SIOP Lesson Plan Template 2

Standards: Writing: Text Types and Purposes: Grade 1. Standard 2. Write

information/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
Writing: Text Types and Purposes: Grade 1. Standard 5. With guidance and support from
adults, focus on a topic, respond to questions and suggestions from peers, and add details
to strengthen writing as needed.
Theme: Informative Writing: Animal Research

Lesson Topic: Informative Writing: Rough Draft

Objectives:
Language: Students will be able to use their researched notes and write full sentences
about their chosen animal.
Students will be able to write at least 5 sentences about their chosen animal
including an introduction, size,
habitat, diet, and a conclusion.

Content: Students will be able to identify important information about a chosen animal.

Learning Strategies: Modeling, sentence frames, repetition, body movement/hand

gestures, pair-share

Key Vocabulary: introduction, informative sentence, size, habitat, diet, conclusion

Materials: document camera, completed research journals, pencils, blank paper and
paper with sentence frames for ELs and students with higher needs

Motivation: I will begin by telling the students how excited I am to see what they have
learned about their animals. I will allow students to share their research journals with the
class: what animal they chose and facts about it. Next I will show students my notes from
the document camera about orcas. Ask students to point out how these notes are
different from what they might find in a book: not full sentences. Explain to students that
it is now time to take the information we research and put it into full sentences to create
an informative writing piece so others can learn about our chosen animals.

Presentation:
Begin with the introduction. Ask students what would be a good introduction sentence for
an informative paper about their animal. Something that draws the readers attention.
Prompt an introduction sentence such as: Orca Whales are very interesting creatures.
Discuss what that would get the readers attention: they want to find out why orca whales
are interesting.
Explain that the next three sentences will be facts about the animal. I will model creating
one sentence for each fast of my research for size, diet, and habitat. If students are
engaged, I might add life span to encourage students that took more notes to share more
about their animal.
Example: Orca whales live in all oceans on Earth. They eat mostly fish, seals, and
dolphins. They are between 16 and 26 feet long and their dorsal fin can be over five feet
tall.
Next review a conclusion sentence, something that will bring closure to the writing piece.
Example: It is fun to learn and write about orca whales.
Tell students to turn to their partner and share one thing he/she learned about orca
whales.
Practice/Application: Have students get into partners and tell each other their
animal, size, diet, and habitat to make sure they will have at least those three sentences
in their writing. If students so not have that correct information, allow them to do more
research on their own before they begin their writing. Review the five required sentences:
introduction, habitat, diet, size, conclusion. Send students to their seats to begin writing
their papers. Provide extra support to students who need it with sentence frame papers.
Review/Assessment: Check that students understand the task by observing their
work and speaking with students about their report. If a student is struggling, give
him/her extra support as needed. Remember to check their research journals to be sure
they have the required information before beginning their writing.
Allow for volunteers to share and comment on each others work.