Beruflich Dokumente
Kultur Dokumente
Posthumus,
Supervisor
Teacher Intern:Natalie Vander Laan Date: Observation #
Mentor Teacher: Ben Bailey Time of Observation: Approx. time spent
planning this lesson: 1
Grade Level: 5 Subject/ Topic: Informational Writing
[*Sections denoted with * are for supervisors use only.]
Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.C
Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.5.2.E
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in
which you plan to build or strengthen relationships and community student-student & teacher -
student.]
Large group discussion
Partner discussion
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self
regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
Strategies you intend to use to redirect individual students:
1,2,3 eyes on me 1,2, eyes on you
Back to one conversation in 3,2,1
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to
contribute to the learning.
Students are seated in groups, making collaboration convenient for students
DOMAIN 3: INSTRUCTION
Now that we know what informational text is and what it looks like, we can start thinking
about potential topics for your writing pieces.
Development: [It may help to number your steps with corresponding times.]
Explain to students that topics should be something students have an interest in and have
some background knowledge on.
Pose the question: Why might it be a good idea to choose a topic that intrigues you and
something you have some knowledge about?
This is essential to keep stamina as students write, and informational writers are like teachers
so they need to come into their writing as knowledgeable authors.
Writing territories are broad categories. For example, animals would be a territory. A specific
topic in that territory might be pandas, dogs, or horses. Another territory is sports. A specific
topic within that territory is Justin Verlander, soccer, or bowling.
Allow students time to write down potential topic ideas on their chart.
Ask students to put their charts in their writing portfolio (purple folder).
Collect portfolios
Preparation of worksheets
Modeling of use of materials
Sample topics