Lesson plan

Lesson 3 - Shared Research Writing: Drafting the Focus Statement and Detail Sentence

  • From EL Education Language Arts
  • Created by
  • Standards
  • Tags
teaches Common Core State Standards SL.K.1 http://corestandards.org/ELA-Literacy/SL/K/1
teaches Common Core State Standards SL.K.1.a http://corestandards.org/ELA-Literacy/SL/K/1/a
teaches Common Core State Standards SL.K.4 http://corestandards.org/ELA-Literacy/SL/K/4
teaches Common Core State Standards W.K.2 http://corestandards.org/ELA-Literacy/W/K/2
teaches Common Core State Standards W.K.7 http://corestandards.org/ELA-Literacy/W/K/7
teaches Common Core State Standards W.K.8 http://corestandards.org/ELA-Literacy/W/K/8
Print / PDF
Press ESC or click here to exit full screen

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

To learn more about this lesson, read the Lesson 3 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can use information from research to contribute to a piece of shared writing. 
  • I can show what I know about trees through writing and collage. 

Ongoing Assessment

  • During Work Time B, circulate and listen as students contribute to shared writing to document progress on the Informative/Explanatory Writing Checklist.

Purpose of Lesson

  • This is the second lesson in a series of three that takes students through the process to create an informational writing piece and collage based on research. The process includes research reading, note-taking, and informational writing as practice for the performance task.

In Advance

  • Prepare the Sugar Maple collaging materials for Work Time C by pre-cutting construction paper of the necessary colors into appropriate different sizes and shapes.
  • Distribute materials for Work Time C at student workspaces.
  • Strategically pair students for the role play in Work Time A (reference Role Play protocol). Consider pairing students with varying levels of language proficiency. The students with greater language proficiency can serve as models in their partnership, initiating discussion and providing implicit sentence frames.
  • Post: Learning targets, “Clay Leaves” Poem, and any applicable anchor charts.

Vocabulary 

  • Lesson-specific: noun, high quality, focus statement, detail sentence, perseverance 
  • Text-specific: clay, leaves

Materials

  • “Clay Leaves” Poem (from Lesson 2; one to display)
  • Sugar Maple: Class Notes (completed in Lesson 2; one to display)
  • Role-Play Protocol Anchor Chart (begun in Module 2)
  • Describing the Sugar Maple Booklet (pages 1–2; one to display)
  • Paper (lined; one piece per student)
  • Pencils (one per student)
  • Describing the Sugar Maple Booklet (Example, for Teacher Reference) 
  • Model of Informational Collage (from Lesson 1; one to display)
  • High-Quality Work Anchor Chart (begun in Lesson 1)
  • Sugar Maple Collage Template (one per student and one to display)
  • Glue sticks (one per student and one for teacher modeling)
  • Collage Planner (completed in Lesson 2; one per student)
  • Sugar Maple Images (from Lesson 2; one set per student)
  • Construction paper (class set; a variety of browns, grays, and blacks per student and for teacher modeling)
  • Perseverance Anchor Chart (begun in Module 2)
  • Back-to-Back and Face-to-Face Anchor Chart (begun in Module 2)

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.