Meredith Brouyette

Indiana Wesleyan University

Elementary Education Lesson Plan
Writing Lesson
LESSON RATIONALE
This lesson is being taught because students need to be able to conduct research that is accurate
and know how to format research papers, citing the information that they use and accurately
reference the articles on a works cited page.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will be able to research and write about their findings in the form of a
research paper.
B. Objective(s)—After completing the lesson, students will be able to conduct research on
questions they are curious about.
C. Standard(s): 5.W.5 Conduct short research assignments and tasks on a topic
 With support, formulate a research question
 Identify and acquire information through reliable primary and secondary
sources
II. Management Plan- 1 hour 30 min
Time Space Materials
Anticipatory Set 5 min Students at desks Horses! Video

Mini Lesson 12 min Carpet Anchor Chart,

markers

Conferences 10 min each (during Side table What the student has
writing/research started
time)

Writing 50 min At desks/ around Chromebooks,

room, free to move Microsoft word
location if need be

Sharing 10 min At desks/ front of Chromebooks,

class student work

Review Learning 2-3 min At desks None

Outcomes/ Closure

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PLAN FOR INSTRUCTION
III. Students that struggle with writing will be prompted by the big idea questions that I have
given to them. For students that struggle for reading, they will be able to conduct research
from videos found on safesearchkids.com. They will be able to listen to information and see
pictures as well as read short articles.

Anticipatory Set:
IV. Show video: Horses! Learn about Horses for Children
Okay guys, I want to show you guys a quick video about one of my very favorite animals in the
world. (Show video about horses, only play about 2 minutes).
https://www.youtube.com/watch?v=ZxrEgghMA_k After watching video: So what did that video
tell us? Allow 3-4 students to give information that they learned about horses. Yes that’s all very
interesting stuff. So, how do you guys think that the narrator of the video got all of this
information? Get a few different answers, if no one answers “research” prompt them that way.
Right! The narrator had to conduct research on horses on order to be able to share that
information with us. Today, we are going to be doing that with our favorite animals!

V. Lesson Presentation (Input/Output)

Mini Lesson: Traits- ideas, organization
Today class, we are going to become experts on our favorite animals. In order to become
experts, we have to do some research! Research allows us to dive deep into topics that we
already know about and uncover new information that we can present to others. At the end of
today, we are going to have a paragraph or two written about the animals that we chose. We
may not finish today, but that is okay! We will finish up in the next few days. Before we get
started, why don’t you all come to the carpet and we watch another short video, but this time
about how we start a research paper. Play video about research
https://www.youtube.com/watch?v=3qqyH-YvzXM In this video, the lady talks about what she
knows, what she wants to know, and what she learned. We’re going to do the same thing.
However, we need to back up a second and do some brainstorming. So, with your pencil and
paper, I want you to take about a minute or two to brainstorm some animals that you might be
interested in learning more about. Allow the students a minute or two to brainstorm. Have you
guys come up with some good lists? When you all get back to your seat you’ll need to make a
decision on which you’d like to write about. But for now, I’m going to show you how to plan out
a research paper. When writing a research paper, you need to come up with big ideas, or main
points that you want to talk about. In our research papers, we are going to look at four different
big ideas: What the animal looks like, what they do, what they eat, and where they live. I will
write these on anchor chart as I say them. Then I will draw chart underneath the big idea(I know,
I want to know, I learned) So, like I told you earlier, my favorite animal is a horse, so I think
that’s what I’m going to research. To be more specific, I’m going to research a Quarter Horse,
which is my favorite breed of horse. So I am now going to fill out the “I know” and “I want to
know sections of my chart” I can’t fill out the “I learned section until I do some research. I will
fill out fact for each of the four big ideas (I know horses eat hay and grass, I know horses have
brown, black, grey, or white fur and have long tails, I know horses can be wild or pets, I know

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horses are all over the place, sometimes wild and sometimes kept in barns or pastures. As I
further my research, I will begin filling out the “I learned” column. As you research the four big
ideas, make sure to record what you learned in this column. When you get back to your seats, we
are going to type “safesearchkids.com” into google, and from there you will be able to research
all you need to know about your animal. Safesearchkids.com is a search engine created by
Google to allow students to research topics for school without teachers having to worry about
what kind of things they will find on the internet. All right guys, I think I’ve thrown a lot at you
just now so I’m going to help you out as we go. When you get back to your seats, the first thing I
want you to do is look at your topic ideas and choose an animal to research.

Students will be sent back to their seats to decide on a topic

Writing
Students will be given 50 minutes to write on day one. The goal is for them to pick a topic, fill
out their planning sheets, and begin creating a draft of their paper.

Conferencing
Conferencing will start about twenty minutes into the planning/ writing process. I will try to
conference with at least three students, preferably four if time allows. These will vary based
upon how far along the student is and what they need to improve upon.

Sharing
For sharing, I will let everyone share in partners. This way, everyone gets the opportunity to
share. Then when they have finished, I will allow up to three students to share where they are to
the whole group. I don’t anticipate them being too far into their papers so it may just be short
paragraphs, or even just their planning/research sheet. The point is for students to share with the
class where they are and what they have learned about their topic.

VI. Check for understanding.

I will know what students have learned by looking at their research plan papers. I will also be
able to check their understanding during conferencing and listening to where they are at and
where they plan on going with their papers.

VIII. Review learning outcomes / Closure

To close, I would like to have whole group discussion about what we learned about the parts of a
research paper. Not what they learned about their topic, but what they learned about the
writing process. This will allow students to reflect on the structure of their paper and
what they will be doing with their research.

PLAN FOR ASSESSMENT

The research plan paper will be a form of summative assessment. The conferences will be a form
of summative assessment. The papers at the end of the whole lesson will be summative
assessment.

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REFLECTION AND POST-LESSON ANALYSIS
(CAEP K-6 3.b)
Develop lesson-specific questions

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?

4 Revision Date: October, 2018

 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric

Rationale
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
Rationale Candidate Candidate uses Candidate uses Candidate uses
demonstrates understanding of understanding of understanding of
Relationshi little or no how children how children how children grow
p to understanding of grow and develop grow and develop and develop across
Science how planning is across the across the the developmental
Content related to how developmental developmental domains, and is
children grow, domains but is domains while able to articulate
develop, and unable to state articulating the the theoretical
learn. how the lesson is rationale for the foundations for the
CAEP K-6 related to that lesson. lesson.
1.a knowledge. The statement of
rationale describes
developmentally
appropriate and
challenging
learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
Goals/ Lesson objectives Lesson objectives The lesson plan The lesson plan
Objectives/ are poorly written are correlated contains contains clearly
Standards and/or have little with learning objectives that stated content
or no connection goals and connect goals and objectives.
to learning goals standards. The standards with Objectives are
or standards. connection lesson activities logically
INTASC 4 Little connection between and assessments. connected to
exists between objectives and appropriate goals
CAEP K-6 objectives and lesson activities and standards and
3.c lesson activities and assessments are consistent with
and assessments. is weak or lesson activities
unclear. and assessments.
Instructional
planning is based
on individual
student needs.

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 The anticipatory The connection The anticipatory The anticipatory
set is missing or between the set is clear and set connects the
has little or no anticipatory set direct and focuses
current lesson with
Anticipator connection to the and lesson students’ attention
previous and
y Set goal or content of objectives and on the lesson. future learning and
the lesson. content is weak or focuses students’
InTASC 8 unclear. minds and
attention on the
day’s lesson.
The statement of A statement of The statement of The statement of
purpose is purpose is purpose is clearly purpose has the
ambiguous or included in the connected to the power to capture
worded so LP, but has little content of the the imaginations of
Purpose generally that the power to motivate lesson and is students and
connection with students and presented in terms motivate them to
the content of the capture their that are easily accomplish the
lesson is not imaginations. understood by expected learning.
apparent. students.

Plan for Instruction

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no Instructional Instructional Specific
instructional opportunities are opportunities are instructional
opportunities are provided in this provided in this opportunities are
included. Any lesson; however, lesson. The provided in this
instructional they are not opportunities are lesson that
Adaptation
opportunities are adapted to developmentally demonstrate the
to
not individual appropriate and/or candidate’s
Individual
developmentally students. are adapted to understanding of
Differences
appropriate or individual individual learner
and Diverse
adapted to students. characteristics and
Learners
individual how these
students. differences might
CAEP K-6
be used to
1.b
maximize a
student’s learning.
InTASC 2
Unique
Diversity
instructional
opportunities are
included for
individual
students.

Plan for Instruction, cont.

6 Revision Date: October, 2018

 The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
The candidate’s The candidate’s The candidate’s
lesson is lesson lesson
The candidate’s somewhat demonstrates an demonstrates
lesson is not developmentally understanding of strong
Lesson developmentally appropriate. developmentally developmentally
Presentatio appropriate. appropriate appropriate
n The candidate’s practice. practice including
The candidate’s lesson includes a variety of ways
Explicit lesson does not the basic level of The candidate’s to teach content.
Instruction use appropriate modeling. lesson includes
of Trait modeling and both modeling and The candidate’s
guided practice. The lesson guided practice. plan includes
presentation multiple ways to
The lesson includes activities The lesson model and guide
presentation that encourage presentation practice.
includes little student includes relevant
InTASC 5 opportunity for participation, but activities that The lesson
CAEP K-6 students to lack purpose or encourage student presentation
3.f engage in depth. participation and supports student
relevant and critical thinking. motivation
active learning. through relevant
and collaborative
activities to
engage learners in
critical thinking
and problem
solving.
The candidate’s The candidate’s The candidate’s The candidate’s
plan is not plan is plan is plan is
differentiated for differentiated differentiated differentiated
Differentiat subsets of according to a according to according to
ed students or subset of learners learners and learners and
Instruction individual and includes includes a variety includes a variety
students. modifying content of instructional of instructional
Conference or instructional approaches that approaches that
Plan processes. address individual address individual
interests and interests and
CAEP K-6 preferences for preferences for
3.d learning. learning.

The candidate
differentiates
content by

7 Revision Date: October, 2018

 modifying
difficulty, depth,
or complexity of
materials.
Little or no A guided practice The lesson plan Plans to check for
provision is section is included includes a plan student
included to in the lesson plan, and the means to understanding of
Check for check for student but the connection check for student the content are an
Understand understanding or with the lesson understanding of integral part of the
ing to reteach presentation is the lesson. A lesson, and
concepts that weak and/or provision is include frequent
InTASC 4 elude students unclear. included to reteach questions and
during the initial all or part of the other actively
presentation. lesson to all or engaging forms of
part of the class. formative
assessment during
guided practice.

Lesson closure is Lesson closure is Lesson closure Lesson closure is

Review
not included, or weak and/or relates directly to clearly correlated
Learning
is not related to poorly written. the lesson purpose to the content of
Outcomes/
the goals and/or and/or objective. the lesson and
Closure
content of the actively engages
lesson. students in
Sharing
summarizing the
essential elements
InTASC 4
of the lesson.
No independent Independent Assignments or Independent
Independen
practice practice activities activities are practice activities
t Practice/
activities are are not well included that are highly
Extending
included in the conceived and/or provide students correlated to
the
lesson, or written; student with the lesson objectives
Learning
activities are accomplishment opportunity to and content and
unrelated to the of IP activities is practice learned lead to student
Writing
content of the not likely to result skills; All mastery.
Plan
lesson. in lesson mastery activities match
InTASC 5
lesson objectives.

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Plan for Assessment
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
The lesson plan Formative and A plan for formal Formal and
Formal does not include summative and informal informal
and formative asessment assessment assessments
Informal assessment activities are throughout the strategies are a
Assessme activities, or there included in the lesson is included. seamless and
nt is little or no lesson, but they The assessment integrated part of
correlation are not well strategies are the lesson. The
CAEP K- between planned correlated to uniquely designed assessments are
6 3.a assessment and/or do not for the individual highly correlated
InTASC 6 activities and cover the full students. to the learning
lesson goals and range of LP goals objectives and
objectives. Any and objectives. promote
assessments The assessment continuous
included are not strategies do not intellectual, social,
developmentally promote emotional, and
appropriate for the development of physical
students. each individual development of
student. each student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources,
and skills as they apply to specific content and pedagogical knowledge, assessment practices,
and student achievement. The selection of appropriate technological tools reflects the
candidate’s ability to make sound instructional decisions that enable all students to achieve the
expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
Integration The lesson plan The lesson plan The lesson plan The lesson plan
of reflects reflects reflects reflects
Technolog educational insufficient or educationally educationally
y decision making misaligned sound decisions sound decisions
regarding decision making regarding regarding
InTASC 7 available regarding available available
technology that available technology technology
Technolog adversely technology; (including, but not (including, but not
y Thread impacts student statements limited to, limited to,
learning and/or indicating the use instructional and instructional and
fails to engage of instructional, assistive assistive
students at the assistive, or other technologies) to technologies) that
necessary level to technologies are support learner engage students,

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 meet lesson written in general needs and the enhance the
objectives. terms or in terms curriculum. learning process,
unlikely to impact and/or extend
student learning. opportunities for
learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection Self-answer Self-answer The lesson plan Additional self-
and Post- questions are not questions are includes all answer questions
Lesson included in the included, but do required self- are included that
Analysis lesson plan. not fit the content answer questions. specifically address
or purposes of the Questions are unique lesson
CAEP K-6 lesson. included to plan, content and
3.b monitor, and adapt methodology.
instruction based Questions are
InTASC on the lesson included to plan,
Standard 9 assessments. monitor, and adapt
instruction based on
the lesson
assessments.

Lesson Plan Elements B D C A Score

Rationale
    /4
CAEP K-6 1.a
Goals/Objectives/Standards
    /4
CAEP K-6 3.c
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences
    /4
CAEP K-6 1.b
Lesson Presentation
    /4
CAEP K-6 3.f
Differentiated Instruction
    /4
CAEP K-6 3.d
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment
    /4
CAEP K-6 3.a
Integration of Technology     /4
Reflection and Post-Lesson Analysis
    /4
CAEP K-6 3.b

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Steps
Brainstorming
Planning
What I already know
What I need to know
Big ideas (4) Where does this animal live? What do they eat? What do they do? What do
they look like?
I Know I Wonder I Learned
Researching Animals

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