Calin Deck

Lesson Plan
16 September 2017
Special Education ELA Lesson Plan
Pumpkin Pie
Background Information:
 Age/Domain: Grades 4-5
 Subject: Informative Writing
 Lesson Plan Type: Teacher-Directed
 Time: 30 minutes
Goals:
 Students will be able to write an informative text to examine a topic and sequentially
convey ideas and information.
Rationale:
 Students need to understand that there are a variety of different types of text. It is
important for students to experiment with each to help them to better understand the
writing process. In specifically writing informational texts, students will be able to
better organize their thoughts in a sequential and concise way.
Objectives:
 After completing the lesson, students will be able to identify the transition words
when asked.
 After completing the lesson, the students will be able to clearly introduce a topic and
group the key information necessary to writing informative texts.
Curriculum Standard:
 CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 CCSS.ELA-LITERACY.W.5.2.A
Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting, illustrations, and multimedia when useful to aiding
comprehension.
Teacher Preparation:
 Print writing template
 Print sequential coloring worksheet
 Print student self-assessment
 Mark start and stopping point on YouTube Video
o Pumpkin Pie Hamster Kitchen
o YouTube Video: https://www.youtube.com/watch?v=1Br-H5SF5NI
o Ingredients: 22 seconds
 Print Page: Generating ideas
Vocabulary:
 Informative writing
 Transitions
Assessment Plans:
 Prior Knowledge:
Students will come to class knowing basic sight words and grammar functions.
 Formative Assessment:
Students will assess their own understanding by putting a star next to their level of
understanding on the worksheet provided.
 Exit Ticket:
Students will turn in their final draft as they leave as well as their sequential coloring
worksheet. This will allow me to see not only whether the student can follow
directions, but I will also get to see student thinking. I will use this information when
planning instruction for the students own informative texts the following Monday.
Materials:
 Highlighters
 Colored pencils
Instructional Procedures:
 Introduction (10 Minutes):
o Play Monster Mouse Kitchen: How to make a Pumpkin Pie
 Ask students to pay attention because they will need to recall each of
the steps.
 “Today we will be writing an informative text. Informative meaning,
we will explain each individual step it takes to make a pumpkin pie.
 Presentation/Develop Understanding (8 Minutes):
o Explain new procedures
 “On your desk, you will find a chart with many circles, this is called a
web. Writers often use a web when drafting and organizing the main
ideas.”
 “Who can tell me what four ingredients Monster Mouse used in
making his pumpkin pie?” (Write these in the diagram using the
projector, provide time for the students to copy this down).

 Guided Practice/ Comprehension Monitoring (10 Minutes):

o Provide each student with a sequential coloring worksheet
Demonstrate:” In this first box I am going to draw a picture of what Monster Mouse did to make
a pumpkin pie. First, he rolled out the dough and put it on a pie pan. Now I might add a few
words on the line next to it so I don’t forget.”

“It’s your turn. I am going to give each of you 8 minutes to outline what happened first, second,
and third.”

- Walk around to assist any students who are struggling. This will also be your time to
differentiate. A and E both have trouble putting their words into writing and often use
speech to text. For this activity ask each of the students to explain each of their
drawings. Paraphrase what the students say and write it on their papers. This will
 allow both students to show what they learned in a way that meets their individual
needs.
- If other students seem to be having a hard time, do the same for them. Ask, “what is
happening in each picture?”
- Help them to think out loud. But have them write it on their own.

 Integration/ Closure (7-8 Minutes)

o Reiterate to the students what an informative text is.
o Provide an example of making pumpkin pie without using transitions. Ask the
students, “what is it I am missing?”
o They will say things like “first and next.” Explain that these words are our
transition words. “They help us to connect sentences.”
 Have students highlight their transition words

“The rest of class time will be used to create our final drafts. Using your best
handwriting, take your rough draft with the drawings on it and write out each step
required in making pumpkin pie.”
o Paper transitions

Differentiation:
Two of the five students have substantial trouble when it comes to writing. One of the students
often utilizes speech to text technology. To further differentiate I plan to include a graphic
organizer that has space for students to write or draw out their ideas. For the two that need
substantial support in writing, I will ask them to tell me about each step that they drew. I will
then paraphrase their own words. Then the students will take what I have written and apply it to
their final draft. In using the student’s words and ideas, paraphrasing when necessary, the
informative writing will still be their own.
Note:
I will be looking for their individual thought processes through their drawings and explanations
of how to make a pumpkin pie.

*Students who finish early can begin to think about what it is they would like to explain to the class. The
following Monday we will be utilizing these same graphic organizers to write an informative piece about
something of each individual student’s choosing.
- For those who do not come up with something on their own I will come with sticks for the students to
draw. On each stick will be a relatively simple activity for the students to write about.
Pre-reflection:

This is a brand-new concept for the fifth-grade ELA students. The students regularly,

read a passage from the fourth-grade textbook and answer a set of comprehension questions that

focus on building their vocabulary. This lesson will include more writing than the students are

used to in the resource room. This is one of the many reasons I scaffolded the writing process as

much as I have. In scaffolding this lesson, I am hoping the students will not be overwhelmed by

such a new task.

Scaffolding is important in all classrooms, especially in the special education/resource

room. With all of the scaffolding, direct instruction, drawing, and organizational components, I

am worried the lesson might turn into a two-day lesson. If so, Friday will be a nice introduction

to informational texts and organization strategies, while Monday will be a day for final drafting

and brainstorming. I want each student to have ample time to think about what it is they are

passionate about. That way each student sees writing as an enjoyable and purposeful task.

Though I am worried the lesson will go over, it is worth it in the end. I believe it is more

important for the students to both enjoy and understand the lesson, rather than for the lesson to

be hurried and confusing. Many of my students already see writing as something to dislike, and

my personal goal for this lesson is to make the writing process enjoyable and meaningful.
Post-Reflection:

This lesson was the first writing lesson the fourth and fifth-grade students have

done in the resource room. I felt I came adequately prepared to execute a thoroughly scaffolded

writing lesson. To ensure each student understood both the writing process and what the

components of explanatory/informational writing should include. Though, in scaffolding this

lesson, each component took a little longer than I had anticipated. I had planned for each student

to have a final paper to hand into me upon exiting the classroom. However, the students had

many questions and from the beginning of my lesson, I realized I was going to need to change

my master plan to meet the needs of the students.

To close my lesson, I decided to end with a discussion regarding the importance of

drafting and writing down important thoughts and ideas. I felt I did a nice job of telling the

students where the lesson was going and why we were writing about apple pie. However, I

should have made the goal clearer from the beginning as I felt the students did not clearly

understand why I provided them with paper to take notes.

Originally in preparing for the lesson I had written down the start and stop times for the

pumpkin pie video, but I later decided it would be more beneficial to allow the students to watch

the entire video to see how pumpkin pie is made. I decided to remove that note and later wished I

had not as it would have been useful in recounting the different steps the hamster took to make

the pumpkin pie. I will also be sure to look up any videos I use prior to the lesson as it took time

away from the lesson to look the video up. Though I used this time to connect with the students

and introduce the pumpkin pie video, I wish I could have introduced the lesson without the

technology distracting me.

 After looking through the student’s rough drafts I have come to the conclusion that I am

not only going to need to talk about transitions, but I will need to discuss the importance of

details and how details can be used to further and more clearly explain things. Each student

included details, but their details were not always beneficial to the clarity of their writing.

Overall, I felt the students were engaged and invested in the lesson. This helped a great

deal when it came to classroom management as I had to redirect the students very few times. I

believe it is important for students to have positive experiences when it comes to reading and

writing as these experiences will help to foster a fondness for writing and its many different

forms.
Name: ___________________________ Date: __________________

Informative Writing
How to make pumpkin pie:

First, ____________________________________

_________________________________________

Next, ____________________________________

_________________________________________

Then, ____________________________________

_________________________________________

Finally, ___________________________________
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Materials