Author's Evidence and Support 2

LESSON PLAN TEMPLATE
Please see the “Lesson Plan Facilitation Guide” for detailed descriptions and resources for each
area. This template is designed for use by teams of teachers during collaborative planning time.
Measurement Topic Plan (MTP)/Unit Title: Author’s Evidence and Support
Duration of MTP/Unit (Days): 5 days Date Unit Begins: 12/8/14
Standard(s)/Access Point(s):What are the standards that will be assessed and monitored for this Unit?
Essential Standards:
LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in
a text, identifying which reasons and evidence support which point(s). (DOK3)
Essential Question: Why do students need to know or learn this? How does what the student is learning
relate to what they see and do every day?
How do you warm your tummy in the winter?
Can chocolate be good for you?
Who invented chocolate chip cookies?
Why are they called S’mores?
What evidence does the author use to support their claims about chocolate?
Learning Goal(s): What students should know/understand (declarative) or be able to do (procedural).
Based on the standards and written in student friendly language.
Students will be able to explain how the author uses reasons and evidence to support their ideas.
(LAFS. 5.RI.3.8)
Unit Scale:
4.0 I can do all of three, AND I can critique the opinion of the author with my own piece.
3.0 I can describe how a author’s point of view could influence their writing.
AND
I can justify why the author chose specific evidence to support their topic.
2.0 I can describe how a author’s point of view could influence their writing.
OR
I can justify why the author chose specific evidence to support their topic.
1.0 I can identify the author’s point of view.
Academic Vocabulary Identified for this Unit of Study: Critical vocabulary that students must
be able to use and understand to be successful with the content.
Clove, frothy, vegan, cholesterol, gourmet, counteract, antioxidant, flavonoid, moderation,
concentration, dietitian, pantry, appetite,
Decision Point: Will this Unit of Study include a deep dive into Design Question 4? No__
(Refer to Becoming A Reflective Teacher page 134 under Student-designed tasks.)
If Yes, expand on the DQ 4 Task: (1) Experimental Inquiry Task, (2)Problem-Solving Task, (3)
Decision-Making Task, (4) Investigation Task (Definitional Investigation, Historical Investigation,
Projective Investigation)
Daily Learning Targets:Chunks of learning in daily lesson plans to make up the unit. Which
design question(s) will be used in Lesson Segments Addressing Content?
☒ Introduce New Knowledge (DQ
2)
☒ Practicing and Deepening (DQ 3) ☐ Generating and Testing
Hypothesis (DQ 4)
What planned questions will be asked to monitor student learning?

Planning for the Needs of ALL Students: Educational innovation involves the intentional consideration
of the principles of Universal Design for Learning (UDL) when planning a lesson/unit of study and designing
instruction (goals, methods, materials, and assessments) that is accessible to the broadest range of learners
from the start. UDL reduces barriers to the curriculum, and optimizes levels of challenge and support to
meet the needs of all learners, including, but not limited to, students who are English Language Learners,
SWD, Gifted, and students who lack support for school.
National Center on Universal Design for Learning http://www.udlcenter.org/aboutudl/udlguidelines
Cast http://cast.org/udl/index.html
UDL Principle 1 - Guiding Question
for planning: How will multiple
means of representation be
provided?
- Provide options for perception
- Provide options for language
- Provide options for
comprehension
for planning:
How will multiple means of
action/expression be provided?
- Provide options for executive
functions
for planning: How will Multiple
Means of Engagement be
provided?
-Provide options for sustaining
effort and persistence
- Provide options for self-regulation
- Provide options for recruiting
interest
The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated
instructional approach that addresses the linguistic and academic needs of English Language Learners.
Lesson Preparation, Building Background, Comprehensible Input, Interaction, Practice and Application are
SIOP components. Questions to consider when planning for the needs of ELLs.
 What language objectives do I need to include to address the linguistic development of ELLs?
 How do I adapt the content and provide meaningful activities? (Lesson Preparation: Domain 2 )
 How can I make connections and explicitly link past learning to new concepts?
(Building Background: DQ2, elements 6, 8)
 How am I making instruction comprehensible to my ELLs based on their proficiency level?
(Comprehensible Input: Domain 1, elements 1,6-23)
 How do I incorporate student interaction, practice time, and hands-on activites that encourage
language development? (Interaction, Practice and Application: DQ 2-5)
Based upon the needs of my students, what routine events and enacted on the spot
design questions should be intentionaly planned ?
Lesson Segments Involving Routine Events
Design Question 1:
What will I do to communicate learning goals,
track student progress and celebrate success?
Design Question 6: What will I do to establish or
maintain classroom rules and procedures?
Lesson Segments Enacted on the Spot
Design Question 5: What will I do to engage students?
Design Question 7: What will I do to recognize
adherence to classroom rules and procedures?
Design Question 8: What will I do to establish and
maintain effective relationships with students?
Design Question 9: What will I do to communicate high
expectations for all students?

Lesson Sequence:
Day 1/Date 12/8/14 Learning Sequence and Monitoring
What is the Lesson Design Question(s) focus? DQ 2, DQ 3
What are the dominant content elements for the lesson? 7, 9, 12, 15, 19
Day 1 – Monday
12/8/14
Daily Learning Targets: TSWBAT explain how the author uses reasons and evidence to support
their ideas.
Daily Question: Can chocolate be good for you?
Daily Academic Vocabulary: counteract, antioxidant, flavonoid, moderation, concentration
Lesson Sequence:
1. Grabber – Video: Can Chocolate Be Good For You?
2. I DO: Teacher reads aloud “Can Chocolate Be Good For You?”
3. Model graphic organizer (anchor chart)
Extended Learning: centers
Computer – AR, iReady Reading
Skill – S’mores Questions
Vocabulary – Use 4-square map to define the given words from anchor text
Think and Write – Water Conservation (Read prompt and passage. Start planning)
Guided Reading – All About Chocolate
Teaching Resources: Journeys TE, Computer, Leveled Readers,
Technology Utilization: computer, youtube, powerpoint
After Lesson – Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?
Day 1.5/Date 12/9/14 Learning Sequence and Monitoring
What are the dominant content elements for the lesson? 7, 9, 12, 14,
– Tuesday
12/9/14
OC Writes 2
Day 2 /Date 12/10/14 Learning Sequence and Monitoring
What are the dominant content elements for the lesson? 9, 14
Day 2 – Wednesday
12/10/14

their ideas.
Daily Question: How do you warm your tummy in the winter?
Daily Academic Vocabulary: Clove, frothy, vegan, cholesterol, gourmet
Lesson Sequence:
1. Grabber – Video: Hot Chocolate
2. We DO: Teacher reads aloud “How Do You Warm Your Tummy in the Winter?”
3. We Do: graphic organizer (anchor chart)
Think and Write – Water Conservation (finish planning, start writing)
Day 3 /Date 12/11/14 Learning Sequence and Monitoring
What are the dominant content elements for the lesson? 9, 14
Day 3 – Thursday
12/11/14
their ideas.
Daily Question: Who Invented Chocolate Chip Cookies?
Daily Academic Vocabulary: pantry, appetite
Lesson Sequence:
1. Grabber – Video: How to Make Cho colate Chip Cookies
2. Peer Do: Students partner read: “How Do You Warm Your Tummy in the Winter?”
3. Peer Do: graphic organizer (anchor chart) on their own.
Think and Write – Water Conservation (continue writing)

What are the dominant content elements for the lesson? 7, 10, 15, 19
Day 4 – Friday
12/12/14
their ideas.
Daily Question: Why are they called S’mores?
Daily Academic Vocabulary:
Lesson Sequence:
1. Grabber – Video: S’more What?
2. You Do: Students partner read: “Why are they called S’mores?”
3. You Do: graphic organizer (anchor chart) on their own.
Think and Write – Water Conservation (finish writing, edit/revise)
What are the dominant content elements for the lesson? 7, 10, 15, 19
Day 5 – Monday
12/15/14
Assessment

Author's Evidence and Support 2

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