.
information from the different sources.
Synthesizing: During the independent practice students will be
Students will be doing this throughout the
synthesizing by merging the information from the three different texts.
guided practice and the independent
Students will be synthesizing the information to create a piece of writing
practice.
integrating information for the texts.

Information Literacy- Students are
exploring information literacy when
listening to the three different texts about
westward expansion. Students will be
identifying and critically evaluating different
sources throughout the guided and
independent practices. They will then use
this information to write knowledgably
about the westward expansion.

Prior Knowledge:
By the beginning of fifth grade, the students should be able to compare and contrast the most important points and key
details presented in two texts on the same topic. Students will also know how to compare and contrast the most
important points and key details presented in two texts on the same topic, identify basic similarities in and differences
between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) and with prompting and support
be able to identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).


Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

Description of Activities and Setting

Class, we have been learning about the westward expansion. What do you
think it would be like to go on a journey across America on land? By water?
Wait for student feedback. I imagine this would be a very long, tiring, and
nerve-racking journey. Would you have moved to the west during this time?
Turn and talk to a partner about what you may see on this trip or things you
would take with you if you were moving west. Allow students to share their
discussions.
Today we will be using different sources to be able to write knowledgeably
about a topic. You will learn how to compose a piece of writing integrating
information gathered from several texts on the same topic. Knowing how to
integrate information from different sources allows a person to write or
speak in an intelligent manner about a topic.
We will be reading three texts, Life in the West, Wild Women of the Wild
West, and Children of the West which were written about the same time in
history, but from different perspectives or point-of-view. These books are
about the lives of pioneers who traveled westward across the United States
to live beginning in the 1840s. Perspectives on westward expansion and the
journey west varied dramatically when it was taking place. You will be
focusing on the experiences and observations of pioneers in the text. When
we read, we need to realize that multiple points of view can exist on a single
topic because people have different perspectives. As readers, we should
always integrate information from multiple texts so that we can hear
multiple perspectives on a topic. When we are finished reading today, you
will use information from the different texts to write knowledgably about the
pioneers lives. As I read aloud, you will listen to the information about what
the pioneers are experiencing and observing. Remember this was a time
before all the states were established. Teacher reads aloud the first text Life
in the West by Teresa Domnauer. Address the vocabulary words pioneer and
homestead when reading. As we have learned before, pioneers are those
who are first in a culture to explore or live in a place. A new word you may
not know is homestead. A homestead is a piece of land given by the

Time

4 min.

1 min.

30 min.

4. Guided Practice

government to the settlers. After, completing the first text read aloud the
second text Wild Women of the Wild West by Jonah Winter. Ask the
students, What were the major differences between each of the text? Then
ask, Were there any similarities? Then read the last text Children in the
West.
Hand out dry erase boards and markers to each student. Now we will make
a circle map for each text and add our information from the different sources
into the outer circle. Display a circle map temple on the Smart Board and
write pioneer in the center circle. We will be adding things a pioneer would
observe or experience on their journey or living in the west in the outer circle
of the map. Lets re-read in sections to locate the information. First, we will
reread Going West from the book Children of the Wild West. After we reread
the information on a page, I will ask you to write a word or two to describe
what the pioneer is observing or experiencing on your dry erase boards. Then
you will hold up your board for the class to see. We will add these
descriptions to the circle map.
Reread page 13. Possible descriptions are hot, dusty, tired.
Reread page 14-15. Possible descriptions are lots of people, animals,
graves.
Reread page 16. Possible descriptions are safety, sleepy, curious
about Oregon.
Reread page 17-18. Possible descriptions are railroad, mountains,
river.
Reread page 19-20. Possible descriptions are scared, wet.
Reread page 21-22. Possible descriptions are sad, dead oxen,
mountains, terror, hunger
Reread page 23. Possible descriptions are lucky, relieved.
Now, we will reread sections from Life in the West by Teresa Domnauer. We
will follow the same procedures as we did for the first text.
Reread page 14. Possible descriptions are discrimination, gold mines,
railroads.
Reread page 18. Possible descriptions are social events, religious
services, tents, shacks.
Reread page 21. Possible descriptions are disagreements, elections,
law enforcement.
Reread page 25. Possible descriptions are work, setting the land, long
days, jobs.
Reread page 29-30. Possible descriptions responsibilities, cooking,
hard work.
Reread page 33. Possible descriptions are rough weather, disease,
insects

20 min.

Wild Women of the Wild West is the last text. Again, we will reread sections
and write one or two words on our dry erase boards to describe what a
pioneer is experiencing or observing. You have all done a great job so far.
Reread page 5. Possible descriptions are shooting guns, cowboys,
gunfighters.
Reread page 9. Possible descriptions are stagecoach driving, tame,
freedom.
Reread page 10. Possible descriptions are large audiences, dry, poor
land.
Reread page 15. Possible descriptions are jigs, comedy routines, gold
rush entertainers.
Reread page 23. Possible descriptions are mining disasters, a
cannibal, insane asylums.
Reread page 24. Possible descriptions are battles, soldiers, civil
rights.
We have now written down details from our three resources of what
pioneers were experiencing or observing during the westward expansion. As
a class, we will practice writing knowledgably about the westward expansion
by integrating information from each of the texts. We are going to
summarize the life of a pioneer using a piece of information from each of the
three books. The circle maps we created is a good reference when
summarizing a text. Write one paragraph on big notebook paper using ideas
from each of the texts. Allow students to provide elements to add into the
paragraph. Display the piece of writing in the classroom for the students to
reference while they are composing their own writing on the topic.

5. Independent Practice

Students will work independently to write about the three texts: Life in the
West, Children of the West and Wild Women of the Wild West. Students
20 min.
should summarize the lives of pioneers by focusing on their observations and
experiences using facts and details from the text. When all the students have

finished, allow some students to share their piece of writing with the class.

Now that we have finished reading and discussing the texts, you are able to
write about the subject knowledgably. While you are writing, I want you to
integrate facts and details from the three books to discuss the lives of the
pioneers in the west. I want you to focus on the things the pioneers
experienced and observed living in the west or on their journey west. You are
required to use one piece of information from each text. If you need to, you
can come and reference the texts again or the paragraph we wrote as a class.
I will leave the books up front. I will also leave the circle maps on the board
to reference.

For the assessment, students will turn in their traveling west piece of writing as shown
above. The teacher will be able to assess the students knowledge and understanding of
6. Assessment Methods of the topic by reviewing their writing. Students who have integrated information from the
all objectives/skills:
three texts will have met the lessons objective. Students who do not include information
from the texts or do not include information from each of the texts will not have met the
objective.

Why should we use more than one text (source) when gathering information
on a single topic? How can multiple text sources impact an oral presentation
or piece of writing about a single topic? Do you believe this lesson helped
you to be able to write or speak knowledgably about the westward
expansion?
7. Closure

5 min.
Readers read multiple texts with a critical eye to determine an authors
perspective or point of view. We should use more than one source when we
are gathering information so that we can evaluate different perspectives of a
topic. Integrating information from multiple texts allows us to speak and
write knowledgeably about a topic by incorporating information gained from
multiple sources.
All of the students met the objective of accurately writing a paragraph using information
from the text, Life in the West. All twenty-six students integrated information from the
8. Assessment Results of
text and other resources into the paragraph. It was hard to see if students integrated
all objectives/skills:
information from three texts, as I was not able to read three texts to the students and did
not know exactly which texts their information was coming from. The students also all met
the teachers objective of writing six to eight sentences in a paragraph.
Targeted Students Modifications/Accommodations:
Student/Small Group Modifications/Accommodations:


Students that are hard of hearing and visually impaired If students are having a hard time during the guided practice
will be seated closer to the teacher on the carpet so
the teacher can add more examples for practice. If multiple
they can have a closer view of the board and are closer students are having a hard time mapping details from the text
to the teacher reading aloud. ELL students can have
or writing about the topic, the teacher can revisit the teacher
the instructions and assessment in their own native
input and guided practice to determine another way to teach
language. Gifted learners will be placed with another
the skill. Also before the independent practice assessment the
gifted student to practice speaking about the subject
teacher can see if students are struggling and if there are only
knowledgably using information from the texts and
a few, the teacher can have a small group instruction before
their writing so they will not become easily bored
the assessment. The teacher should then allow these students
throughout the independent practice. For struggling
to finish the independent practice for homework. If more than
students, the teacher should shorten the assignment
seven students are struggling, the teacher should conduct a
by limiting the required information to only using facts mini lesson and use the assessment to understand why the
or details from two texts, instead of information from students are getting confused.
each of the three texts.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to
implement the lesson at the end of the lesson plan.)
Life in the West by Teresa Domnauer
Wild Women of the Wild West by Jonah Winter
Children of the West by Russell Freedman
Smart Board

 Circle Maps on Smart Board

Dry Erase Boards
Dry Erase Markers
Erasers
Big notebook paper
Traveling West worksheets
References:
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/26789
Reflection on lesson: