Literacy Lesson Plan Template

Grade: 5th Grade

School: Susan B. Anthony
Teacher: Mrs. Beverly
Goals & Objectives
Students will be able to support their claim by citing relevant textual evidence.
CCSS.ELA-LITERACY.W.5.9.B
Apply grade 5 Reading standards to informational texts. Use reasons and evidence to
support particular points in a text, identifying which reasons and evidence support which
points
Materials
Clipboards (one for each student)
Notebook Paper
Copies of The Power of Student Protest
Pencils
Pens
Highlighters (3 different colors)
My sample response
Chart for Sentence Starters
Post it Notes
Chart Paper
Exit Ticket Index Cards
Classroom Arrangement & Management Issues
Hook & Mini-Lesson
I will start by meeting with my students at a small group table in the hallway
outside our fifth grade classroom.
I will launch the lesson with everyone sitting around the small group table and
before dismissing students to independent work, I will point out the materials I have
for each of them to use.
Work Time
When it is time for individual work, I will encourage the students to spread out; the
students will have the option of either sitting at the small group table or sitting on
the floor within our fifth grade designated hallway area.
I am allowing the students to have a choice where they will sit during independent
work time because I want them have a voice in where they will work
independently.
Moreover, I want to give students the responsibility of picking an area where they
will be free of distractions. My goal is to give students the opportunity to be able to
decide where they will be most on-task. (The students are able to pick where they
want to work during writing workshop, so they already have a foundation of selfmanaging where they sit in the classroom.)
After each student picks their spot for independent work, I will closely watch the
students and if I see that two students are distracting each other and not focused
on their work I will talk with the students about where they can move so that they
will be more successful.
Share Time
At the end of the lesson, we will come back to the small group table together to
discuss our work.

Plan
I Do & We Do (Mini-Lesson): 10 min.
o As we read this paragraph, we are going to read with a very specific question in
mind: why are student protests successful? [Write the question on the chart paper.]
o Student (an advanced reader) will read the excerpt out loud from The Power of
Student Protest [Read the introduction and the section with the subtitle 2012Present: Black Youth Matter.]
o So before I ask you all to answer the question why are student protests successful?
I am going to model what a text dependent answer looks like.
o This is similar to playing a sport: before you go out onto the field or before you
begin to write, you huddle with your team so we are going to huddle together like
a team, and look at one example together.
o QUESTION: What are the three parts of a strong argument?
o Each text dependent answer has three parts: the claim, evidence, and
explanation.
o As I read each sentence I want you to think about which part is the claim,
evidence, and explanation.
o We are going to read through it twice, this first time I want you to just listen to the
entire argument.
o [Think-aloud about my claim, evidence, and explanation. See sample page.]
o As we read the second time, I want us to pause as we read and then highlight
three parts: the claim, evidence, and explanation.
o Then, read the sample response again and as a group, have the students highlight
and label the claim, evidence, and explanation.
o What do you notice about this sample response?
o Help students to notice: the explanation is 3 sentences long and the explanation is
the longest part of the answer.
o Lets identify each part of this argument.
o [Pass out the sample response and give each student a green, pink and yellow
highlighter. Have the students highlight each part of the argument.]
o QUESTION: So why does evidence make an arguments stronger and more
convincing?
o Now I am going to model for you the strategy of sourcing.
o Sourcing is important because it tells the reader to what extent they can trust a
quote.
o QUESTION: What do you need to know about a quote before you cite it?
o [Write on chart paper student responses: What is the name of the author? What is
the title of the article? What type of text is this? Where is the quote located in the
article?]
o Using this list give one example of a sentence starter, demonstrating how I used
the above information to properly create a sentence starter for my quote.
o Through this, shoe students that there are potentially limitless ways to cite a source
as long as we know these pieces for information.
o Show students an example of a poor example of citing text evidence and have
them compare and contrast it with the first example.

You Do (Work Time): 15 min.

o So now its your turn, to answer the question why are student protests successful
using one of these paragraphs.
o Heres todays challenge: I want to challenge you to write an argument with a
detailed evidence section.

o In your writing I want to challenge each of you to pay close attention to how you
write your evidence using the sourcing strategy we just discussed.
o You may use the sample explanation and the sentence starters as a guide.
o Also, you have a choice which text you want to use: you can support your claim
with evidence from either the Vietnam Student Teach-ins or the East Los Angeles
Chicano Student Walkouts.
o In class you have already practiced writing text dependent questions using ACE,
so you may use this strategy too.
o Also, as a heads up, you will be sharing out your writing with each other when you
are done.
o [Allow students to select a spot to sit.]
o Students will read their chosen paragraph quietly to themselves and then begin to
write their responses.
o As students read, I will note which passage they selected write about.
o As students write, I will rotate around and ask them questions.
o Potential questions to ask students ask they write (taken from Calkins p.226):
o Hows writing your evidence going?
o Tell me how you wrote this evidence.
o What problems have you encountered while writing the evidence?
o What are you planning to do next?
o If you were going to do more with this detail, what might you do?
o When students finish their writing early, then assign them to work with a partner to
give each other feedback (one glow and one grow). [This will be staggered as
students finish at different times.]
o Then, give students time to revise their writing based of peer feedback.
Wrap Up (Share Session): 10 min.
o Invite students back to the small group table to share their writing.
o The students will each place their writing on the table, face up.
o Each student will be given a few post it notes and told to put a t-chart on each
post-it: one side for glow and one side for grow.
o Before opening up the time for peer to peer feedback, I will review our Feedback
Talk Moves anchor chart with the students and encourage them to use these
sentence starters during their feedback. (Also, explain how students will need to
initial their feedback so I know who is giving the feedback.)
o Students will stand and in a gallery walk style, they will walk around the table,
reading their peers work and five post-it note feedback in the form of a glow and
a grow.
o QUESTION: What is one thing you loved about someone elses writing?
o Final Potential questions:
o What strategies did you use cite evidence?
o How has our thinking changed about citing evidence from when we
started to now?
o Give the opportunity for a few students to compliment each others work.
o Exit Ticket Questions:
o What is one thing you learned today about citing evidence?
o What is one question you still have about citing textual evidence?

Anticipating Students Responses

o Students may select a quote that is too long (i.e. Multiple sentences instead of one
phrase).
o Students may not contextualize a quote (say who wrote it, give the title of the
article) or may contextualize the quote incorrectly.
o Students may not put quotation marks around their quotes.
o Students may not select a relevant quote: a quote that does not support their
claim.
Accommodations
Too Challenging?
Give the students a more challenge text to cite evidence from.
Give more explicit sentence starters
o According to [type of text], [the author] [how they say it] [quote].
Example: According to the letter to his mother, Dr. Rush exclaims [quote].
o In the [location of quote] of the [type of text] titled [title of text], [author]
claim [quote]. Example: In the second paragraph of the article titled,
Germs, students argue [quote].
o In the [title of text] [type of text] [the author] [how they say it] [quote]. In
the Hercules editorial, Mr. Reid, examines [quote].
Too Easy?
Ask the students to then focus on citing more than one quote to support their
claim.
Also, students can work on the explanation section of their short answer
response, which elaborates on why the student chose a particular quote.
Give the students a more challenge text to cite evidence from.

Question: Why are student protests successful?

STUDENT SAMPLE
Student protests have been successful because students have come
together in large groups to fight for something they believe in.
According to Sadie Price-Elliott, author of The Power of Student
Protest, students part of the #BlackLivesMatter movement
protested the non-indictment of the officer who shot Michael Brown
when more than 1,000 students walked out of class at Garfield High
School in Seattle, Washington. This quote reveals that a large
group of students wanted teachers, administrators and community
members to know that they disagreed with the Michael Brown
verdict. By coming together, the students at Garfield High School gained
national attention and showed the public how they thought the Michael
Brown verdict was wrong. Indeed, this type of protest was
successful because a great mass of students agreed to protest in
the same way at the same time for the #BlackLivesMatter movement.
Thus, when students unite around something they believe, these
protests lead to greater public awareness and positive change.

Question: Why are student protests successful?

STUDENT SAMPLE

Student protests have been successful because students have come

together in large groups to fight for something they believe in.
According to Sadie Price-Elliott, author of The Power of Student
Protest, students part of the #BlackLivesMatter movement protested
the non-indictment of the officer who shot Michael Brown when more
than 1,000 students walked out of class at Garfield High School in Seattle
This quote reveals that a large group of students wanted
Washington.
teachers, administrators and community members to know that
they disagreed with the Michael Brown verdict. By coming
together, the students at Garfield High School gained national
attention and showed the public how they thought the Michael
Brown verdict was wrong. Indeed, this type of protest was
successful because a great mass of students agreed to protest
in the same way at the same time for the #BlackLivesMatter
movement. Thus, when students unite around something they
believe, these protests lead to greater public awareness and
positive change.

Assessment Tracker: Detailed Text Dependent Answers

Student
Name

1.

2.

3.

4.

5.

6.

Which
passage
did the
writer pick
to read
and write
about?

Did the writer

contextualize
the quote?

Is the quote
relevant?

Glow & Grow Comments