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Lesson Plan

1. Lesson Plan Information
Subject/Course: Language
Grade Level: 2/3
Topic: Persuasive Writing

Name: Jennifer Andrusyszyn

Date: March 11, 2015 Time: 11:00-11:40am
Length of Period: 40 mins

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
1.1 Identify the topic, purpose, audience, and form for writing.
1.2 Generate ideas about a potential topic, using a variety of strategies and resources.
1.5 Identify and order main ideas and supporting details, using graphic organizers and organizational patterns.
Grade 3 Writing:
1.1 Identify the topic, purpose, audience, and form for writing.
1.2 Generate ideas about a potential topic, using a variety of strategies and resources.
1.5 Identify and order main ideas and supporting details into units that could be used to develop a short, simple
paragraph, using graphic organizers and organizational patterns.
Learning Skills (Where applicable):
The students will be working on self-regulation and initiative during this lesson.
3. Content
What do I want the learners to know and/or be able to do?
I want the learners to be able to recognize a persuasive writing piece, formulate ideas, and organize them on a
graphic organizer.
Today learners will:
The learners will review the parts and components of a persuasive writing piece, and use the OREO acronym that
will become their graphic organizer for persuasive writing.
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
I will know that the students have learned what I intended through their ability to help create a shared writing piece
with the teacher on a topic that requires a persuasive letter.
The students will be assessed based on anecdotal notes and observation if they are on task. Their pieces will be
assessed later on to see how well they understand persuasive writing and how to create a persuasive letter.
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
For the past few days, the students have been learning about what a persuasive writing letter is and how to write
one. They have completed two shared writing letters with the teacher about whether they should have homework or
not. They have also already used the OREO template to create a shared writing piece with the teacher the previous
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as

The students will be completing this lesson during a whole group instruction on the carpet. Students will have the
opportunity to answer with what they are confident knowing about persuasive writing. Students will not be writing
themselves during this lesson. For those students who need to sit on a chair at the edge of the carpet they can. For
the two students who have a full time EA, they will be able to sit on the carpet with the students or move about the
classroom looking at books quietly during this time. They will also be given a graphic organizer if needed but can
work on their own skills during this time as well.
B. Learning Environment
The students will be seated on the carpet for part of the lesson, but mainly at their tables or a workspace throughout
the classroom for this lesson.
C. Resources/Materials
- Oreo graphic organizers
- Shared writing piece (chart paper examples x2)
- Pencil
- Smartboard (for video)

6. Teaching/Learning Strategies
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
(5 mins)
The students will be hooked into the lesson by a short YouTube video where the students will watch this on the
After watching the video the teacher will encourage the students to begin discussing about what the commercial did
to persuade them to do go to the play place for kids. How did they do this?
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
(5 mins)
The lesson will begin with the students sitting on the carpet for whole group instruction where they will briefly go
over the part of the OREO graphic organizer and how to write a persuasive letter. From there the students will hear
their task for the creation of their own. The students will quickly brainstorm some topics for their own letter but they
will be guided towards two topics: playing video games during school, or owning a pet. They will then be given their
own OREO graphic organizer where they will be asked to go back to their seats and fill out the organizer.
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
(20 mins)
While the students are filling out their graphic organizer (OREO), the teacher will be circulating around the
classroom assisting and assessing where needed. The students will be taking their prior knowledge from the
persuasive writing the past few lessons, as well as the group created graphic organizer from the previous day and
creating their own.
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
(10 mins)
If the students are able to complete their graphic organizer in a timely manner, they will be able to begin writing their
letter in a good copy format. This should be easy for the students as they have all of their ideas down on the graphic
organizer. The teacher must also approve their ideas and organizer before they are given a go ahead to write up the
good copy letter.
CONCLUSION: How will I conclude the lesson?
(2-3 mins)
The lesson will be concluded with the teacher asking the students to review the parts of the OREO and what they
mean. The students will then be asked to clean up their areas and get ready for nutrition break. They will line up at

the door quietly before they are dismissed to wash their hands for nutrition break.

7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?
- This lesson went well as the students were engaged and loved watching the video clip. It really helped them to
think about persuasive writing and how to truly persuade someone without begging.
- The students remembered what they wrote before when they practiced using the OREO template and loved
the idea of it. This was good because it helped them to remember what they did to persuade someone about
their topic.
- The students had trouble focusing on their work, as they were frustrated they had to write about their own topic
however brainstorming some good topics helped them with this task.
- I needed to work on keeping the noise level down in the classroom during this time, the students were a little
rowdy and shouldnt be talking loud during this lesson.
- I also needed to keep better track of time as I only had about 1 minute to clean up and get the students
prepared for their nutrition break.