Lesson Plan (Direct Instruction)

Subject:5th Grade Writing

Teachers:
James Danczyk

Standard:
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Objective (Explicit):
Students will be able to create a paragraph describing what happens a water molecule during the water
cycle.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment and rubric.
Provide exemplar student responses with the level of detail you expect to see.
80 percent of students will be able to use their writing abilities to create a 5 sentence parapgrah of
the life of a water cycle

Exceeds
Student will write 5
sentences that are
complete
There will be no
grammar or punctuation
mistakes.
All word choice is used
to describe the water
cycle

Meets
Student will write 5
incomplete sentences

Approaches
Students will write less
than 5 sentences

Fall Far Below

Students write 1-2
sentences or less

There will be no more

than one grammar or
punctuation mistake.

There are few grammar

or punctuation mistakes

There are many

grammar or punctuation
mistakes

5-7 vocabulary words

are used to describe
water cycle

3-5 vocabulary words

are used to describe
water cycle

0-3 vocabulary words

are used to describe
water cycle

Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT Use knowledge of complete sentences
SWBAT write clearly and use punctuation
SWBAT incorporated learned vocabulary
SWBAT explain the water cycle

Key vocabulary: Atmosphere, Condensation, Oceans,

Materials: Text, Worksheet, Powerpoint
Precipitation, Evaporation, Streamflow, Infiltration,
devices,Whiteboard, Lined Paper, Water
Groundwater flow, seepage
Cycle graphic organizer
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?

 How will you communicate its importance and make the content relevant to your students?
How is this objective relevant to students, their lives, and/or the real world?
The teacher will connect to previous learning by asking the class about what know about the water
cycle. The teacher will ask students to discuss the water cycle while in groups. The teacher will call
certain groups that were chosen randomly. After connecting to previous knowledge, the class will
read the objective. After reading the objective, the teacher will begin the lesson.

Instructional Input

Teacher Will:
How will you model/explain/demonstrate all knowledge/skills required
of the objective?
What types of visuals will you use?
How will you address misunderstandings or common student errors?
How will you check for understanding?
How will you explain and model behavioral expectations?
Is there enough detail in this section so that another person could
teach it?

Student Will:
What will students be doing to actively capture
and process the new material?
How will students be engaged?

1. The teacher begin by playing a water cycle video

1. Take out and record c-notes of
2. Before the video starts, the teacher reminds
water cycle video
students that they should take cornell notes in
2. Discuss what they have learned
their interactive notebooks for the video
about the water cycle from the video
3. Teacher will also hand out water cycle graphic
3. Answer questions about the water
organizer so students can fill it out during the
cycle
video
4. Listen and take c-notes of modeling
4. After video is over, the teacher will ask students
the activities of a water molecule
what they though was most interesting about the
5. Re-read objectives
video that was watched
5. Teacher will call on groups to answer question
outloud
6. The teacher will go over the water graphic
organizer so if students werent able to fill it in,
they will have it as a resource for the writing
assignment
7. Teacher will then remind students about their
objective.
8. Teacher students to read objective again
9. Teacher will explain to class that we have to
complete a 5 sentence paragraph about the water
cycle
10. Teacher will model and use descriptive language
to recall what it would be like to be a water
molecule during the water cycle.
Co-Teaching Strategy
One-Teach, One-Assist. Each teacher will walk around the room and listen to student
discussion. ELL students can be paired with a stronger English speaker to practice their listening
and speaking skills during the discussion. Students will be allowed to work together during the
modeling to ensure they are following the modeling. The teacher will present the vocabulary
words visually (Gestures and Modeling, Vocabulary Picture), as well as verbally. The teacher
will also use repetition, as well as more time from some learners.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Students are able to discuss and share in partners, grouped by proficiency

Teacher will go slow with the lesson and repeat the times that are needed for the students to understand
and be in task
Teacher will help students to write the sentences by sounding letter sounds if needed
There are some students that need the resource of a Spanish/English dictionary.
Teacher will provide extra time if requested by the student
Teacher will work with students one on one if needed.

If students need additional challenge can move on to independence practice.

Guided Practice

Teacher Will:
How will you ensure that all students have multiple opportunities to
practicenew content and skills?
What types of questions can you ask students as you are observing
them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they practice?
How will you explain and model behavioral expectations?
Is there enough detail in this section so that another person could
facilitate this practice?

Student Will:
How will students practice all knowledge/skills
required of the objective, with your support, such
that they continue to internalize the subobjectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?

1. The teacher will model writing his paragraph

2. The teacher will begin by modeling imagining the
activities of the water molecule
3. The teacher will use descriptive language to
describe what it would be like during the
evaporation stage of the water cycle
4. After modeling imagining, the teacher will model
writing a sentence the reflects on this stage
5. After modeling this part, the teacher will have
students work in groups for the next 4 sentences
6. Teacher will walk around and give feedback
7. Teacher will ask questions that students might
have
8. Teacher will give students in partners feedback
about their paragraphs
9. Teacher will discuss the work that the students
have at this point

1. .Students will write teachers

sentence on paper
2. Students will work in partners to
create next 4 sentences together
3. Students will share work with class,
if called on
4. Students will ask questions if they
need help

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One-Teach, One-Assist. One teacher will teach students the information and explain the pamphlet. The
other teacher will walk around the class and make sure that students are following along. ELL students
could have a graphic organizer to complete instead of copying every word from the board. Sentence
frames and modeling of filling in the boxes will also be used.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Students will be encouraged to work on assignment collaboratively

There are some students that need the resource of a Spanish/English dictionary.
Teacher will provide extra time if requested by the student
Teacher will work with students one on one if needed.
If student needs additional challenge, they will be encouraged to move to independent practice

Independent Practice

Teacher Will:
How will you plan to coach and correct during this practice?
How will you provide opportunities for remediation and extension?
How will you clearly state and model academic and behavioral
expectations?
Did you provide enough detail so that another person could facilitate the
practice?

Student Will:
How will students independently practice the
knowledge and skills required by the objective?
How will students be engaged?
How are students are practicing in ways that align to
assessment?
How are students using self-assessment to guide their
own learning?
How are you supporting students giving feedback to
one another?

1. Teacher will tell students that they are two finish

this two paragraph essay alone
2. Teacher will tell students that all students are
responsible for completing the last 5 setences
3. Teacher will walk around and answer questions
and give feedback
4. Teacher will tell students how much time they
have remaining
5. Teacher will collect papers when class is over

1. Ask any questions about

assignment they have

2. Work on the last paragraph of the

life of a water molecule essay

3. Complete essay before class is

over.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One-Teach, One-Assist. One teacher will explain how to finish the graphic organizer. Both teachers will
check student work. Teachers will assist students and provide feedback. The teacher will read the text
out loud, with emphasis on vocabulary and structure related to sequence.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

There are some students that need the resource of a Spanish/English dictionary.
Teacher will provide extra time if requested by the student
Teacher will work with students one on one if needed.
Some students will be allowed extra time to complete essay

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Teacher will bring the objective back up for the class to read one more time. Teacher will remind students
about how they did complete the objectives and learned about creating sequence. The teacher will ask
students how they felt about writing about a water molecule in first person. For ticket out the door, the
teacher will ask for two sentences that tell how this writing assignment helped them learn about science.