Lesson Plan 1

Lesson Name: Extracting Key Details From Text

Grade Level (s): 5

Common Core Content Standards:

CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
Learning Objectives:
Content Objective-
Students will identify main ideas/key details in informative texts to complete a graphic
organizer.
Language Objectives-
Students will read two informational texts about two colonial figures and engage in
peer/group discussion regarding key details found.

Social Objective: Practice active listening and polite participation.

English Language Development (ELD) Standards and Proficiency Levels-
Expanding: 5. I.A.1 Contribute to class, group, and partner discussions, including
sustained dialogue, by following turn-taking rules, asking relevant questions, affirming
others, and adding relevant information.
Bridging: 5.I.A.1 Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions, affirming others,
adding relevant information, building on responses, and providing useful feedback.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Key detail
Words
Text Types/Structures (and related Separatist, Powhatan
vocabulary)
Language Frames/Supports (and linking A key detail about ____ is ____. This detail
words) is important because it tells me about
____.

Formal and Informal Assessments:

Students will be given a series of assessments throughout this lesson segment. To
begin the lesson, they will be informally assessed on their knowledge of key details
based on how they sort various sentences in a sequence. They will hopefully be able
to recognize which sentences are key details and which are supporting or additional
facts. While the teacher is modeling how to extract key details from texts, students will
be informally assessed on their active listening skills. This entails not talking when the
teacher is talking and responding to any guiding questions in a respectful way. Another
way they will be informally assessed is through their engagement in group discussion.
While filling out their graphic organizers for their second colonial figure, the teacher
will walk around and listen in on students discussion about what they are reading and
how they organizing their key details based on the graphic organizer. The graphic
organizer will also serve as a means of assessing who was able to identify key details
and the students who need more support going forward. Lastly, the formative informal
assessment will be an exit ticket where students will write two key details about
Pocahontas, one of the figures they studied in the lesson.
Procedure-Instructional Strategies and Learning Tasks to Support Student
Learning:
ANTICIPATORY SET:
The students have been studying colonial America for some time as well as taking notes
on various texts. To activate background knowledge and tap into their schema on what
key details are students will be given a paper with various sentences about the life of a
popular musician, Bruno Mars. They will be asked to work with their table groups and
sort these sentences based on which ones are key details, and which are additional or
supporting facts. Students will be given 5 minutes to sort, then a whole class discussion
will be held so that they can discuss which ones were key details, and which were
additional facts. Hopefully, the class will come to the conclusion that key details depict
WHO the person is, WHAT they do or are famous for, WHERE they were born or
travelled to, WHY they are famous or important, and HOW they are as a person. They
will use this knowledge of key details to help them when reading about three colonial
figures and extracting and organizing their key details in graphic organizers.

I DO:
The teacher will introduce the first colonial figure, William Bradford. She will also show
and explain the graphic organize the students will use to organize their key details and
summarize their figures life.

We are going to keep in mind what key details are while we read about our first colonial
figure, William Bradford. I have a graphic organizer that will help us.

The organizer focuses on a couple main categories. At the top it says who and asks
for their birth and death date. After that, the first category is early life (WHEN he was
born and his life until about age 18), which for Bruno Mars would be he was born in
Hawaii.

The next section is titled character traits (these are not usually directly stated, but
inferred-WHO is this person, HOW do they act?) For Bruno Mars, we could say he was
ambitious because he moved to California to pursue his musical career.

The third section, what are they famous for (WHAT they did and HOW they became
well known?) Bruno Mars is famous for being a singer, songwriter, and performer.

After that, where in the world (WHERE did this person live?) Both Hawaii and
California.

Lastly we have fun facts (not usually essential, but can tell us more about this persons
life) Knowing the name of Bruno Mars Band is not essential but is an interesting fact.

I am going to model how to read the text out loud, then fill in my graphic organizer as I
go.

First thing I see occupation- that could maybe go with what is he famous for so I am
going to put that in my what is he/she famous for section. Right after this, I see the year
he was born and died, this tells me what time period he lived in, which is important to
note when discussing someones life. I am going to put this in the center on the lines
labeled birth date and death date.

The text has a note for best known for, which is a perfect thing to place in what is
he/she famous for section.

The heading of the first section of text is labeled Growing Up, this tells me about his
early life, so it will go in the early life section of our organizer. He was born in England,
and his parents died at a young age, so he lived with his uncles. This is important since
it gives insight on his life as a child and the hardships he endured or went through.

The next heading labeled Separatism will also give me information about something,
but I have to keep reading to determine where to put the details. When it says he
attended meetings at the age of 12 this tells about early life. It is also a good side note
that was fined for his beliefs because this affected his coming to America.

The next section, which the heading, The Netherlands gives some interesting facts, but
is not essential to understanding who he is.

I am going to look at the section titled Plymouth Colony. This section says that he
sailed on the Mayflower, which I am going to put in the what is he famous for part of the
organizer. It also mentions how he signed the Mayflower Compact, which can also be
put in the what is he famous for section.

The paragraph labeled Governor tells us what his job was, but also what is he famous
for.

Of Plymouth Planation, this tells me he is a writer, which I am going to place in the

what is he famous for section of my graphic organizer.

The section titled Death is not essential to list anywhere, but if something interests me
I can add it to interesting facts.

The Interesting facts sections correlates or goes hand in hand with the interesting
facts portion of our organizer.

Now that we have an idea of how to read a text and find key details, you will work with a
partner to do this with our next colonist Pocahontas. Remember that we are looking for
details that tell us who they are, what their life was like, why they are important, and how
they are as a person.

YOU DO TOGETHER:
Students will work with their collaborative reading partners to read and fill in their graphic
organizer on their next colonial figure, Pocahontas. They can use their William Bradford
notes as a reference or seek help from the teacher if need be.
WE ALL DO:
DURING I DO:
Students will fill in their William Bradford organizer while the teacher is modeling how to
do so.

AFTER YOU DO TOGETHER:

There will be a class discussion about what key details students placed in their
Pocahontas graphic organizer and students can add in or fill in anything they missed in
any sections.
SOME DO:
ELL students will be given two examples, which can be copied directly from the
teachers graphic organizer. They will also be placed with a collaborative reading partner
to help guide them through the reading and note taking process.

CLOSURE:

Students will be asked to share 2 key details they learned about each of the figures
discussed as an exit slip for the lesson.

Resources and Materials:

Graphic organizer (28), William Bradford text (28), Pocahontas text (28), Anticipatory set
sentences (7), exit ticket (28)
 Lesson Plan 2 A

Lesson Name : Key Details about John Smith

Grade Level (s): 5

Common Core Content Standards:

CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
Learning Objectives:
Content Objective-
Students will identify main ideas/key details in informative texts to complete a graphic
organizer.
Language Objectives-
Students will read an informative piece and identify main ideas/key details then use
these details to engage in group discussion.

Social Objectives- Students will practice engaging in discussions respectfully.

English Language Development (ELD) Standards and Proficiency Levels-
Expanding: 5.I.B.6a Explain ideas, phenomena, processes, and text relationships (e.g.,
compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of
grade-level texts and viewing of multimedia, with moderate support.
Bridging: 5.I.B.6a Explain ideas, phenomena, processes, and text relationships (e.g.,
compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of
grade-level texts and viewing of multimedia, with light support.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Key detail
Words
Text Types/Structures (and related John Smith Article- mercenary
vocabulary)
Language Frames/Supports (and linking A key detail about ____ is ____.
words)
A key detail about ____ is ____.
This detail is important because it tells me
about ____.

Formal and Informal Assessments:

Students will be informally assessed in a number of ways. First off, the teacher will
walk around while students are working on filling out their graphic organizer and look
at what they have written and ask guiding questions such as why did you put that
detail there? as a means of checking for understanding. This will also help gather
insight on any misconceptions students are having on what key details are or in what
categories to put certain details. While engaging in group discussion, students will be
informally assessed based on what they say during the discussion. The teacher will
ask students to share key details for each section of the graphic organizer and
students responses will assess their knowledge on various key details and where they
belong in the organizer. They can use the first sentence frame above to help them
clarify their thoughts if necessary. Lastly, the formative informative assessment will be
an exit ticket similar to the day before where students will be asked to share two key
details they learned about their colonial figure and what that key detail tells them. They
can use the sentence frame A key detail about ____ is ____. This detail is important
because it tells me about ____.This is not required but can help students who have
trouble formulating their thoughts.
Procedure-Instructional Strategies and Learning Tasks to Support Student
Learning:
ANTICIPATORY SET:
Students will be handed back their exit tickets from the previous lesson and the teacher
will share some key details that students wrote down in case students need to add to
their graphic organizers from the day before. After this is done, the teacher will go over
the objective and essential question and introduce them to the colonial figure they will be
studying today, John Smith.

YOU DO ALONE:
Students will be given their article on their next colonial figure, John Smith, as well as
another copy of the graphic organizer they will use to take notes. They will read the
article independently and work to fill in their graphic organizer based on the key details
they identify and extract from their reading.
SOME DO:
ELs and struggling readers will be allowed to work with the teacher if need be to
complete their graphic organizer. If they chose to work alone, the teacher will make sure
to come to these students and check on them to see if further assistance is needed.
GATE students will be allowed to do further independent research if finished early to add
onto the information they gathered from their reading.
WE DO TOGETHER:
After most students have finished reading and filling in their organizer (about 20
minutes), students will be transitioned into a group discussion where they will be asked
to share some key details they placed in each section of their graphic organizer. While
other students are sharing, those listening may add any more information to their
graphic organizer if need be.

CLOSURE:

Students will be given an exit ticket where they must write two key details they
extracted from the text about John Smith.

Resources and Materials:

Graphic organizer (28), John Smith text (28), exit ticket (28)
 Lesson Plan 2B

Lesson Name: Creating an Outline

Grade Level (s): 5

Common Core Content Standards:

CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
Learning Objectives:
Content Objective-
Students will summarize key details to create an outline for an expository essay.
Language Objectives-
Students will write an outline using their graphic organizers and information gathered in
peer and group discussion.

Social Objectives- Students will practice active listening and entering group discussion
politely.
English Language Development (ELD) Standards and Proficiency Levels-
Expanding: 5.I.C.10b Write increasingly concise summaries of texts and experiences
using complete sentences and key words (e.g., from notes or graphic organizers).
Bridging: 5.I.C.10b Write clear and coherent summaries of texts and experiences using
complete and concise sentences and key words (e.g., from notes or graphic organizers).

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Outline, introduction, body paragraphs,
Words concluding paragraph
Text Types/Structures (and related Key words
vocabulary)
Language Frames/Supports (and linking Born in _____.
words) Was a ______.
(verb) _________.

Formal and Informal Assessments:

This lesson segment has various planned informal assessments. First, students will be
assessed on their active listening skills. The first portion of the lesson will be primarily
modeling by the teacher, so during this time the teacher will assess students based on
their attention and any questions that they ask. If they ask a question such as what is
the first paragraph about? it shows they were not listening very actively, but if they
ask questions such as would the introductory paragraph be a good spot to write about
attending separatist meetings? it shows they were listening and thinking about the
information being presented. The students will also be asked guiding questions such
as I have that he was governor of Plymouth colony. What paragraph could I put this
detail in? Their answer is an informal assessment of their understanding and also
helps the teacher know whether more modeling is needed or whether to transition to
guided instruction. The main assessment in this lesson will be the creation of an
outline. Students outlines reflect their ability to take their notes to create a rough
summary of what their draft will look like. It will let the teacher know who understands
the structure and which details correspond to each paragraph and who needs
additional help before drafting.
Procedure-Instructional Strategies and Learning Tasks to Support Student
Learning:
ANTICIPATORY SET:
Students will be handed back their exit slip from the day before and the teacher will
share some of the key details students found about John Smith. They will be asked to
recall anything they remember about their first figure, William Bradford, since they will be
shown a model of how to create an outline for a biography about his life.

I DO:
The teacher will ask students to get their William Bradford organizer and come to the
carpet. Once all students have gathered, she will explain what they are doing and why.

So now we have accomplished the first stage in the biography writing process, which is
gathering information, it is time to create an outline, which is a pre-writing tool. Outlining
is the next step in the writing process, which is basically creating a rough sketch of what
your draft will look like.

When creating our outline, we will choose one of the colonial figures and use the facts
recorded on our organizer to create an outline of each paragraph.

We will be writing 4 paragraphs for this autobiography with each paragraph being
clearly described in the margins of our outline
1: Introduce the person, interesting facts about their childhood/education
2. Skills/Career- Tell about the persons career / skills. What did they do? What did they
do that was special? What were their contributions?
3. Struggles and achievements- Explain challenges and achievements. What are some
things that were hard, what are some things they accomplished in their life?
4. Why is he or she important? What was his or her impact? Did he or she start or
change something?

I am going to model how to outline, using our first colonial figure, William Bradford.

So starting with the first paragraph, I see it asks to introduce and talk about his
childhood. I am looking at my organizer from yesterday and see that this corresponds
nicely with the early life section. I am going to write that he was born in 1590 in England
next to 1. Notice how when outlining I do not have to use complete sentences, since
right now it is about summarizing or condensing ideas to help guide our drafts later on.

My next point will be about his parents dying at a young age and my third point will be
about attending separatist meetings at the age of 12. I will write parents died when he
was young, then in parenthesis lived with uncles. Then in 3. Separatist meetings.

Looking at my next paragraph it is about his skills and career. This aligns nicely with the
what is he famous for section. The thing I will mention is that he was the governor of
Plymouth colony. The point I want to write how he was a writer, and finally I will mention
how he was a separatist. This isnt necessarily a skill but it did influence his career, so I
am going to mention this here. Is there anything else I could add though?
Next paragraph would feature the struggles or hard times he faced and achievements
or accomplishments. Here I will look at both the fun facts and what is he/she famous for.
For the 1st struggle I have that his parents died at a young age, but I mention this in the
first paragraph, so instead I will write how his wife drowned. Is this something that was
hard to go through? Another thing I will write about is the struggle of being governor. This
wasnt easy as many didnt even survive the firs winter. As governor he had to deal with
challenges such as Native Americans and making rules and that was not easy.

Lastly, the final paragraph is a conclusion in a sense as we mention why he is

important. Here Ill look at what is he or she famous for as well as character traits and
even interesting facts. I think here I can mention the Mayflower compact as signing it
helped give us a government, and also that he presided over the first Thanksgiving. This
is an important holiday for our culture and without him we might not celebrate.

Okay, now that you have an example, I want you to create an outline of your own. You
may pick William Bradford, but if you do, try and change it up a little bit. Pick the person
that interests you most, so that you have more to write about tomorrow. You may
whisper to your neighbor if need be, but if the volume gets too loud, everyone will be
asked to do this silently. I will pull a couple of you to help create your outline and the rest
will go back to their desks and work quietly.
YOU DO ALONE:
Students will work quietly to create an outline for their biography about the colonial figure
they choose. Students will use the teachers model as well as their graphic organizers to
complete this task.
SOME DO:
A couple of ELL students as well as struggling readers and writers will be put in a small
group and work alongside the teacher to create an outline based on their organizers
from the previous lessons. The teacher use guided instruction to help them complete the
task at hand.

CLOSURE:
Students will turn in their outlines to the teacher so that she can check them as a
means of understanding and add any comments helpful in creating a draft.

Resources and Materials:

Outlines (28), Graphic Organizers from the previous lessons
 Lesson Plan 3

Lesson Name : A Biography About ______

Grade Level (s): 5

Common Core Content Standards:

CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
Learning Objectives:
Content Objective-
Students will write a biography.
Language Objectives-
Students will write a 4 paragraph biography using their outline and sentence frames.

Social Objective:
Students will use active listening while the teacher models how to write a biography.
English Language Development (ELD) Standards and Proficiency Levels-
Expanding:
5.I.C.10b Write increasingly concise summaries of texts and experiences using complete
sentences and key words (e.g., from notes or graphic organizers).
Bridging:
5.I.C.10b Write clear and coherent summaries of texts and experiences using complete
and concise sentences and key words (e.g., from notes or graphic organizers).

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2
Words
Text Types/Structures (and related Biography
vocabulary)
Language Frames/Supports (and linking _____ was born in _______ in
words) ______________.

___________ was born in ____________

and grew up in ____________.

He/she had a _____________ childhood.

______ had several skills.

__________s career included

__________.
 _________________ was a
_____________ who
___________________.

_________________ had several

struggles and achievements throughout
his/her life including _________.

Some struggles ______________ faced

are __________.

Aside from/despite/regardless of these

struggles ____________ was able to
_________.

Without ___________

Had it not been for _____________

____________ is important because

____________

Formal and Informal Assessments:

Since this is the last lesson in the segment, it primarily consists of the formal formative
assessment of writing a biography. Before students are given this formal assessment
however, they will be informally assessed on their active listening skills while being
shown how to write a biography as well as their contributions to group discussion. If a
students says the sentence about achievements could start with William Bradford
was born in 1590 it shows that they are not comprehending how to write a biography
or the structure of each paragraph. The biography they create will be their assessment
of not only their ability to use their outlines to create a draft, but how and where they
place the key details accordingly.
Procedure-Instructional Strategies and Learning Tasks to Support Student
Learning:
ANTICIPATORY SET:
The teacher will review what the students have been working on and have some
students share some key details about the colonial figure they picked to get them back in
the mindset of a biographer.

I DO:
The teacher will model how to use the outline from the previous lesson to create a
biography.

Okay class, we have spent the past couple of days working on summarizing. First we
summarized what we read and took notes on a graphic organizer, then we summarized
our notes and created an outline, and now we are moving into the next stage of the
writing process and becoming biography writers. As a biography writer our job is to
summarize the life of a colonial figure, whom you chose yesterday. We do not need to
tell every single fact we know about the person, just summarize or highlight the most
interesting or important key details that will help the reader understand who this person
is and what their life was like. You will use your outline to help you write your biography,
which is what I will be modeling for you today.

Before I start writing, I am going to take out my outline and look at how everything is
broken down. I see my first paragraph is going to be about William Bradfords early life
and any childhood experiences and education. I have provided a list of possible
sentence starters for you all in case you need some extra help getting started. I am
going to look at that list and use the first one in the introduction section. Using this
sentence starter, my first sentence will be will be: William Bradford was born in
Austerfield, England in 1590. Notice how when I am creating this biography I am now
having to write using complete sentences, which we didnt do on our outlines yesterday.
Outlines are rough sketches, where now we are writing a draft, so we must use complete
sentences to inform our readers and make our biography make sense.

Looking over at my outline, I see I wanted to make my next sentence about his parents
dying at a young age. Now, I want to set up this fact with a topic sentence, so I am going
to look at my sentence starters and I see one about his childhood, so I am going to use it
to write about his childhood. What kind of word would go in the blank: He had a _______
childhood? When talking about someones childhood remember we are using adjectives
such as depressing, which is what I will use since it describes how his childhood was
sad.

Adding on to his childhood, I am going to mention how he grew up with his uncles.
Notice how even though my outline only has 3 sentences labeled, I can add more to
enhance or make my writing more interesting. Try to also make sure that sentences vary
in length, which you can use linking words, which are what (conjunctions) to make
sentences more interesting.

Lastly, I wrote in my outline about William Bradford attending separatist meetings, so I

am going to make my next sentence about that.

Moving on to my next paragraph, which according to my outline is about his career and/
or skills. I can either start with a topic sentence such as: _______ had several skills, but
am going to go ahead and just say: William Bradford was a separatist. I think this could
be explained a little more, so I am going to add a sentence that says: This was a religion
that the king of England did not approve of. You learned a little about relationships in text
the other day in your literacy lesson, so I am going to use this as a cause and effect and
say since this happened, he went on the Mayflower, so my sentence will be: Since he
feared being arrested, he and his wife came to America on the Mayflower in 1620. I need
to add 1 more sentence about his book and I also need to mention his main career,
being governor, so ill write: He helped found the colony of Plymouth and became the
governor. Notice how I took two pieces of information and combined it using a
conjunction. My last sentence: He also wrote a book about his time in Plymouth called
Of Plymouth Colony. This book contained information about the colony and what life was
like at the time.

Okay, now if I was writing a paragraphs about his achievements, what is one way I
could maybe start my paragraph? Let me look at my sentence starters are pick one that
I think makes sense. I am going to write: In Plymouth, he had many struggles as well as
several achievements. Now I have to list these achievements or successes that he had
while in Plymouth and the struggles or hard things he had to deal with. I am going to
write . His wife drowned on the Mayflower after a challenging journey to America. He
also had to deal with the challenges of being governor, such as dealing with Native
Americans and trying to keep the colony from falling apart. Since I mentioned struggles, I
want to mention achievements as well so using my sentence starter I will write: Despite
these struggles, he signed the Mayflower compact as well as presided over the first
Thanksgiving.

Lastly, my final paragraph is about his impact. Why should be care who he is and why
are we still learning about him? I am going to refer to my sentence starters and write:
Without William Bradford, we would not have as much insight on the history of that time
and may not have had the democracy we have today. Notice how this only one
sentence, but it contains two ideas and makes a more complex or detailed sentence.

So now that I am done, I want you to use my draft as a model as well as sentence
starters to create a draft of your own. Remember that you have all your details outlined
and now you are using both the sentence starters and the outline to create sentences for
your own biography.

YOU DO ALONE:
Students will use their outline, sentence starters, and sample draft created by the
teacher to write a biography about their chosen colonial figure. The teacher will walk
around and assist students if need be while they work independently at their desks.
SOME DO:
Sentence frames are available for all students, but are aimed at IEP, ELLs, and
struggling writers. The teacher will make sure these students are also being supported
by consistently checking in on their progress and providing extra assistance as needed.
They are also given the chance to complete a fill in the blank biography if need be.
GATE students will be given more freedom in the length and variation of their biography
in order to challenge themselves if desired.

CLOSURE:
The teacher will praise students for completing the lesson goal and will also have
some students volunteer to share a paragraph or sentences from their essay with the
class.

Resources and Materials:

Biography paper (28), Sentence starters (28), Fill in the blank draft paper (as needed)