UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Sara Saliba PSMT Name: Sande McNeil

Lesson Plan Title: Informative Writing Lesson Plan Topic: Writing
Date: March 6, 2018 Estimated Time: 45-50 minutes
Grade Level: 5th School Site: Thiriot ES

1.State Standard(s):
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about
the subject knowledgeably

2. Teaching Model(s):
Direct Instruction
Guided Practice
Teacher Modeling

3. Objective(s):
Students will be able to integrate ideas from different texts
Students will be able to read about a topic and write an informative essay on that topic

4. Materials and Technology Resources

 Anchor chart, markers, informative writing anchor chart idea (printed or on tablet), writing
notebooks, pencils, highlighters, ELMO, “Recycling” packet
5. Instructional Procedures: (15-20 minutes)
a. Motivation/Engagement:
 SW take out their writing notebooks and open up to their next blank page
 SW be asked to sit on the floor in front of the white board where the blank anchor
chart is
 TW direct the students attention towards her and writes down “Informative Writing” on the
anchor chart
 TW ask questions
 “Who can take a guess on what we are learning today?”
 “Who can explain to me what informative writing is?”
b. Developmental Activities or Learning Experiences: (25-30 minutes)
 TW use the printed out anchor chart idea (or use the one downloaded on the tablet) and
 begin making the anchor chart
 TW say each part out loud before writing it down and explaining it to the students
 Example: “Include an opening paragraph that tells the topic. What is a topic?
What does it mean by opening paragraph? When writing an informative essay, we
must make sure our beginning paragraph introduces what our essay is going to be
about.”
 TW give students about a minute or two to write each thing down
 When the anchor chart is finished and all the students have copied it down into their
notebooks, TW have the students read the anchor chart out loud
 TW ask the students to get back to their desks
 TW show the packet on the ELMO for the students to see
 TW explain to the students what they will be doing
 “We are going to write some informative essays today!”
 “The first thing you will do is read the passages. You may read it with a partner.
Once you are done, you will answer the two short responses on the second page
(TW show that page to them). When you are finished, you will turn to the third
page and integrate information from both texts and add them to this graphic
organizer. Now when that is finished, you will then go to the last page and begin
writing an informative essay on the importance of recycling! Do not forget to use
what we just learned! You may use your notebooks to help you. Once you get the
packet, begin.”
 TW pass out the packets
c. Closure:
 TW ask questions based on the lesson
 “What is informative writing?”
 “What are some important things to keep in mind when writing an informative
essay?
 TW have the students put their notebooks away and begin to clean up for specials
d. Extension:
 For students who are done, they will compare and contrast the difference between narrative
and informative writing. (Narrative writing was what they did before informative)

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 ELL: Anchor charts, writing notebooks

7. Assessments and Evaluation of Learning:

a. Formative:
 TW be asking questions and seeing who knows the answers
 TW be walking around while the students are working
b. Summative:
 No summative assessment

8. Homework Assignment:
 Students are to write a short informative essay on their favorite movie

9. Reflection:
a. Strengths:
I had everyone’s attention during this lesson, besides one student who wanted to act up
during the making of the anchor chart, but he just needed attention. When I asked the
questions, I used the cold call technique so I was not waiting for students to answer and
that helped with time. Saying what I am about to write down twice helps the students to
begin writing because I am blocking the anchor chart for a couple of seconds.
Transitioning from the carpet back to their desks went smoothly and did not take much
time. They were ready to move on with the lesson. Breaking down the packet for them
seems to really help them understand what they need to do so I was not asked, “what do I
have to do?”
b. Concerns:
I had my one student who wanted to act up during the making of the anchor chart so next
time, I will move him away from the student he was acting up with. I should not have had
to say his name the amount of times I did. I called on two students to answer the question,
‘what are some transition words?” and when they did not know, I called on someone who
did without saying “Can you help them?” or “Do you understand them now?” like I
usually do. I always like to come back to the students who did not get the answer. I also
almost fell on laptops so I will move them out of the way next time.
c. Insights
Overall this lesson went successfully. All my students followed along, and were able to
tell me what informative writing is. I even had some students who just had to share their
essay son recycling with me and they were really informative and organized.