Writing+Lesson



5th Grade Ecology Writing Lesson Plan **Author:** Jessica Frumm **Input:** The students will receive direct instruction as well as a class handout. **Modeling:** I will model reading an article and doing an outline of a persuasive essay (using the organizer provided to the students). **Guided Practice:** The students will work in groups to read the article and write their outline. This will allow for intervention from the teacher and help from peers. **Check for Understanding:** I will be monitoring their class work to see how students are progressing and will use my assessment to inform further instruction as needed. **Independent Practice:** Students will use the outline they wrote with their partner to write a 5 paragraph essay. **Closure** Students will share their ideas for what to do with the Pechanga's land and we will end with a class discussion about the creative ideas we came up with as a class. Students will use peer editing the next day to finish their essay's. I will encourage the students that their final drafts will be matted and displayed in the class along whit our other Ecology works for the unit. || EL students will receive front loading prior the lesson and will be required to produce works that align with their ELA/ELD levels. Gifted Students will be required to write the persuasive essay from the perspective of the Pachanga Indians or the Temecula Leaders. At-Risk students will be front loaded and will receive tutoting during the process. As appropriate, they will receive a modified assisnment. || 2. Handout: Instructions for the assignment - 3. Graphic Organizer - ||
 * Based on lesson by:**
 * Date created:** 07/22/2012 7:47 PM PDT ; **Date modified:** 07/22/2012 9:06 PM PDT
 * ==GENERAL COMMENT AREA== ||
 * **General Comments** ||  ||
 * ==VITAL INFORMATION== ||
 * **Subject(s)** || Ecology, Language Arts (English), Social Studies ||
 * **Topic or Unit of Study** || Persuasive Essay: What should be done with the Pechanga's 303 Acres of land in the Temecula Valley. ||
 * **Grade Level** || Grade 5 ||
 * **Standards** || **Display:** Collapse All Expand All
 * CA- California K-12 Academic Content Standards****Subject:**English Language Arts **Grade:**Grade Five **Area:**Writing **Sub-Strand 1.0:**Writing StrategiesStudents write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. **Concept:**Organization and Focus **Standard 1.1:** Create multiple-paragraph narrative compositions: a. Establish and develop a situation or plot. b. Describe the setting. c. Present an ending.
 * Standard 1.2:** Create multiple-paragraph expository compositions: a. Establish a topic, important ideas, or events in sequence or chronological order. b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought. c. Offer a concluding paragraph that summarizes important ideas and details.
 * Sub-Strand 2.0:**Writing Applications (Genres and Their Characteristics)Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard Ameri-can English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
 * Concept:**Using the writing strategies of grade five outlined in Writing Standard 1.0, students:
 * Standard 2.1:** Write narratives: a. Establish a plot, point of view, setting, and conflict. b. Show, rather than tell, the events of the story.
 * Standard 2.2:** Write responses to literature: a. Demonstrate an understanding of a literary work. a. Support judgments through references to the text and to prior knowledge. c. Develop interpretations that exhibit careful reading and understanding.
 * Standard 2.3:** Write research reports about important ideas, issues, or events by using the following guidelines: a. Frame questions that direct the investigation. b. Establish a controlling idea or topic. c. Develop the topic with simple facts, details, examples, and explanations.
 * Standard 2.4:** Write persuasive letters or compositions: a. State a clear position in support of a proposal. b. Support a position with relevant evidence. c. Follow a simple organizational pattern. d. Address reader concerns. ||
 * **Lesson Summary** || The students have been studying Ecology and learning about using resources wisely. In this lesson, students will read an article about the Pechanga's land in the Temecula Valley. The students will use prior knowledge about using resources and social studies lesson's about the Indians to write a persuasive essay. The prompt will be** : ** Imagine you are a writer working for your local newspaper in Temecula. Your job is to write a convincing newspaper article. The purpose of the article is to teach the Temecula Residents about the history of the land owned by the Pechanga Indians. Your article should persuade the reader to consider your ideas for the use of the land. Your ideas for the land should be beneficial to the land, the Pechanga Indians and the Temecula economy. ||
 * **Lesson Objectives** || The students will read an article about the Temecula Valley and the land belonging to the Pechanga Indians. The students will use prior knowledge to write a persuasive essay telling the reader what should be done with the land owned by the Pechanga Indians. The solution should be beneficial to the Pechanga Indians, increase the economy for Temecula and be ecological. ||
 * **Time Allotment and context** || This lesson will be about 2 hours. ||
 * ==IMPLEMENTATION== ||
 * **Instructional Format/ Model** || **Anticipatory Set/Engagement:** The students have been studying Ecology and Indians. This lesson will allow the student's to use prior knowledge as well as new research to come up with a creative solution to a problem.
 * **Student Grouping** || Students will read and brain storm in pairs. They will also write their outline with the help of their partner as needed. The final essay will be written independently. ||
 * **Differentiated Instruction** || Special Education Students will received individualized modifications per their IEPs.
 * ==MATERIALS AND RESOURCES== ||
 * **Materials/Resources** || 1. Temecula Valley Text - See above