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7.06 Direct
Instruction - Writing a Conclusion
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Plan Author: David Riddick
Date Created: 2/11/2003 10:22:48 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Language Arts (English)
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Goal(s):
Students will have an appreciation for direct instruction to write the
conclusion of an essay.
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Concept(s):
Students will learn direct instruction offers discrete steps to sum up points
and provide a final perspective in writing the conclusion of an essay.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Planning Instruction and Designing
Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences
for Students
CSTP Description: Teachers plan instruction that draws on and values
students’ backgrounds, prior knowledge, and interests. Teachers establish
challenging learning goals for all students based on student experience,
language, development, and home and school expectations. Teachers
sequence curriculum and design long-term and short-range plans that
incorporate subject matter knowledge, reflect grade-level curriculum
expectations, and include a repertoire of instructional strategies.
Teachers use instructional activities that promote learning goals and
connect with student experiences and interests. Teachers modify and
adjust instructional plans according to student engagement and achievement.
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• CSTP Key Element : Developing and sequencing instructional activities
and materials for student learning.
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 Question : select and sequence
curriculum to promote understanding and critical thinking for all
students?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Five
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• Area : Writing
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• Sub-Strand 1.0: Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits
the students’ awareness of the audience and purpose. Essays contain
formal introductions, supporting evidence, and conclusions. Students
progress through the stages of the writing process as needed.
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• Concept : Organization and Focus
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Standard 1.2: Create multiple-paragraph
expository compositions: a. Establish a topic, important ideas, or events
in sequence or chronological order. b. Provide details and transitional
expressions that link one paragraph to another in a clear line of
thought. c. Offer a concluding paragraph that summarizes important
ideas and details.
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Objective(s):
Cognitive: Students will learn direct instruction provides steps to sum up
the points of an essay and provide a final perspective to write the
conclusion.
Observable behavior: Students will follow along with teacher in beginning of
the lesson, and write their final thoughts in the conclusion on their own.
Criteria: Given a sample four paragraph 5th grade essay, the students will
demonstrate his/her ability to write a conclusion of this essay by scoring a
3 or 4 on the established criteria rubric.
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Prerequisite Background Skills/Knowledge:
Students are familiar with the topic of the sample 5th grade essay. They
understand how to write a multiple-paragraph essay with an established topic,
important details and in sequential order. Students have been introduced to
the vocabulary of the essay.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their Language Arts notebooks.
Reading: Students read from the sample 5th grade essay.
Vocabulary: obviously, intricate, traditional, ancestors, precarious,
agriculture, foresee, develop, influence
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Open Court Anthologies
5) Sample four paragraph 5th grade essay
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
writing to be the first volunteers to share what they know about writing a
conclusion.
Procedure: Body
Input:
1st: Point out the standards we are working on (posted).
2nd: I will inform students that I will write the conclusion with them on the
overhead. As I write the conclusion on the overhead, the students are to copy
it down in their writing notebooks. I will leave spaces or gaps in my
writing. They are to fill in these gaps with their own opinions.
3rd: Point to the established Rubric for writing a conclusion. As I model the
conclusion on the overhead, students should be aware of how I check to make
sure I am covering all areas of the established criterion rubric.
4th: I cover all four aspects of the rubric:
1) Restate the three main ideas
2) Pose a question to the reader
3) Look to the future
4) Check my grammar and spelling.
5th: After I finish modeling how to write a conclusion, I check for
understanding, and clarify confusion.
Guided Practice:
I will model how to write a conclusion for a multi paragraph essay. I
circulate and check each student's progress.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students follow along with the direct instruction of how to write a
conclusion. They will fill in blank spaces I leave in the conclusion on the
overhead with their own opinions.
High achieving students will be allowed to expand their understanding by attempting
to answer their own open-ended questions they posed in the conclusion.
Procedure: Close
To close the lesson students will share what gives them difficulty in writing
a conclusion. In a grand conversation, we will discuss strategies that work to
write a concluding paragraph.
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Assessment:
A rubric will be utilized to determine student proficiency by scoring a 3 or
4 on the established criterion chart.
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Assessment/Rubrics:
Rubrics:
Conclusion rubric
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Reflection:
The objective of the lesson was achieved. Students were able to demonstrate
proficiency by writing a conclusion from a direct instruction lesson and
scoring at least a 3 on the established criterion chart. I correctly
anticipated the students would be engaged by following along as I wrote. I
have found my students often run out of ideas to put in their conclusion.
Using this direct instruction my students were able to go through the writing
process as I do. I provided them with strategies to overcome writing
obstacles.
The rubric was an excellent tool in providing students with ideas to include
in their conclusion. The students were already familiar with restating the
three main ideas, but looking to the future was a technique that engaged
students. This section of the conclusion sparked the imagination of my
students. Likewise, “Pose a Question” also enable them to expand their
critical thinking in the conclusion.
On the other hand, I did not anticipate the over use of the “Pose a Question”
segment. Many of my students wrote their conclusions solely by posing
questions to the reader. They neglected the other aspects of the conclusion
and focused exclusively on asking several questions. In my direct
instruction, I did not write the “Pose a Question” segment with them.
Instead, I left this part open-ended.
If I were to teach this lesson again, I would be sure to follow through and
write most of the conclusion with them. I would not want to write the entire
essay for them, but I do want to scaffold for students who are having
difficulty. I need to find a balance between scaffolding for students who are
struggling, and allow free exploration for high achieving students. Perhaps,
I could pull students aside that are struggling and work with them
interdependently. This lesson was on task and grade appropriate for my
students in developing their writing skills.
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