Lesson Plan 3

Name: Rhasean Scales Obs.
#: 3
Subject Area: Readers Date: 3/7/23
Time Duration: 45 minutes Grade: 5th
Lesson Title: Considering authors Craft
Unit: Advocating and Argument
Content Standard Alignment: (Please also include the description of the standard, rather than just the “code”)
 RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably
 RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying
which reasons and evidence support which points
Lesson Objectives/Instructional Outcomes: (Statements of student learning, not student activity)
 Teach children that readers think about texts in more than one way, considering not only the content, but
also the choices authors make that shape that content
Learning Target: (Usually written as an I can statement)

I can look at a text and consider not only the text itself but the choices that authors make in the text to make the
text more interesting.
Success Criteria: (How will students demonstrate that they achieved/met the target?)
They will be able to look at a text not just to understand it but to think about the choices of words the author
made.
Instructional Materials/Resources: (Please include teacher materials and student materials. If you are using a
book, include the title; if you are using a video/video clip, include the link and/or title)
Readers Notebook
Articles for their Topics
Pencil/highlighter for notes
Its a Plastic world
Methods and Instructional Strategies
Anticipated Student Misconceptions:
 Confusing author's craft with author's purpose: Students may mistake author's craft for author's
purpose. It is important to differentiate between the two. Author's craft refers to the techniques
and skills the author uses to convey meaning, while author's purpose refers to the author's reason
for writing.
 Focusing too much on the author and not enough on the text: While it is important to consider
the author's craft, students should not forget to focus on the text itself. The author's craft is only
one aspect of the text, and students should also consider the plot, characters, and themes.
Concept Prerequisites:
 Reading comprehension: Students should have a solid foundation in reading comprehension skills,
such as understanding the main idea, making inferences, and identifying key details. These skills
will be essential for analyzing an author's craft.
 Literary elements: Students should be familiar with literary elements such as plot, character,
setting, and theme. These elements form the foundation of a text and are closely related to an
author's craft.
Introduction- Anticipatory  Begin by sharing a picture book with students and ask them to pay
Set: (The “Hook”) attention to the author's craft elements they notice such as the use of
figurative language, the author's tone, the use of descriptive words
and how it impacts the story. Ask students to share their observations
and discuss how the author's craft impacts the story. (This is Subject
to change)
Instructional Activities:  Connection

(Begin with how you will o Think about the writing you have done so far this year and more
inform the students of the specifically, a time when you did something on purpose (including
Learning Target for this a fact to grab the reader's attention, a visual to help the reader,
lesson. It is recommended etc.)
that you write what you o As writers, we make deliberate choices in our work the same way
will do step-by-step or as a authors make choices when they are writing.
numbered or bulleted list, o Throughout this unit, you have been mostly thinking and talking
at least for your first few about what these texts are about- their content
lessons. Be sure to include o Yesterday, we shifted our thinking to how they are written.
key questions/ prompts o We are going to continue considering author’s choices even
that you will use) further, to analyze craft
 Teaching Point
o Readers, today we will learn…
o That readers can think about, discuss and write about texts on
different level
o On one level, we think about their content
o Another level of thinking is to think about how the author's
choices shape the content and why
 Teaching
o To practice analyzing craft and author’s choices, we are going to
start with a video clip called “Its a plastic World
o As you watch, think about the choices the author made and why
they made those choices
o We will watch the video
o Use the Chart to see if the director might have had any of these
goals as he created the film specifically the opening scene.
 Active Engagement
o To help yourself get to great thinking about texts, your job is to
figure out what effect the choices have on the text.
o How do they shape it?
o Why did the director/author do that?
 Link plan of work
o You take time to consider the craft of your text. Use the chart and
write down what you notice as you read.
o This will help with understanding your sides a little bit better.
Wrap Up-
Synthesis/Closure:  I will students time to share what they notice and came up with as
(What will you briefly do to they read their texts.
“end” the lesson, to inform  I will be doing a thumb check to see how they understanding the craft
your subsequent went and then I will start asking about how they feel about both sides
instruction, correct any of their topic.
possible
 I will also bring to their attention that they will start working on their
misunderstandings, and/or
slides they have to make for their sides that they picked
tie up any loose ends. A list
of ideas will be provided)
Transition(s): (How will you move the students from this lesson to the next? Brain Break, GoNoodle break,
bathroom breaks, snack, or just put away materials and get out the materials needed for the next lesson?)
 We will be transitioning to music class so I will be ending the lesson and taking the students to
music. I do however make sure that they clean up their areas and put their chrome books in their
charging area if there is time
Differentiation According to Student Needs: (Be certain to consider struggling students, as well as students who
catch on very quickly – be sure to thoughtfully plan learning groups to facilitate learning for all)
 Provide varied texts: Provide texts at different reading levels and genres to accommodate the
diverse needs of your students. This will allow all students to engage with the lesson and analyze
the author's craft of different types of texts.
 Use technology: Incorporate technology such as online discussion boards, videos, and interactive
games to engage students with different learning styles. This will make the lesson more engaging
and accessible to all students.
Assessment (Formative and Summative): (This is not necessarily some type of formal assessment, but how
do you plan to check for student understanding? Exit slips, Turn & Talk, Thumbs Up/Thumbs Down, making
rounds around the room are all examples, or consider creating a quick quiz using Plickers, Kahoot, or
Socrative. In addition, how will you document your findings?)
 I like to do the thumbs up or down because quick and the students are really use to the thumb
checks and take the thumbs checks and it helps me understanding who I met with the next
morning to go over the lesson again
Personal reflection on the lesson:

(Be thinking about questions you will ask yourself after you teach the lesson. There is no need to type out
your reflection – you are welcome to simply write your reflections at the bottom of your lesson plan)
By reflecting on the lesson plan, I can identify areas of strength and areas for improvement, which
can help you to refine your teaching practice and create more effective lessons in the future. It is
important to regularly reflect on lessons and adjust as needed to best support student learning.
When I do my lesson plan I will be thinking about certain questions:
 Did the students understand and engage with the content? Were they able to apply what they
learned?
 Were they engaging and meaningful for students? Did they promote critical thinking and
active engagement with the content?
 What worked well and what could be improved?
 Were there any activities or strategies that were particularly effective?
 Were there any areas where students struggled to understand the content?

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Name: Rhasean Scales Obs.

Unit: Advocating and Argument

Learning Target: (Usually written as an I can statement)

Instructional Activities:  Connection

Personal reflection on the lesson:

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