Emily Hankins

Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format
5th Grade Writing Lesson

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
Missouri Learning Standards:

RI.5.2 Determine two or more main ideas of the text and explain how they are
supported by key details; summarize the text.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
o Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
W.5.7 Conduct a short research projects that use several sources to build knowledge
through investigations of different aspects of a topic.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs
Students will be able to research facts about a certain topic and write them down
using books and other online resources.
Students will be able to create a graphic organizer and plan for their informative
writing piece about a specific topic.
Students will be able to draft a quick write using their research from the graphic
organizer.
Essential Questions/DOK
Higher Order Questions (scaffolding questions to get to the overall lesson concept
Why is the woman that you researched important to society and how did she
overcome adversity?
What contributions did she make to the world?
How did you know what kind of information to include in your informational piece?

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
Teacher will assess the students learning while they are working, by walking around
the room, and ensuring that students are picking out important information.
o As teacher is walking around the room, they can have mini conferences with
students and see what they are researching.
o Teachers should ask questions such as;
 Why is this important to _______ life?
How do you plan to incorporate this into your informational piece?
Do you have an idea of how you are going to categorize this information
in your writing?
Teacher will then collect the graphic organizers/quick writes, and using a holistic
rubric, the teacher will grade them as a pre-assessment for the informational writing
portion.
Lesson Structure and Procedures
Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided
Practice, Conclusion)
Have students sit in their carpet spots on the rug.
Pull up the selected graphic organizer on the smartboard, so that it is ready to be filled
in, as you model the activity for the students.
When students get to the rug, explain to them that today we will start our
informational writing unit, and learning how to use graphic organizers to plan our
writing. Today we will be starting our research for our informative writing piece, and
you all will select a woman in history who has overcome challenges and changed the
world to do research on, and write about. Before we begin writing, we must do
research to know what to write about. Today we are going to learn how to use a
graphic organizer to record our facts.
Before introducing the graphic organizers to the students, ask them if they can think of
any women who have made an impact on the world, and what they did. Make a list of
these women on a piece of chart paper.
Introduce the graphic organizer on the board to the students, and show them how you
are going to use it while reading a passage about Mother Teresa in the book Amelia to
Zora Twenty-Six Women Who Changed the World, to record your facts.
Model using the graphic organizer by first putting the title of your work, and the topic
of your writing.
Read the passage over Mother Teresa to the students, explaining key vocabulary
words as you go. (Servant, Noble Peace Prize, etc.)
Model picking out important information from the passage, and writing them into the
facts section of the graphic organizer.
After you have filled in 3 facts, tell the students that they will be picking out a woman
who has changed the world, using this book, and then they will do research on their
iPads to find more information about these women. Tell them that they can use the
resource, Myon, to find books about their topic. They will then go back to their seats
and do research, and fill in their graphic organizer.
After they have filled out their graphic organizer, put the rubric for the quick write on
the smartboard, and introduce it to the students. Explain that this is a pre-assessment,
and the teacher is using this because they will then be able to see their growth at the
end of the unit. Then give the students 10 minutes to do a quick write over their
 findings. Be sure to tell them this is simply a rough draft, so do not worry about
spelling or how good it is.
Collect the graphic organizers and quick drafts, after you are completed.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
Modeling:
Before students begin researching and doing their own graphic organizer, teacher
should introduce how to use the graphic organizer, and how they would pick out
important information from the research.
Teacher should model pulling out key facts, and documenting them into their graphic
organizer.

Guiding:
While the teacher is modeling, they will be asking students to help them pick out key
details from the research, guiding them on how to do it on their own.
While students are working teacher should guide students to converse with one
another and share their findings.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives
Students are given the opportunity to watch the teacher practice using the graphic
organizer before beginning.
Students are able to practice finding facts, and recording them in their graphic
organizer, and then transferring these into a quick informational write.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
Amelia to Zora Twenty-Six Women Who Changed the World by Cynthia Chin-Lee
Graphic Organizer
SmartBoard
iPad - Myon
Anchor Chart Paper

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction
and student learning
- SmartBoard
- iPad
- Myon Reader
Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.
Differentiation/ Rigor
Students can share their research on their graphic organizer at the end of class if they
wish.
Students may find more facts than listed on the graphic organizer, to be better
prepared to write their informational piece.

Accommodations/Modifications
For struggling readers, students can have the book read to them on Myon, so that
they have an easier time pulling out facts to write about.
Students can also fill out the graphic organizer on their iPad, so that they can use
voice to text to copy write down their facts.
For students, who may struggle to complete work, set aside some time throughout
the day for them to finish their work, and catch up.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged
Teacher will remind students that their iPads should be down and dark at all
times, until told otherwise.
Teacher will give students a specific amount of time, so that students can pace
themselves throughout the activity.
Teacher will walk around the classroom and assist students, as well as making
sure that everyone is staying on task.
Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way
If students finish early, allow them to create a timeline of the womans life, to show the
adversity that she overcame, and how she got to be a woman who changed the world. The
student can then incorporate these dates/times into their informational piece, and their quick
write.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts (may be incorporated tomorrow or throughout the
unit)
The next day after teacher has looked over the pre-assessment of the quick write, they will
return the quick writes to their students, and allow them to begin editing these pieces. The
teacher will do a quick lesson over editing, and how to make your writing better from the
original draft to the final one.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson
In the beginning of the lesson, students will be able to share about women in history that they
are familiar with, and what they did to change the world. This will allow students to make
connections to these people because they may share similar interests, or even connect to one
another because they know of the same people.

Teacher Reflections (completed after the lesson has concluded)

( 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender,
national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities,
and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel,
Coordinator Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO
65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email civilrights@dese.mo.gov
 Holistic Grading Rubric for Quick Write

Score Description

3 Student found and incorporated at least 3 facts, and categorized these facts
by subject.

2 Student found and incorporated at least 2 facts, and somewhat categorized

these facts by subject.

1 Student found and incorporated at least 1 fact, and did not categorize these
facts by subject.