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Michaela Cross

Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer

Level 1

Level 2

Level 3

Level 4

Level 5

Language-based
Expectations:

Language-based
Expectations:

Language-based
Expectations:

Language-based
Expectations:

Language-based
Expectations:

Students will
write/copy 4 to 5
words
expressing
personal
preference
regarding
physical/health
activity.

Students will
write 4 to 5
simple sentences
expressing
personal
preference
regarding
physical/health
activity.

Students will
write at least 2
paragraph essay
expressing
personal
preference
regarding
physical/health
activity using
some grade level
vocabulary.

Students will
write a 3-5
paragraph essay
expressing
personal
preference
regarding
physical/health
activity using
grade level
vocabulary

Students will
write a 5
paragraph essay
expressing
personal
preference
regarding
physical/health
activity using
grade level
vocabulary and
academic
language.

1. Standards-based Content/Topic:
Health
Writing
2. Iowa Core State Standard(s):
W.5.4: Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose and audience.
21.3-5.HL.3: Demonstrate critical literacy/thinking skills related to personal, family, and community
wellness.
3. ELPA Standard(s):
4-5.7: An ELL can adapt language choices to purpose, task and audience when speaking and writing.
4-5.9: An ELL can create clear and coherent grade-appropriate speech and text.
4-5.10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech
and writing.

Scaffolding/Supp Scaffolding/Supp Scaffolding/Supp Scaffolding/Supp Scaffolding/Supp


ort:
ort:
ort:
ort:
ort:

M
odeling
odeling
odeling
odeling
odeling
(writing
(writing
(writing an
(writing an
(writing an
words
opinion
opinion
opinion
opinion
expressing
narrative
narrative
narrative
narrative

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer

opinion,
thought
process)

G
raphic
Organizers

O
utline

S
entence
Starters

G
uided Writing

W
ord Bank

D
raw and/or
Label
Pictures

U
se L1

sentences,
thought
process)

G
raphic
Organizers

O
utline

S
entence
Starters

G
uided
Writing

W
ord Bank

L
abel Pictures

U
se some L1

structure,
thought
process)

G
raphic
Organizer

O
utline

S
entence
starters

G
uided Writing

structure,
thought
process)

G
raphic
Organizer

O
utline

structure,
thought
process)

O
utline

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer
Names: Amanda Short, Emma Donahue, Lizzy Wendell,
Ashley Williams, Michaela Cross, and Veronica Kremer

Lesson Plan Template


Rationale:
Students are taught health and fitness language during their health unit. It is important for the material in
the unit to be linked to student interest and real-world examples so students understand the importance of
health and fitness in their own lives. They will learn how to express opinions about a particular topic that
is important to them and write an essay to outline the benefits and dangers of that activity. This is
important for students as the Iowa Core requires them to write organized and developed thoughts to
express ideas and opinions, and students need to be able to write clear and concise thoughts to their
audience. The Iowa Core also recognizes the importance of health literacy and asks students to establish
personal, family and community health goals. In addition, the ELPA language standards ask students to be
clear and coherent in their ideas and their writing. Students will learn to use English to communicate
higher-level ideas through guided instruction with all five levels of language acquisition supported in our
writing lesson plan. Students are provided graphic organizers, idea modeling, sentence frames, and word
banks to assist with language and content acquisition. By the end of this lesson, students will have an
understanding of health and fitness words and concepts and will be able to write opinion statements or an
opinion paper.
Explicit description of how each relevant factor relates to the lesson:
Educational Background
It is important to know the educational background of our students in this lesson because students
schooling may have been sporadic or interrupted. Additionally, every school is different in its academics
as well as school culture fosters. Its also beneficial to know students L1 and their ability to apply their
L1 in the academic setting.
Immigrant and Refugee Status
Knowing the conditions in which the students entered the country will help advise and inform teacher
decisions related to the lesson. Some students may be uncomfortable sharing personal experiences and
opinions because of their immigrant or refugee status.
Cultural Background
With this lesson focusing on opinions, knowing where a students cultural background falls on the
continuum from individualist to collectivist will be important in understanding students writing. Some
students may need guidance on how to share their opinion appropriately.
Prior Difficult Experiences
Knowing students pasts will help students to understand and motivate students engagement with this
assignment. It helps students feel safe, welcome and wanted within the classroom environment.

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer
Age
Students learning a second language in 5th grade may struggle more than if they had learned it in
kindergarten. These students will need more support with the structure of the language, but the students
may have a wider range of experiences to draw from for inspiration.
Language Distance
English is difficult to learn, and this should be taken into account with all ELLs. Considering language
distance requires attention to specific language structures such as directionality of text, formation of
letters or characters, beginning points of reading or writing, and phonemes.
Social Distance
The interaction between all members of the community will help to facilitate a positive learning and
living environment, using the community as a resource to develop opinions about the broad topic of
health and wellness.
Psychological Distance
Students feeling discomfort using their second language in social and academic settings. They are afraid
of looking silly and are unsure of how to communicate effectively. Encouraging students to communicate
their opinions will help make a safe environment where students feel comfortable to share amongst their
peers.
Content Objectives:
W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose and audience.
21.3-5.HL.3: Demonstrate critical literacy/thinking skills related to personal, family, and community
wellness.
Language Objectives:
4-5.7: An ELL adapt language choices to purpose, task and audience when speaking and writing.
4-5.9: An ELL can create clear and coherent grade-appropriate speech and text.
4-5.10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech
and writing.
Sequential Lesson Delivery and Descriptions:
Last class students chose and wrote down their topic in their notebooks. Students were then assigned groups by
teacher that had a variety of topics within each.
Before the lesson, write the class plan on the board. Have it written off to the side so that students may refer to it
throughout the lesson. (Strategy #37- Display the class plan.)
Mini lesson on pros and cons Drinking Water
Pros of Drinking water- Hydration, healthy and soft skin
Cons of Drinking water- You need to use the bathroom frequently
Teacher models how to come up with pros and cons for a topic.
Pros & Cons or positive & negatives of activity.
Students have 5 minutes to meet with their groups to discuss Pros and Cons of their activity.
Have a couple students share out a Pro and Con of their activity for the whole class to hear.

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer
As a whole class, look over the OREO worksheet.
Opinion- Give your opinion (everyone starts with a Pro) about your activity
Why does thinking about the Pros & Cons beforehand help to fill out this graphic organizer?
Reason- Why is this your opinion, back it up, dont use weak examples like I like it. Why do you like it?
Example- Provide an example of why this is your opinion
Opinion- Restate your original opinion
I do, We do, You do: Using the Oreo worksheet- Teacher models how to use the worksheet with the students
(Strategy #9- Modeling and Strategy #33 Use visuals and graphics). Students individual topic, work alongside the
teacher to fill out the graphic organizer/outline. Teacher does step 1, student does step 1 on their own topic, etc.
Teacher helps students (walking around, asking questions, providing guidance if needed, prompting students). Avoid
using the phrase Does everyone understand? and instead ask What questions do you have? (Strategy #42)
Opinion #1
I believe a Pro of drinking water is that your body stays hydrated.
STOP: Discuss next step with students, teacher example. (Strategy #39 Review while you teach)
Reason
When your body is hydrated it functions better, you are able to get more accomplished and your mind works
better.
STOP: Discuss next step with students, teacher example.
Example
If I am running outside with my friends after I have drank water, I can run faster, farther and longer than if I hadnt
drank any water.
STOP: Discuss next step with students, teacher example.
Opinion
I believe that drinking water will help keep your body hydrated and function better.
Students will have a few extra minutes to finish up their ideas.
In full group, the teacher will model using appropriate peer review vocabulary. The teacher will write on the board
(Name) believes that (activity) is good because (reason). While displaying the practice worksheet that was filled
out as a class, the teacher asks, Why does (teacher name) believe drinking water is good? Then the students
practice answering with the frame. Next, the teacher writes, I (agree or disagree) with (Name) because (reason).
Using the model, the teacher points out the words agree and disagree and discusses the meaning. Students then are
asked, Do you agree or disagree that water is important? The class is learning the simple present for agreement.
They are to make sure when linking their dependent and independent clause they are staying in the same tense.
Students will partner up with their elbow partner and read their completed worksheet. While the first partner is
sharing, the second partner is to be writing down the following sentence frame: (Strategy 40). Students switch places
and then the next partner shares while the first writes down these sentence frames.
(Name) believes that (activity) is good because (reason).
I (agree or disagree) with (Name) because (reason).
After peer evaluation, students can work independently, making the appropriate edits to their piece of writing or
adding onto what they already have. As the students finish these last parts, walk around the class and observe what
they have done so far as an informal assessment of what the students know.
Green - Comprehensible Input
Purple - Grammar
Orange - Vocabulary and Academic Language

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer
Red - Classroom Management
Blue - Interaction and Application Activities
Pink - Review/Assessment

Supplementary Materials:

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer

Content Rubric
Level 1
Write/copy 4 to
5 words
expressing
personal
preference
regarding
physical/health
activity.

Level 2
4 to 5 simple
sentences
expressing
personal
preference
regarding
physical/health
activity.

Level 3
2 paragraph
essay expressing
personal
preference
regarding
physical/health
activity using
some grade level
vocabulary.

Level 4
3-5 paragraph
essay
expressing
personal
preference
regarding
physical/health
activity using
grade level
vocabulary

Level 5
5 paragraph
essay
expressing
personal
preference
regarding
physical/health
activity using
grade level
vocabulary and
academic
language.

Copies 4-5
words/labels 45 pictures
expressing
personal
preference

Good detailed
expression of
preference,
using one or two
pros and cons
each, using
grade level
vocabulary

Strong detailed
expression of
preference, using
a few supporting
pros and cons
with grade level
vocabulary

Strong detailed
expression of
preference
using some
supporting pros
and cons with
grade level
vocabulary

Strong detailed
expression of
preference using
several
supporting pros
and cons with
grade level
vocabulary

Copies 2-3
words/labels 23 pictures
expressing
personal
preference

Adequate
detailed
expression of
preference,
using one pro or
con in total,
using some
grade level
vocabulary

Good detailed
expression of
preference using
few supporting
pros and cons
with grade level
vocabulary

Good detailed
expression of
preference
using some
supporting pros
and cons with
grade level
vocabulary

Good detailed
expression of
preference using
some supporting
pros and cons
with grade level
vocabulary

Copies 0-1
words/labels 01 pictures
expressing
personal
preference

Developing
detailed
expression of
preference,
using no pros or
cons, using

Adequate
detailed
expression of
preference using
a one or two pros
and cons each,

Adequate
detailed
expression of
preference
using a few
supporting pros

Adequate
detailed
expression of
preference using
a few supporting
pros and cons

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer
simple language

using some
grade level
vocabulary

and cons with


some grade
level vocabulary

with some grade


level vocabulary

Struggles to
express
preferences,
using no pros or
cons, using
simple
vocabulary

Struggles to
express
preferences,
using no pros or
cons, using only
simple
vocabulary

Struggles to
express
preferences,
using one or two
pros and cons
each, using only
simple
vocabulary

Struggles to
express
preferences,
using one or two
pros and cons
each, using only
simple
vocabulary

Weak
expression of
preference,
using no pros or
cons, using only
simple
vocabulary

Weak expression
of preference,
using no pros or
cons, using only
simple
vocabulary

Weak
expression of
preference
using no pros or
cons, using only
simple
vocabulary

Weak expression
of preference
using no pros or
cons, using only
simple
vocabulary

Organization/Structure Rubric
Level 1

Level 2

Level 3

Level 4

Level 5

Words/pictures Ideas in
in sequence
sequence;
sentence level
transitions; a
short paragraph
format

Ideas in
sequence; with
transitions used;
two paragraph
format

Logical
organization;
smooth
transitions; 2-3
paragraph
format

Strong
organization;
smooth
transitions; five
paragraph
format

Words/pictures Ideas generally


mainly in
in sequence;
sequence
some
transitioning; a
short paragraph
format

Some problems in
organization and
transitioning; two
paragraph format

Logical
organization;
only has smooth
transitions at the
sentence level;
2-3 paragraph
format

Well-organized;
mostly smooth
transitions; five
paragraph essay
format

Words/pictures Ideas not in

Significant

Some

A few

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer

not in
sequence

sequence; no
sentence flow;
only a couple
sentences.

problems in
organization and
transitioning;
paragraphs are
too short

breakdowns in
organization;
some sentence
level transitions;
short 2-3
paragraphs

breakdowns in
organization;
only one or two
smooth
transitions;
paragraphs may
be too short

N/A

N/A

Serious problems
in organization
and transitioning;
a few sentences
to one paragraph

Some
breakdowns in
organization;
few to no
sentence level
transitions; not
2-3 paragraphs

Some
breakdowns in
organization; no
smooth
transitions; may
not be five
paragraphs

N/A

Serious
breakdowns in
organization; no
sentence flow;
not 2-3
paragraphs

Serious
breakdowns in
organization; no
smooth
transitions to the
point of
confusion; not
five paragraphs

Grammar and Mechanics Rubric


Level
1

Level
2

N/A

N/A

Level 3

Level 4

Level 5

Simple grammar;
some varied
sentence length;
adequate mechanics

Some grammatical
errors; varied
sentence length
mechanics generally
strong after revision

Minimal
grammatical
errors; varied
sentence
length; strong
mechanics

Some errors in
simple grammar;

Several grammatical
errors (no confusion);

Some
grammatical

Michaela Cross
Ashley Williams
Emma Donahue
Amanda Short
Elizabeth Wendell
Veronica Kremer

little varied sentence


length; developing
mechanics

some varied sentence


length; adequate
mechanics

errors; some
varied
sentence
length; mostly
strong
mechanics

Frequent errors;
sentences generally
the same length;
beginning
mechanics

Several grammatical
errors (brings some
confusion); little varied
sentence length;
developing mechanics

Several
grammatical
errors; some
varied
sentence
length;
developing
mechanics

Frequent grammatical
errors; sentences
generally the same
length; beginning
mechanics

Frequent
grammatical
errors;
sentences
generally the
same length;
beginning
mechanics

N/A

N/A

D
N/A