Lesson Plan Title

Author

Marilyn Boimbo

Grade Level

3rd Grade (ESL Students mixed in with Native Speakers)

Integrated
disciplines

Language of Social Studies

Content
Standards

Writing
Standards
NETS-S

2. Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.
a) Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b) Develop the topic with facts, definitions, and details.
c) Use linking words and phrases (e.g., also, another, and, more, and
but) to connect ideas within categories of information.
d) Provide a concluding statement or section.
2. A writing process is used to plan, draft, and write a variety of
informational texts

3. Research and informational fluency:

Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on
the appropriateness to specific tasked.
d. Process data and report results

Learning
Objectives:

Students will master how to gather information about a topic.

Students will learn how to write an informational text using Bitstrip.

Students will be able to write a comprehensive writing assignment

Students will be able to use linking words and phrases to makes

sense of how to write an informational text.

Students will understand what are informational text is.

Students will understand how to use informational text in research.

Language
Objectives

Students will be able to use linking words or phrases to create an

informational bitstrip and an informational essay.

Vocabulary

Measurements, BC, Pyramids, Ancient, informational, non-fiction,

organize, analyze, evaluate, locate.

Assessment:

Teacher will assess students bitstrips as their final work.

Teacher will assess students presentation on their bitstrips.

Teacher will monitor their process along the way.

Teacher will have one-on-one conferences with each student.

Materials:
Anticipatory
Set:

Writing Journals, Computers, and Mentor Texts, Smartboard (if the

classroom is equip with one)
I would start by giving students YouTube videos that we would write in class
and have them take notes on it with my help on what to take notes. I listed
three interesting videos about informational text.
https://www.youtube.com/watch?v=8D6cq_-mV90
https://www.youtube.com/watch?v=RJxK436enzw
https://www.youtube.com/watch?v=53L-5zE7Ibw

Technology
Integration

By integrating technology it helps reach all of my students who might need

that extra help or who are advance. By integrating technology, I am able to
explore more about different topics that is beyond books to find things about
their topic. Also By integrating technology then they can also access the
same information from school at home.

Procedures
and Learning
Activities

Students:

Teacher:

Help define what an

informational text is.

Have a list of mentor text on

what is a informational paper
looks like.

Help students create a work

site page

Do an activity on how to use

bitstrip

Create a rubric.

Conference with students

Have a lesson on how to peer

edit someone elses paper.

Have a lesson on how to edit

your own paper.

Also show how to proofread

your own paper.

Have a google docs where

they can access at home also
to do work at home. Also
have one so they can put
ideas and what we worked in
class. Also have examples of
what the project is.

Students will choose a topic

that they want to do more
research that they learned
previously in the quarter.
Students will research more
on their topic.
Student will plan out the
information text.
Students will peer edit their
work with at least two other
people.

Students will conference

rewrite their story.

Students will conference

with me to help edit.

Students will move to create

a bitstrip

Students will be able to play

around with the website.

Create one before putting

their final work on with their
partner.

Differentiatio
n

For students who are fast learners I would assign a task that is the same but
require them to do more information. I would expect them to have more
advance work. For students who need extra time, I would give them more
mini lessons on how to find the information texts. I would give them more
activities to help them with understand the rubric.

Closure

After the project is done, I would have students fill out a reflection to see
how they felt about the assignment. Have a group discussion how the felt on
doing this big project. By looking at their writing samples and their bitstrip I
can see how the learning objectives was checked off. Also throughout the
process of doing this project, I can also check off the learning objective as
we mark each one off.

References:

www.Youtube.com
www.bitstrip.com
http://www.theschoolrun.com/information-text
http://list25.com/25-fascinating-facts-about-egyptian-pyramids/
http://www.pbs.org/wgbh/nova/ancient/who-built-the-pyramids.html
Informational Picture Books for Children by Patricia J Cianciolo
Bird Talk: What Birds Are Saying and Why by Lita Judge
The Pyramids: Fun Facts For Kids, Picture Books For Kids
http://bitstrips.com/r/QZSLK