Daily Lesson Plan Day 1

Daily Lesson Plan
Day 1
Name: Trinity Belcher Date: 3/9/20
Subject: ELA Topic: Informational Writing
Grade: 4th Length of Lesson: 1 hour
The Big Idea: Students will combine information from multiple passages to write a five-
paragraph informational essay.
Domain: Writing
Cluster: Text Types and Purposes
Standard: ELA.4.21
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
 Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
 Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
 Link ideas within categories of information using words and phrases (e.g., another, for
example, also, or because).
 Use precise language and domain-specific vocabulary to inform about or explain the
topic.
 Provide a concluding statement or section related to the information or explanation
presented.
Specific Objective: Students will read a passage set and, after completing a graphic organizer,
will write a five-paragraph essay response to a given prompt for an accuracy of 6 out of 10.
Introduction:
The teacher will introduce the lesson by reading the I Can statement, “I can combine information
from multiple passages to write a five-paragraph informational essay.” The teacher will explain
to the students that throughout the week, they will be reading a passage set about caves and
writing a five-paragraph essay answer to a prompt about caves. The teacher will remind students
that even though a prompt might only say to write 2-3 paragraphs, they will still be expected to
write 5.
Method(s):
Whole group instruction, graphic organizer
Materials/Equipment/Technology/Community Resources:
Passage 2: Toads
Smart Board
OREO Graphic Organizer (Prewriting)
Caves Passage Set
ELMO projector
Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will begin the lesson by reading Passage 2: Toads. After reading the passage, the
teacher will read the prompt provided for the Toads and Frogs passage set (how to tell toads and
frogs apart). The teacher will then begin to reread the passage slowly, modeling how to identify
the important information found in the passage that relates to the prompt. The teacher will read
each sentence and then think aloud about whether the information in the sentence can be used to
answer the prompt. If it can, the teacher will underline the information in the sentence, pointing
out that the entire sentence was not underlined.
Guided Practice:
After modeling for a few paragraphs, the teacher will read a sentence and then ask the students if
it contains important information that relates to the prompt. If the students correctly say yes, the
teacher will ask them to think of what that information is, and then after a pause will call on a
random student to come up to the board and underline the important information. The teacher
will ask the rest of the class if they agree. If a student incorrectly says that there is important
information in the sentence, the teacher will ask what that information is and then provide an
explanation for why it is not important for answering the prompt. If the students say that there is
no important information, the teacher will ask the class why the information in the sentence is
not important for the prompt. If the students were incorrect, the teacher will point out the
important information and explain why it is important for answering the prompt. The teacher will
go through this process for a few sentences of the Toads passage. The teacher will then explain
that once the students have finished going through this process with the Caves passage set, they
will go back and write down all of their underlined information on their OREO graphic
organizers in the “E,” or examples, section.
Independent Practice:
The students will independently whisper read all of the passages included in the Caves passage
set. After they read all of the passages, they will underline the important information that
answers the prompt, and then they will write the underlined information on their OREO graphic
organizers.
Differentiation: (You need to address in your differentiation of the lesson how you will
meet the needs of the 3 Tiers. Be sure you are specific.)
Tier 1 Learners:
Tier 1 learners will be given explicit instruction and modeling on how to identify important
information in an informational text that relates to a prompt. During independent practice, these
students will work on their own.
Tier 2 Learners:
information in an informational text that relates to a prompt. During independent practice, the
teacher will use questioning, like that used during guided practice, to assist these students as
necessary.
Tier 3 Learners:
information in an informational text that relates to a prompt. If needed, the teacher will work
with these students in a small group, providing additional modeling and guided practice until the
students are able to work on their own.
Evaluation/Assessment:
The teacher will formatively assess the students during guided practice by listening to students’
answers and observing student reactions. The teacher will also formatively assess students during
independent practice, while working in the small group and by circling the room and observing
student progress.
Wrap-Up (Lesson Closure) /Concluding Activity:

The teacher will close the lesson by allowing students to share some of the important information
that they found from the Caves passage set.
Lesson Reflection:
The students have struggled to identify important information in the past, often underlining or
highlighting entire paragraphs/passages. Overall, they did much better during this lesson. There
were still some students who chose too much information, and a few students overcorrected and
chose too little. Not all of the students finished going through the passages and will have to finish
on day 2.
Daily Lesson Plan
Day 2
Domain: Writing
Standard: ELA.4.21
clearly.
comprehension.
topic.
presented.
Introduction:
The teacher will introduce the lesson by having the students state the I Can statement. The
teacher will read the prompt for the Caves passage that the students are supposed to be answering
and ask the students if they only need to write 2 or 3 paragraphs. The students should answer that
no, the need to write 5 paragraphs: an introduction, three bodies, and a conclusion.
Method(s):
Passage 2: Toads
Smart Board
ELMO projector
OREO Graphic Organizers (prewriting and rough draft)
Caves Passage Set

The teacher will go back to the Toads passage and model how to write a thesis statement
(opening statement on the OREO graphic organizer) that matches the prompt. The teacher will
explain that the thesis statement is a sentence which tells the reader what they are going to be
reading about – it is the main idea of the essay. The teacher will then model how to complete the
“R,” or reasons, section of the OREO. The teacher will explain that the three “reasons” are going
to be the main ideas of each body paragraph. The reasons need to be the three ideas that answer
the prompt.
Guided Practice:
After modeling the first two R’s of the OREO, the teacher will ask the students to think of a third
reason that could be added to the organizer. The teacher will randomly select a few students to
share their ideas with the class. The teacher will then explain that the O and R of the OREO are
what make up the introduction of the essay. The teacher will guide the class on how create an
attention getter and how to put the three reasons into full sentences for the first paragraph (O and
R) of the rough draft OREO.
The students will come up with their thesis statements for their essays on the Caves passage set.
The students will add their names onto the board when they have finished this and then will
move on to the R section of the OREO. The teacher will check the students’ thesis statements
when available. When the students have their R’s finished and thesis statements checked, they
will go to the second OREO chart and write their introductions.
Tier 1 Learners:
Tier 1 learners will receive explicit instruction and modeling on how to write a thesis statement
and 3 reasons based on important information selected to answer a prompt. The teacher will
check the thesis statements. When these students complete their independent practice, they will
be able to help other students with their thesis statements and/or reasons.
Tier 2 Learners:
and 3 reasons based on important information selected to answer a prompt. The teacher will use
questioning to assist these students or have tier 1 learners help with coming up with thesis
statements and reasons as needed.
Tier 3 Learners:
and 3 reasons based on important information selected to answer a prompt. The teacher will
work in a small group or one-on-one as needed with these students to provide additional
modeling or use questioning and prompting to help in coming up with thesis statements and
reasons.
The teacher will assess students throughout the lesson through observations. The teacher will
assess each student’s thesis statement individually and will provide additional guidance as
needed.

The teacher will wrap up the lesson by having a few students share their thesis statements and/or
3 reasons with the class. The teacher will remind the students that the thesis statement is the main
idea of the entire essay and the reasons are each a main idea for one of the body paragraphs.
Lesson Reflection:
Some students, mainly my tier 1, grasped the idea of the thesis statement very well and finished
their independent practice with plenty of time to spare. A few students, however, seemed to
really struggle. I had one of my tier 1 students try to help the struggling students who I couldn’t
seem to reach so that I could check on the rest of the class, and it helped a couple of them. I also
had a few students who confused the thesis statements with an attention getter and tried to pass
an attention getter off as a thesis statement.
Daily Lesson Plan
Day 3
Domain: Writing
Standard: ELA.4.21
clearly.
comprehension.
topic.
presented.
Introduction:
teacher will read the prompt for the Caves passage that the students are supposed to be answering
and ask the students if they only need to write 2 or 3 paragraphs. The students should answer that
no, the need to write 5 paragraphs: an introduction, three bodies, and a conclusion.
Method(s):
Passage 2: Toads
Smart Board
ELMO projector
OREO Graphic Organizers (prewriting and rough draft)
Caves Passage Set
Dry Erase Boards and Markers

Using the OREO based on the Toads passage, the teacher will model how to write a body
paragraph on the rough draft OREO. The teacher will model how to restate the first reason, the
thesis statement for the first body paragraph, and then take information from the “E” of the
OREO and turn it into the rest of the paragraph. The teacher will model the process again with
the second reason to create the second body paragraph.
Guided Practice:
After modeling the first two body paragraphs, the teacher will have the students practice by
restating the third reason and writing the third body paragraph on dry erase boards. The teacher
will circle the room and observe the students’ paragraphs, providing suggestions and using
questioning as needed to help students. When the students have finished the paragraph, the
teacher will randomly call on a few students to share what they wrote. The teacher will ask
questions to the class about each paragraph shared to see if the students agree that the
information included is aligned with the reason, or main idea, of the paragraph. The teacher will
then guide students through restating their thesis statements and wrapping up their essays to
create a conclusion.
The students will complete paragraphs 2, 3, and 4 on their rough draft OREO organizers using
the information they took from the passages and put on the prewriting OREO. Students will then
write their conclusions.
Tier 1 Learners:
Tier 1 learners will receive explicit instruction and modeling on how to write their body
paragraphs. When these students finish their prewriting OREOs, they will be allowed to assist
other students who need some help with their conclusions.
Tier 2 Learners:
paragraphs. These students will receive additional assistance from the teacher through
questioning and/or modeling as needed.
Tier 3 Learners:
paragraphs. The teacher will meet with these students in a small group as needed to provide
additional modeling or assistance through questioning.
The teacher will evaluate the students throughout the lesson by observing the paragraphs they
write on their dry erase boards during guided practice and by reviewing students’ finished rough
drafts.

The teacher will close the lesson by reviewing with the students how many paragraphs they are
supposed to write and what each paragraph will contain. The teacher will also ask the students
what the thesis statement is.
Lesson Reflection:
This lesson went fairly well. The biggest struggle was with the conclusions, which is what I had
anticipated. I did have to keep telling the students not to worry about spelling because we would
be doing that when we edit. I had students interrupting me when I was working with others
asking me how to spell certain words that were in their passages if they looked. The other
problem a lot of the students had was that the information they put in their paragraphs was not
related to the reason, or main idea, for the paragraph. This did surprise me because of the unit I
did on main idea a few weeks before. But overall, the students did well with their rough drafts.
Daily Lesson Plan
Day 4
Domain: Writing
Standard: ELA.4.21
clearly.
comprehension.
topic.
presented.
Introduction:
teacher will explain that now that the students have their 5 paragraphs, they have to go back and
revise their essays. The teacher will also review , FANBOYS with the students.
Method(s):
Whole group instruction, checklist
Passage 2: Toads
Smart Board
ELMO projector
OREO prewriting and rough draft (completed)
Caves passage set
Dry erase boards and markers
Revision Checklist (not included below)
When/Where words sheet (not included below)
, FANBOYS sheet

The teacher will introduce the revision checklist to the students (checklist includes circle
when/where words, box FANBOYS, underline thesis statement). The teacher will display the
completed rough draft for the Toads passage and model how to go through the checklist on the
introduction and the first two body paragraphs. The teacher will tell the students they should
have a thesis statement underlined in the introduction and each body paragraph should have at
least 2 FANBOYS and 2 when/where words. The teacher will point out that the first body
paragraph only has one FANBOYS, so the teacher will read the paragraph and, while thinking
out loud to model the process, combine two sentences with a FANBOYS to make a compound
sentence. The teacher will then point out that the second body paragraph has everything from the
checklist, but it does not seem very strong. The teacher will then model how to go back to the
original article to add more information to make a stronger paragraph.
Guided Practice:
The teacher will give the students time to read the third body paragraph, looking for FANBOYS
and why/when words and have them give a thumbs up when they are finished. When the students
have all finished reading the paragraph, the teacher will randomly select students to come up to
the smart board one at a time to circle or box the appropriate words until all of them have been
found. The teacher will then have the students add a FANBOYS to the paragraph, writing their
sentence on a dry erase board. The teacher will check the students’ sentences and randomly
select a few students to share their sentences with the class.
The students will read their essays and go through the revising checklist. Once they have gone
through the checklist, they will add FANBOYS, why/when words, and then they will make sure
that they have transitions. Once they have finished that, they will look for anywhere that they can
make the wording sound better or that they can add more information. When students are
finished revising their essays, they will be allowed to switch with another student who is finished
and look over each other’s essays.
Tier 1 Learners:
Tier 1 learners will be provided with explicit instruction and modeling on how to revise an essay.
When these students are done, they will switch papers with other students to double check their
peers’ revisions.
Tier 2 Learners:
peers’ revisions. These students will be provided additional assistance from the teacher as
necessary.
Tier 3 Learners:
peers’ revisions. The teacher will create a small group to further model and guide these students
in revising their papers as necessary.
The teacher will assess the students throughout the lesson through questioning, the use of the dry
erase boards, and through observation.

To close the lesson, the teacher will have the students each share a compound sentence
(FANBOYS) that they wrote with the class.
Lesson Reflection:
This lesson did not quite go the way I had hoped. The students had not had much experience in
revising at all, so it was a difficult process. I think that I need to plan a smaller lesson where the
students are revising short paragraphs at a time, and not entire essays. I think it would be easier
to revise something that they haven’t been looking at for several days as well. One or two
students did very well with revising, but most of the students just wanted to be done and rushed
through.
Daily Lesson Plan
Day 5
Domain: Writing
Standard: ELA.4.21
clearly.
comprehension.
topic.
presented.
Introduction:
The teacher will introduce the lesson by having the students state the I Can statement.
Method(s):
Whole class instruction, partners
Smart Board
ELMO projector
OREO prewriting and rough draft (completed)
Colored pencils
Laptops

The teacher will model how to proofread and edit a five-paragraph essay, demonstrating how to
look for errors in capitalization, punctuation, and spelling. The teacher will explain to the
students that they will be typing their essays after they finish editing them, but it is still important
to edit before typing because sometimes a word that is misspelled can spell another word, or they
might have correctly spelled words used incorrectly (such as there, their, and they’re) which the
computer will not catch.
Guided Practice:
The teacher will have the students edit a short paragraph about Friday the thirteenth that was
written on the board. The teacher will tell the students that there are 5 mistakes in the paragraph.
Once the students have written and edited the passage, the class will have a discussion about
what the mistakes were and why.
The students will trade papers with a teacher-chosen partner. The students will proofread their
partner’s papers and, using a colored pencil, mark what they see that needs to be edited. The
students will then trade their papers back, look at what their partners suggested, and then
proofread their own papers, looking for additional mistakes. Once a student’s paper has been
edited by a partner and the student, the student will get a laptop and type their essay.
Tier 1 Learners:
Tier 1 learners will be provided with explicit instruction and modeling on how to proofread and
edit a paper. The students will be partnered with other students that they will be able to assist.
Tier 2 Learners:
edit a paper. These students will be partnered with others who they can assist and get assistance
from. The teacher will provide additional assistance as necessary.
Tier 3 Learners:
edit a paper. These students will be partnered with others who they can get assistance from. Once
their papers have been edited by another student, the teacher will meet with them individually to
walk them through the process of editing their paper, to provide explanations for the edits, or to
provide additional assistance as necessary.
The teacher will assess the students’ understanding of editing throughout the lesson through
observation and questioning. The teacher will assess the students’ completion of the objective of
writing a 5-paragraph essay response to the prompt with the use of a rubric.
Content The essay fully The essay somewhat The essay did not
answered the prompt answered the prompt answer the prompt
with all of the with all or some of and/or information
information coming the information did not come from
directly from the coming directly from the passage set.
passage set. the passage set.
4 points 3-2 points 1-0 points

Organization The essay is The essay is missing The essay is missing
organized with an one paragraph and/or 2 or more paragraphs
introduction with a one or two of the and/or the essay is
thesis, three body required elements. missing the thesis
paragraphs with clear statement and main
main ideas, and a ideas.
conclusion which
restates the thesis.
4 points 3-2 points 1-0 points

Mechanics The essay contains The essay contains The essay contains
few errors in spelling, several errors in many errors in
capitalization, and spelling, spelling,
punctuation. capitalization, and capitalization, and
punctuation. punctuation.
2 points 1 point 0 points

The teacher will wrap up the lesson by asking the students what they liked the most/least about
the process of writing their essays. The teacher will also ask the students what they thought was
the most difficult part that they need more practice with.
Lesson Reflection:
I did not end up getting to teach this lesson as it was supposed to occur on the last day we were
in school before the schools were shut down due to the pandemic. We did not know we were
going to close at the time, but we were instructed to focus on preparing work to be sent home in
the case of a closure, as well as doing lessons on proper handwashing. Two or three students
began editing their papers the previous day, but no one was able to finish and no one ended up
typing their papers. Because of this, the papers will only be graded based on how far the students
got, with no points being taken away due to errors in mechanics.

Daily Lesson Plan Day 1

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Daily Lesson Plan

Name: Trinity Belcher Date: 3/9/20

Subject: ELA Topic: Informational Writing

Grade: 4th Length of Lesson: 1 hour

Cluster: Text Types and Purposes

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

Wrap-Up (Lesson Closure) /Concluding Activity:

Name: Trinity Belcher Date: 3/10/20

Subject: ELA Topic: Informational Writing

Grade: 4th Length of Lesson: 1 hour

Cluster: Text Types and Purposes

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

Wrap-Up (Lesson Closure) /Concluding Activity:

Name: Trinity Belcher Date: 3/11/20

Subject: ELA Topic: Informational Writing

Grade: 4th Length of Lesson: 1 hour

Cluster: Text Types and Purposes

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

Wrap-Up (Lesson Closure) /Concluding Activity:

Name: Trinity Belcher Date: 3/12/20

Subject: ELA Topic: Informational Writing

Grade: 4th Length of Lesson: 1 hour

Cluster: Text Types and Purposes

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

Wrap-Up (Lesson Closure) /Concluding Activity:

Name: Trinity Belcher Date: 3/13/20

Subject: ELA Topic: Informational Writing

Grade: 4th Length of Lesson: 1 hour

Cluster: Text Types and Purposes

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

4 points 3-2 points 1-0 points

4 points 3-2 points 1-0 points

2 points 1 point 0 points

Wrap-Up (Lesson Closure) /Concluding Activity:

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