Ed 315 Unit Plan

2008SP
ED 315 LESSON PLAN Lesson # 1

Name: Jessica Borkowski Content Area: ELA
Grade Level: Third Grade

CCSS.RI.1.3-Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.

Students have previously worked on writing a three paragraph narrative essay. Students
are ready to work on a three paragraph informative/explanatory essay. Students have
limited background knowledge of Dr. Martin Luther King Jr.

Students will accurately indentify three facts about Dr. Martin Luther King.
Students will develop two relevant questions for the author of Martins Big Words.
Student will describe what they found interesting about Dr. Martin Luther King.

Describe: Students will describe what they found interesting in the book and how they
would have felt in regards to segregation.

Informal: Students will complete the My Reading Notes worksheet.
Checklist Record

Formal: Final writing piece.

Martins Big Words by Doreen Rappaport
My Reading Notes Handout
Checklist Record

Introduction: In writing we are going to be working on creating an essay for the Dr. Martin Luther King
Jr. writing contest. To help get you started, we are going to learn about who Dr. King was, about the work he
did, and why he was an important person in history. Today we are going to read Martins Big Words. While I
read aloud I would like you think about the new things you learn and any questions that you have for the
author.
Steps for instruction Read aloud Martins Big Words. Stop for discussion has follows:
Page 2: Why did the whites in the South put up the White Only signs? Why did young Martin feel bad
when he read these signs? Describe how you would have felt.
Page 14: Why were the black Americans who protested for equal rights told to stop by whites?
Page 16: Why were blacks who worked for equal rights jailed, beaten or even murdered? Why did Dr.
Goal(s):
Materials Needed:
Procedures:
Assessment:
Pre-planning

instructionins
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Objective(s)
& Academic
language
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guage
focus
2008SP
King not want people to fight with their fists? Do you think someone is brave or cowardly when they dont
fight with their fists or guns?
After reading, have students complete the My Reading Notes Handout. Now we are going to complete the
My Reading Notes Handout. This handout will help you later when you are writing your essay. First, I
would like you to write down three facts that you learned about Dr. King. Allow students to complete
section, circulate the room while students work. Next, I would like you to write down two questions that
you have for the author. For example, when I read this book I wondered if the author thought Dr. King was
brave? Allow students to complete the section, circulate the room while students work. Last, you will
write one thing that you found interesting about the book. For example, I think how the author used Dr.
Kings own words in the book is very interesting. Allow students to complete section, circulate the room
while students work.
Strategies for students requiring additional assistance: Circulate the room to provide additional
support as needed.
Closure: Have a few students share what they found most interesting about the book. Save your notes
that you took in your writing folders/notebooks because you will need them again. Tomorrow we are going to
look more at Dr. King and what he meant by positive.

2008SP

CCSS.W.2.3-Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.


Students will define positive.
Students will define and provide examples of what positive work meant to Dr. King.
Students will define and provide examples of what positive work means to them.

Define
Theme

Informal: Positive Graphic Organizer

Formal: Final writing piece.

Martins Big Words by Doreen Rappaport
Positive Graphic Organizer

Introduction: In writing we are going to be working on creating an essay for the Dr. Martin Luther King
Jr. writing contest. Yesterday we read Martins Big Words to help us learn more about Dr. Martin Luther King
Jr. Today we are going to learn about the theme or topic of our essays.
Steps for instruction This year the theme for the writing contest is We have a great deal of positive work
to do. To help us better understand what our audience is looking for from our writing. We are going to
focus on some key words in this theme. First we are going to focus on the word positive. On your graphic
organizers you will notice three columns. In the first column I want you to write down words that mean the
same thing as positive. You will have two minutes to write down as many words as you can think of. When
the timer is done, I am going to ask you to share some of your words with your classmates. After the
students are done, have them share as a whole group words that they came up with. Write these words on
Goal(s):
Materials Needed:
Procedures:
Assessment:
Pre-planning

instructionins
tructiona
Objective(s)
& Academic
language
focus

guage
focus
2008SP
the model graphic organizer. Now the theme or topic of the essay talks about positive work when we
learned yesterday in Martins Big Words that Dr. King did a lot of positive work. In the second column on
your graphic organizer, I want you to write examples of the positive work that Dr. King did. If you need
help remembering you can use your notes from yesterday. This time you have five minutes to write down
examples of the positive work that Dr. King did. When the timer is done, I am going to ask you to share
some your examples with your classmates. After the students are done, have them share as a whole group
the examples they came up with. Write these examples on the model graphic organizer. Now lets look at
the last column on our graphic organizers. It says positive work and me. I wonder what that means? I
think it means that I should write about the positive work that I do/can do just like Dr. King. One thing that
I do right now that is positive work is going to school to become a teacher so I can help children learn. So
on my graphic organizer I am going to write become a teacher to help children learn. Now I would like
you to think about the positive work that you can do or are already doing. Write your examples in the third
column. At the end of writing today, I am going ask some students to share some of the examples they
wrote down.
Strategies for students requiring additional assistance: Circulate the room to provide additional support
as needed.
Closure: Have a few students share their positive work in me examples. Save your notes that you took
in your writing folders/notebooks because you will need them again. Tomorrow we are going to start to work
on writing our essays.

2008SP



Students develop a main topic or theme.
Students provide details that support the main topic.
Students develop a strong conclusion

Informal: Checklist.

Formal: Final writing piece. (See Rubric)

Positive Graphic Organizers
Student Writing Notebooks
Checklist

Introduction: We have been learning about Doctor Martin Luther King Jr. You are going to be writing
an essay about Dr. Martin Luther King and what he meant by We have a great deal of positive work to do and
what this means to you. Today we are going to start the process of writing our essays.
Steps for instruction So you now know the topic of your essay. What do you do now? To get us started
we are going to follow four steps. The four steps are: 1) Write down everything you can think of related to
the topic. 2) Write some more! Answer the questions Who? What? Where? When? Why? How? 3) Narrow
your topic. Why is the topic important? Why am I interested in this topic? What do I want to tell my
audience? 4) Tie the similar ideas together. How are all of these things related. Model going through the
steps with the students. Now you will go through the steps. You may use your notes from Martins Big
Words and our positive word study. Dont worry about spelling or grammar right now. Get your ideas down
in writing first. Be ready to share your ideas.
Goal(s):
Materials Needed:
Procedures:
Assessment:
Pre-planning

instructionins
tructiona
Objective(s)
& Academic
language
focus

guage
focus
2008SP
as needed.
Closure: Have a few students share their ideas. Today we worked on our generating ideas for our essay.
Tomorrow we will work on our introductory paragraphs.

2008SP



Students develop a main topic or theme.
Students provide details that support the main topic.
Students develop a strong conclusion

Introductory/Introduction

Informal: Checklist.


Checklist
Five Sentence Paragraph Template

Introduction: For the past couple of days we have been learning about Dr. Martin Luther King. We
have looked at the word positive and what he meant to Dr. King and what it means to you. Today we are going
to start to work on the introductory paragraph.
Steps for instruction Remember when you wrote your monster stories, you used three paragraphs. For
this essay we are going to also write three paragraphs. Our first paragraph is introducing our topic. To do
this writers use an introductory sentence that pulls the reader in. That means that my introductory sentence
makes the reader want to read more. Lets look at this example, Dr. Martin Luther King Jr. did a lot of
positive work. This sentence tells the reader who the essay is about and says Dr. King Jr. did positive
work. It hooks the reader to read more to find out what kind of positive work he did.
Goal(s):
Materials Needed:
Procedures:
Assessment:
Pre-planning

instructionins
tructiona
Objective(s)
& Academic
language
focus

guage
focus
2008SP
One you have your introductory sentence we can start to write the first paragraph. To write a paragraph we
need these four things. Go over four requirements for a paragraph. Lets look at the rest of this example
to see if this paragraph has everything it needs. Go over example paragraph, looking for the four
requirements.
Now you will work on writing the rest of your first paragraph. Once again you may use your notes about
Martins Big Words and your positive graphic organizers to help you develop ideas.
as needed. Provide Five Sentence paragraph template for students who are struggling creating five
paragraphs.
Closure: Have a few students share their introductory sentences. Today we worked on our introductory
paragraphs for our essays. Tomorrow we will work on our second paragraphs.

2008SP




Students develop an introductory statement that is related to the theme.
Students provide details that support the main theme.
Students develop a conclusion statement.

Supporting
Details

Informal: Checklist


Checklist

Introduction: Yesterday you worked on writing your introduction to you essays. Today we are going to
work on our supporting paragraph.
Steps for instruction The second paragraph of our essay is called the supporting paragraph. This
paragraph develops the main idea of the essay. It provides more details about what we are writing about.
Yesterday we talked about the four requirements of a paragraph. Today we are going to use those same four
requirements to write our supporting paragraph. Lets look at this example to see if the paragraph has all of
the requirements. Model for students using sample essay and the four parts checklist. Now today in
writing, you will work on writing your supporting paragraph for your essay.
Goal(s):
Materials Needed:
Procedures:
Assessment:
Pre-planning

instructionins
tructiona
Objective(s)
& Academic
language
focus

guage
focus
2008SP
as needed. For students we are struggling, provide them the Five Sentence Paragraph Template. For
students we finish early, have them review and revise their essays using the rubric.
Closure: Have a few students share their second paragraphs. Today we worked on our supporting
paragraph for our essays. Tomorrow we will work on our concluding paragraphs.

2008SP


limited background knowledge of Dr. Martin Luther King Jr. Students have already
written the introductory and supporting paragraphs for their informative/explanatory
essay. Need to work on connecting ideas together into one main theme.


Conclusion
Theme

Informal: Checklist


Checklist

Introduction: Yesterday you worked on writing your supporting paragraph to you essays. Today we are
going to work on our conclusion paragraph.
Steps for instruction The last paragraph of our essay is called the conclusion paragraph. This paragraph
develops brings together everything you have written about the main theme. It is the message that you want
to leave the reader with. We have been talking about the four requirements of a paragraph. Today we are
going to use those same four requirements to write our conclusion paragraph. Lets look at this example to
see if the paragraph has all of the requirements. Model for students using sample essay and the four parts
checklist. Now today in writing, you will work on writing your conclusion paragraph for your essay.
Goal(s):
Materials Needed:
Procedures:
Assessment:
Pre-planning

instructionins
tructiona
Objective(s)
& Academic
language
focus

guage
focus
2008SP
as needed. For students we are struggling, provide them the Five Sentence Paragraph Template. For
students we finish early, have them review and revise their essays using the student rubric.
Closure: Today we worked on our conclusion paragraph for our essays. Tomorrow we will start editing
our essays.

2008SP





Editing

Informal: Peer Conference Slip and Edit Checklist


Peer Conference Slip
Edit Checklist

Introduction: Yesterday you worked on your concluding paragraphs of your essays. Today you will
finish up your essays and edit them.
Steps for instruction The first part of the editing process today will be to conference with your peers.
You will be both reading your essay and listening to your peer read their essay. If you are listening to an
essay you will tell the writer one thing that you liked about the essay and one thing you might change or
add. If you are the reader, you will read your essay and on your slip you will write one thing that your peer
liked about your essay and one thing that they suggested you change. Pair students up and have them
conference with each other. Once you are finished with your conference, you may start to work on the
correcting your spelling, punctuation, and grammar. You may also make the corrections that your peer
suggested. Make sure that you complete the editing checklist as you work.
Goal(s):
Materials Needed:
Procedures:
Assessment:
Pre-planning

instructionins
tructiona
Objective(s)
& Academic
language
focus

guage
focus
2008SP
as needed.
Closure: Have a few students share what their peers liked about their essays. Today we worked on
editing our essays. Next time we will be typing up our final copies.

2008SP





Peer Conference Slip
Edit Checklist

Introduction: For the past couple of days we have been writing our essays for the Dr. Martin Luther
King Jr. writing contest. Today you will be writing your final copy on the computers.
Steps for instruction Students will work on the computers to create their final copy.
as needed.
Closure: If time allows, have a few students share their final essays.
Goal(s):
Materials Needed:
Procedures:
Assessment:
Pre-planning

instructionins
tructiona
Objective(s)
& Academic
language
focus

guage
focus

Ed 315 Unit Plan

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ED 315 LESSON PLAN Lesson # 1

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