Literacy Lesson Plan Template

Grade: 5th Grade

School: Susan B. Anthony
Teacher: Mrs. Beverly
Goals & Objectives
o Students will be able to support their claim by citing relevant textual evidence in a
written short answer response to a text dependent question.
o Students will be able to write in-text citations that include the authors name.
CCSS.ELA-LITERACY.W.5.9.B
Apply grade 5 Reading standards to informational texts. Use reasons and evidence to
support particular points in a text, identifying which reasons and evidence support which
points
Materials
Clipboards (one for each student)
Notebook Paper
Copies of The Power of Student Protest Note: write who the author is for each
section and title of magazine
Pencils
Pens
Highlighters (3 different colors)
My sample response
Computer paper with the directions, question, and lines
Chart for Sentence Starters
Post it Notes
Chart Paper (write Hook question, central question, agenda, 3 parts to strong
argument, sample answer, poor citing text evidence, steps to citing text evidence,
& Exit Ticket question chart paper)
Chart Paper for Feedback Talk Moves Sentence Starters
Exit Ticket Index Cards
Classroom Arrangement & Management Issues
Hook & Mini-Lesson
I will start by meeting with my students at a small group table in the hallway
outside our fifth grade classroom.
I will launch the lesson with everyone sitting around the small group table and
before dismissing students to independent work, I will point out the materials I
have for each of them to use.
Work Time
When it is time for individual work, I will encourage the students to spread out; the
students will have the option of either sitting at the small group table or sitting on
the floor within our fifth grade designated hallway area.
I am allowing the students to have a choice where they will sit during the
independent work time because I want them have a voice in where they will work
independently.
Moreover, I want to give students the responsibility of picking an area where they
will be free of distractions. My goal is to give students the opportunity to be able to
decide where they will be most on-task. (The students are able to pick where they
want to work during writing workshop, so they already have a foundation of selfmanaging where they sit in the classroom.)
After each student picks their spot for independent work, I will closely watch the
students and if I see that two students are distracting each other and not focused
on their work I will talk with the students about where they can move so that they
will be more successful.
Share Time

At the end of the lesson, we will come back to the small group table together to
discuss our work.

Plan
Hook: 5 min.
o
o
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o

Good morning writers!

Write on a post it & share with partner.
QUESTION: Have you ever felt that something was really unfair?
QUESTION: What did you do about it?
As 2-3 students to share out responses with the group.
POINT: Today we are going to think about this question: why are student
protests successful? [Write the question on the chart paper.]
AGENDA: we read, model citing text evidence, you write, give each other
feedback
POINT: As we read this paragraph, we are going to read with a very specific
question in mind: why are student protests successful?

I Do & We Do (Mini-Lesson): 10 min.

o
o
o
o
o

o
o
o
o
o
o
o
o
o
o
o
o

Student (an advanced reader) will read the excerpt out loud from The Power of
Student Protest [Read the introduction and the section with the subtitle 2012Present: Black Youth Matter.]
POINT: This is similar to playing a sport: before you go out onto the field or
before you begin to write, you huddle with your team so we are going to
huddle together like a team, and look at the skill of citing evidence together.
QUESTION: Why is citing evidence important in argument writing?
QUESTION: So why does evidence make an arguments stronger and more
convincing?
ANSWER: Helps to make a convincing argument, shows the reader that other
people support your argument, as writers we have to write to convince our
reader
POINT: So before I ask you all to answer the question, Why are student
protests successful? I am going to model what it looks like to cite text
evidence.
POINT: I am going to show you what I think about when I cite evidence.
POINT: In class you have already practiced writing text dependent questions
using ACE, so we are going to focus on the C part of this lesson.
[Show sample response on chart paper.]
POINT: Here is my argument. Lets read this together to see what my argument
says.
[Read aloud my claim, evidence, and explanation. See sample page.]
QUESTION: What are the three parts of a strong argument?
ANSWER: Each text dependent answer has three parts: the claim, evidence,
and explanation.
QUESTION: Which part of this argument is the evidence? [Students highlight
the evidence.]
QUESTION: What do you notice about this evidence?
QUESTION: What did the writer include in their evidence?
ANSWER: says who the author is, the title of the text, quotation marks at the

start and end, relevant quote

I Do & We Do (Mini-Lesson) Continued:
o
o
o
o
o
o

Show students an example of a poor example of citing text evidence and have
them compare and contrast it with the first example.
QUESTION: What is the difference between these two examples of evidence?
ANSWER: poor example doesnt say who the author is, the title of the text, not
a relevant quote
QUESTION/POINT: What do you need to know about a quote before you cite it?
[Skill: (Write on chart paper student responses) What is the name of the
author? What is the title of the article? What type of text is this? Where is the
quote located in the article?]
ANSWER: Using this list give one example of a sentence starter, demonstrating
how I used the above information to properly create a sentence starter for my
quote.
According to [type of text], [the author] [how they say it] [quote].
Example: According to the letter to his mother, Dr. Rush exclaims
[quote].
In the [location of quote] of the [type of text] titled [title of text],
[author] claim [quote]. Example: In the second paragraph of the
article titled, Germs, students argue [quote].
In the [title of text][type of text] [the author] [how they say it]
[quote]. In the Hercules editorial, Mr. Reid, examines [quote].
POINT: So, there are multiple ways to cite a source as long as we know these
pieces for information.

You Do (Work Time): 15 min.

o

POINT: So now its your turn, to answer the question: Why are student protests
successful?

POINT: Heres todays challenge: I want to challenge you to write an argument

with a detailed evidence section that uses the skills we just talked about.
POINT: In your writing I want to challenge each of you to pay close attention to
how you write your evidence using the sourcing strategy we just discussed.

o
o

POINT: Three steps:

1. Read a paragraph (Vietnam Student Teach-ins or the East Los Angeles
Chicano Student Walkouts)
2. Answer the question (turn around the question)
3. Cite evidence: use notes from our strategy and sentence starters as a guide

POINT: Also, as a heads up, you will be sharing out your writing with each other
when you are done.

POINT: You will have 15 min. to write independently. During this time I will
check in with you.
[Allow students to select a spot to sit.]

You Do (Work Time) Continued:

o

Students will read their chosen paragraph quietly to themselves and then
begin to write their responses.

o
o

As students read, I will note which passage they selected write about.
As students write, I will rotate around and ask them questions.

Potential

EARLY FINISHERS: When students finish their writing early, then assign them to
work with a partner to give each other feedback (one glow and one grow).
[This will be staggered as students finish at different times.]

EARLY FINISHERS: Then, give students time to revise their writing based of
peer feedback.

Wrap
o
o
o

questions to ask students ask they write (taken from Calkins p.226):
Hows writing your evidence going?
Tell me how you wrote this evidence.
What problems have you encountered while writing the evidence?
What are you planning to do next?
If you were going to do more with this detail, what might you do?

Up (Share Session): 10 min.

Invite students back to the small group table to share their writing.
The students will each place their writing on the table, face up.
Each student will be given three post it notes and told to put a t-chart on each
post-it: one side for glow and one side for grow.
Note: each student will need 3 post it notes because they are going to
comment on three students writing.

Before opening up the time for peer to peer feedback, I will review our
Feedback Talk Moves anchor chart with the students and encourage them to
use these sentence starters during their feedback.

o
o

POINT: Please initial your feedback so I know who is giving the feedback.)
Students will stand and in a gallery walk style, they will walk around the
table, reading their peers work and five post-it note feedback in the form of a
glow and a grow.

o
o

Give the opportunity for a few students to compliment each others work.
QUESTION: What is one thing you loved about someone elses writing?

Final Potential questions:

What strategies did you use cite evidence?
How has our thinking changed about citing evidence from when we
started to now?

Exit Ticket Questions:

What is one thing you learned today about citing evidence?
What is one question you still have about citing textual evidence?

Anticipating Students Responses

o Students may select a quote that is too long (i.e. Multiple sentences instead of
one phrase). Possible response: I like how you chose a section of the text that
is relevant, now lets zoom in even further. What is a phrase within this
paragraph that proves your claim.
o Students may not contextualize a quote (say who wrote it, give the title of the
article) or may contextualize the quote incorrectly. Possible response: Who
wrote this? Where did you find this quote? Now, include that information
before you cite the quote.
o Students may not put quotation marks around their quotes. Possible response:
Did you say this? Remember, we need to put quotation marks around the
things other people say.
o Students may not select a relevant quote: a quote that does not support their
claim. Possible response: Does this quote support your claim? Why or why not?
Accommodations

Too Challenging?
Give the students a more challenge text to cite evidence from.
Give more explicit sentence starters
o According to [type of text], [the author] [how they say it] [quote].
Example: According to the letter to his mother, Dr. Rush exclaims
[quote].
o In the [location of quote] of the [type of text] titled [title of text],
[author] claim [quote]. Example: In the second paragraph of the
article titled, Germs, students argue [quote].
o In the [title of text][type of text] [the author] [how they say it]
[quote]. In the Hercules editorial, Mr. Reid, examines [quote].
Too Easy?
Ask the students to then focus on citing more than one quote to support their
claim.
Also, students can work on the explanation section of their short answer
response, which elaborates on why the student chose a particular quote.
Give the students a more challenging text to cite evidence from.
Assessments
I will check for understanding throughout the lesson in a variety of following ways:
Student participation/discussion
Students written response: why are student protests successful?
Exit Ticket reflection

Student Name:
SKILL: Citing Text Evidence
What do you need to know about a quote before you
cite it?

Examples of how to cite a quote:

Student Name:
Question: Why are student protests successful?
ANSWER:

CITE EVIDENCE:

EXTEND:

Question: Why are student

protests successful?

SAMPLE

Student protests have been successful

because students have come together in
large groups to fight for something they
Protest, More than 1,000 students walked out
of class at Garfield High School in Seattle, WA
to protest
non-indictment
Darren
This
quote the
reveals
that a largeof
group
of
Wilson. wanted teachers, administrators
students
and community members to know that they
By coming together, the students at Garfield
High School gained national attention and
showed the public how they thought the
Michael Brown verdict was unjust.

Assessment Tracker: Citing Text Evidence

Stude
nt
Name

1.

2.

3.

4.

5.

Which
passage
did the
writer
pick to
read
and
write
about?

Did the writer

contextualize the
quote? How?

Is the
quote
relevan
t?

Glow & Grow Comments

6.

Question: Why are student

protests successful?

STUDENT SAMPLE
Student protests have been successful

because students have come together in

large groups to fight for something they
Protest, students part of the
#BlackLivesMatter movement protested the
non-indictment of the officer who shot Michael
School
in Seattle,
Washington.
This quote
Brown when
more
than 1,000 students
reveals
thatofa class
large at
group
of students
walked out
Garfield
High
wanted teachers, administrators and
verdict. By coming together, the students at
Garfield High School gained national attention
and showed the public how they thought the
successful because a great mass of students
Michael Brown verdict was wrong. Indeed, this
agreed to protest in
the same way at the same time for the
#BlackLivesMatter movement. Thus, when

Question: Why are student

protests successful?

STUDENT SAMPLE

Student protests have been successful

because students have come together in

According
to Sadie
Price-Elliott,
author
of The
large groups
to fight
for something
they
Power
Student Protest, students part of the
believeofin.
#BlackLivesMatter movement protested the
non-indictment of the officer who shot Michael
This quote reveals that a large group of
Brown when more than 1,000 students walked
students wanted teachers, administrators
and community members to know that
they disagreed with the Michael Brown
verdict. By coming together, the students
at Garfield High School gained national
attention and showed the public how they
thought the Michael Brown verdict was
wrong. Indeed, this type of protest was
successful because a great mass of
students agreed to protest in the same
way at the same time for the