- I can create an emergency preparedness leaflet to prepare people to be ready for a natural disaster. (RI.5.1, RI.5.7, W.5.2, W.5.4)
These are the CCS Standards addressed in this lesson:
- RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
- W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Daily Learning Targets
Ongoing Assessment
- Emergency preparedness leaflet (RI.5.1, RI.5.7, W.5.2, W.5.4)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Writer: Performance Task Anchor Chart (5 minutes) B. Reviewing Learning Target (5 minutes) 2. Work Time A. Analyzing Models: Emergency Preparedness Leaflets (20 minutes) B. Partner Writing: Planning and Creating an Emergency Preparedness Leaflet (80 minutes) 3. Closing and Assessment A. Whole Group Share: Emergency Preparedness Leaflets (10 minutes) 4. Homework A. Prepare your two personal items to bring in for Lesson 12 to use in your presentation. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Assessment guidance:
Areas in which students may need additional support:
Down the road:
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In Advance
- Ensure that guests have been invited to student presentations in Lesson 12.
- Prepare copies of student essays from the End of Unit 3 Assessment for students to refer to as they plan and create their leaflets.
- Prepare technology or physical materials for students to create leaflets (e.g., 8.5- by11-inch blank paper, markers, colored pencils). Refer to Technology and Multimedia for technologysuggestions.
- If using physical materials, organize them in one area of the room where you would like students to work.
- Consider working with a technology teacher to support students in creating leaflets.
- Post: Learning targets and applicable anchor charts (see materials list)
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-3 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
- Work Time A: Consider showing students additional leaflets and fliers. Use a search engine's image search to look for "emergency preparedness leaflet brochure" or "disaster preparedness leaflet brochure" and access other examples.
- Work Time B: Provide students with devices with appropriate technology tools (e.g., word-processing tools with which students can create tables and add images or clipart), one per pair, to create leaflets.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.C.10, 5.I.C.12, 5.II.A.1
Important points in the lesson itself
- The basic design of this lesson supports ELLs with the opportunity to view and analyze models of authentic emergency preparedness leaflets in preparation for the work they will do over the next two lessons, and to work within pairs to plan and create the leaflets.
- ELLs may find it challenging to understand the genre of leaflet writing, as well as keep pace with the class in planning and writing their emergency preparedness leaflets within the time allotted. Consider working with a small group of students to help them determine which information they will include and how they will represent the information in their leaflet (see levels of support and the Meeting Students' Needs column).
Levels of support
For lighter support:
- Challenge students by inviting them to repeat and rephrase the lesson questions for classmates who need heavier support.
- Challenge students who need lighter support to create sentence frames to support the discussion during Work Time A. Invite students who need heavier support to use the frames. (Examples: One thing the leaflets all have in common is ______________. Some information included in all of the leaflets is __________. All of the leaflets are organized by ____________. One design feature I notice on all of the leaflets is ____________.)
For heavier support:
- During Work Time A, invite students to use the frames created by more proficient students to discuss the leaflets (see "For lighter support").
- In addition to the models of leaflets provided in Work Time A, show several examples of leaflets created by former students and invite students to compare them to the models and recognize strengths and areas for improvement.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support comprehension by activating prior knowledge and scaffolding connections for students. Continue to provide visual display of questions and student responses on chart paper or the board during discussions.
- Multiple Means of Action and Expression (MMAE): Continue to support students in building their writing stamina and effort by providing scaffolds that create an environment conducive to writing.
- Multiple Means of Engagement (MME): Students who may need additional support with writing may feel uncomfortable sharing their writing with peers and receiving feedback. Continue to promote an inclusive and supportive classroom environment by emphasizing growth and learning rather than relative performance.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- leaflet, design features, in common (L)
Materials
- Performance Task anchor chart (begun in Unit 1, Lesson 1)
- Working to Contribute to a Better World anchor chart (begun in Module 1)
- Model emergency preparedness leaflets (one set per pair)
- Sticky notes (two colors; 10 of each per pair and two for teacher modeling)
- Paper (blank; one piece per pair)
- PSA scripts (completed in Unit 1; one per student)
- End of Unit 3 Assessment (copies; completed in Lessons 6-7; one per student)
- QuickWrite: Emergency Preparedness Food (completed in Lesson 1; one per student)
- Mid-Unit 3 Assessment: Research: Supplies to Include in an Emergency Preparedness Kit (completed in Lesson 2; one per student)
- Opinion essays (completed in Lesson 5; one per student)
- Devices (one per pair; see Technology and Multimedia)
- Materials for creating leaflets (see Teaching Notes):
- Paper (blank; several pieces per student)
- Markers (various colors; one set per pair)
- Colored pencils (various colors; one set per pair)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Engaging the Writer: Performance Task Anchor Chart (5 minutes)
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"What is one thing you wrote about in your PSAs in Unit 1 about how to prepare for a natural disaster? What are one or two items you know to include in an emergency preparedness kit?" (MMR, MME |
B. Reviewing Learning Target (5 minutes)
"What is a leaflet? What is it for?" (It's a printed sheet of paper that is given out for free and contains information.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Analyzing Models: Emergency Preparedness Leaflets (20 minutes)
"What are design features?" (layout, color, font, font size)
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B. Partner Writing: Planning and Creating an Emergency Preparedness Leaflet (80 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Whole Group Share: Emergency Preparedness Leaflets (10 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Prepare your two personal items to bring in for Lesson 12 to use in your presentation. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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