Acquisition

Lesson Plan

Topic: Writing, Reports, LEQ 2

Essential Question:
How do I remember and organize my facts?
Objectives & Assessment:
Given facts on arctic foxes, the student will take notes to answer the question.
Formative Assessment- Students will take notes.
Activating Strategy:
To illustrate to students the importance of taking notes, the teacher will ask students to remember a
sentence. Kate went shopping at Target for a raincoat, books, umbrella, chap stick, and gummy worms.
Teacher will then have the students watch a short video clip on double facts. Ask students to recite the
sentence. Why cant you? What could you do to help you remember it? (Write it down.) Students will
write the sentence down on their white boards. Have students watch part 2 of the doubles facts. Then
have the students recite the sentence. Explain that by writing information down it helps us remember it.
This is called note taking.

Reactivate: Review what the students commented on the blog. Review the notes that we took yesterday.
Teaching Strategy:
Materials
Books about arctic foxes
Videos about arctic foxes
Graphic Organizer
Procedures
1. What do they look like?
a. Tell students that we are going to first find out facts about what they look like.
b. Hold up a book and ask students where they could look to give them a hint about which
pages to read in the book.
c. Use table of contents to find the pages on what they look like.
d. Teacher takes notes on the graphic organizer projected.
e. Students use Pebble Arctic Fox series to find facts to include in their graphic organizer.
Students can include what teacher wrote on the projected graphic organizer, however, they
must include at least 3 new details.
f. Students may use books and magazines that are on the back table to add more details.
2. What do they eat?
a. Tell students that we are going to first find out facts about what they eat.
b. Hold up a book and ask students where they could look to give them a hint about which
pages to read in the book.
c. Use table of contents to find the pages on what they eat.
d. Teacher takes notes on the graphic organizer projected.
e. Students use Pebble Arctic Fox series to find facts to include in their graphic organizer.
Students can include what teacher wrote on the projected graphic organizer, however, they
must include at least 3 new details.
f. Students may use books and magazines that are on the back table to add more details.
3. Where they live?
a. Tell students that we are going to first find out facts about where they live.
b. Hold up a book and ask students where they could look to give them a hint about which
pages to read in the book.
c. Use table of contents to find the pages on where they live.
d. Teacher takes notes on the graphic organizer projected.
e. Students use Pebble Arctic Fox series to find facts to include in their graphic organizer.

Students can include what teacher wrote on the projected graphic organizer, however, they
must include at least 3 new details.
f. Students may use books and magazines that are on the back table to add more details.
4. Interesting Facts
a. Tell students that we are going to first find interesting facts.
b. Hold up a book and ask students where they could look to give them a hint about which
pages to read in the book.
c. Use table of contents to find the pages with interesting facts.
d. Teacher takes notes on the graphic organizer projected.
e. Students use Pebble Arctic Fox series to find facts to include in their graphic organizer.
Students can include what teacher wrote on the projected graphic organizer, however, they
must include at least 3 new details.
f. Students may use books and magazines that are on the back table to add more details.
5. Sequence
a. Think back to when we wrote instructions. Why was it important to sequence our steps?
(So the person reading the instructions could do the task in the correct order.) Even though
there are not steps, the sequence is still important.
b. Examine the table of contents of several NF books. Do you notice a sequence of how the
books are being organized?
c. Notice that what they look like is typically first and interesting facts typically comes at the
end.
d. Model how to add the numbers to the graphic organizer in the small boxes in the corners.
6. Questions for Expert
a. Students will get the opportunity to interview an expert on Arctic Foxes.
b. Students will work with a partner to come up with up to four questions to ask the expert.
They will record it on the Expert Graphic Organizer.
c. When expert come in, they will ask their questions and record the answer in the box next to
the question on the GO.
d. Students will add this information to their Facts GO.
Summarizing Strategy:
Students will work on their Writers Workshop writing piece. (15 min)

BLOG: Have students go on the blog and add a detail they learned about arctic foxes.
Differentiation:
Students struggling to write facts in their GO will be given CLOZE sentences to help them add the details.
Students are paired middle-high and middle-low to allow for peer assistance.
Students
Standards

CC.1.4.1.A: Write informative/ explanatory texts to examine a topic and convey ideas and information.
CC.1.4.1.B: Identify and write about one specific topic.
CC.1.4.1.C: Develop the topic with two or more facts.
CC.1.4.1.D: Group information and provide some sense of closure.
CC.1.4.1.E: Choose words and phrases for effect.
CC.1.4.1.F: Demonstrate a grade- appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.
Capitalize dates and names of people.
Use end punctuation; use commas in dates and words in series.
Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.