University of Utah, Department of Special Education: Lesson Plan

Content Area:

Writing
Grade level: 11 - 12
Name:
Dianne Duncan
Date:
Core Standard(s): Writing Standard 5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose and audience.
Writing Standard 1a.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
logically sequences claim(s), counterclaims, reasons, and evidence.

IEP Goal(s):
Actual:
Revised (SMART): When Ashley is asked to respond to a 3 minutes story starter, Ashley will write 59 correct word sequences with 80% accuracy
3 out of 4 probes by December 7th 2015.

Instructional Objective(s):
Student will verbally state parts of STOP and DARE when asked
Student will practice using STOP and DARE organizer on a argument
Behavioral Objective(s):
Student will raise hand in class before speaking 4 out of 5 times. Student will not play with toy or electronics until
work is finished. Student will remain in seat for 20 minutes in class before taking a break. Student will follow
instructions within 3 minutes.
Content (concepts, information, skills, new vocab, etc.)
STOP & DARE, reading, writing, listening
Instructional Materials Needed: STOP & DARE mnemonic, STOP & DARE organizer worksheet, paper, internet access,
computer, writing examples
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students’ attention:
a. Teacher: Students

will begin with their daily starter. The self-started is for students to think about what
makes a good essay. I will ask the students “What makes a good argumentative paragraph?” Then I will
prompt students to think about the question and write their answer on a sheet of paper. Students will be
given less than 3 minutes to write down their response. I will then ask if any students want to share their
ideas on the prompt.

Students will think about the question and then write their thoughts on a sheet of paper. If called
upon students will share their response with class.

b. Student:

2. Academic review /Gather background knowledge
a. T: I will say “Who can tell me what STOP &

DARE mnemonic is used for and state what each letter represents?”
We will then discuss the students’ response. This will help me understand what the students remember
about STOP & DARE.
b. S: Students will think about the question. They will raise their hand before sharing what they think about
good opinion essays is. Example “S stands for Suspend judgment”

3. State instructional objectives
a. T:I will say “Today we will be learning how to use a STOP & DARE organizer to help us start and organizer our argumentative
essays. You will be able to fill out an organizer by yourself by the end of this lesson”
b. S: : Students will be actively listening (this means that they will be sitting up, with their eyes on me) to the

instructional objectives
4. Review behavior expectations
a. T: I will say, “Before

we begin the lesson, let’s review our behavior expectations for this class, who can tell
me one of the expectations?”
b. S: Students will help review and explain behavior expectations Example “One of the expectations is to be
actively listening and to be in your seat”

5. Instruction
a. Model
i.
T:I will begin by pulling up a copy of the

STOP & DARE mnemonic and going over what each part of the
mnemonic stands for. Then I will pull up the STOP & DARE organizer. I will fill out the STOP & DARE organizer on a

ii.

topic. I will tell the students about my claim and how I am going to use the STOP & DARE organizer to start my essay. I am
going to use a topic like “Do you think parents should decide who their children’s friends be?” I want to pick a topic that will
grab my student’s attention.
S: Students will be listening

b. Guided Practice
i.
T:I will have the students pick a topic and fill out the STOP & DARE organizer with their help. They will have the answers to
all the questions. I will make sure to have the student’s discuses both sides of the topic. I will pick a topic like “ Do you think
teachers should give students homework?” This will allow my students to partipcate without doing research first.
ii.
S: Students will help fill out STOP & DARE organizer and discuss with other classmates.
c. Guided Group Practice
i.
T: I will have students get into pairs and fill out an STOP & DARE organizer on another topic. I will have the pairs will discuss
what they are going to pick their topic on for their independent practice.
ii.
S: Students will get into pairs and fill out an STOP & DARE organizer on another topic, they will makes sure to do all the
parts of fill out an STOP & DARE. The pairs will discuss what they are going to pick their topic on for their independent
practice.
d. Independent practice

i.

ii.

T: I will have the students fill out an STOP & DARE organizer on their own. I will walk around making sure students are
understand how to suspend judgment and exampling both sides of the topic. I will make sure the students picked a topic
that doesn’t require research at this time. For example like a topic off of http://learning.blogs.nytimes.com/2014/02/04/200prompts-for-argumentative-writing/?_r=0
S: Students will be working independently, asking questions if they need help.

e. Error Correction Procedures
i.
If students make a

ii.

mistake on one of the questions, I will prompt the student about the difference
STOP & DARE mnemonic. I will then break down the topic they are having trouble with. We will focus on
the having students explain their reasons. Then the student will restate the question they were having
trouble with by using the STOP & DARE mnemonic.
S: Students will restate the STOP & DARE mnemonic that they got wrong; this will help students focus
on if they are fulfilling the part in the mnemonic. Then they will explain why that part of the paper
stands for that letter in the mnemonic.

6. Wrap – up
a. Review key concepts/ Check for understanding
i.
T: Review the STOP & DARE mnemonic and why it helps with writing.
ii.
S: Students will be activity listening
b. Review objectives
i.
T: I will say “ Today we learned about how to use the STOP & DARE organizer and how it helps when writing
argumentative essays. You are able to fill out the graphic organizer on a topic using STOP & DARE.
ii.
S: Students will be activity listening.
c. Clean up

Adaptations/Modifications/Accommodations: This will be helpful for my students that may be ELLs I will also make sure
to have student be able to ask their peer tutor or me to read the worksheet/ quotes to them. This will help me check
for understanding of the concept rather than focusing on the reading level of the student. Students are able to look
up any words or topics if they need help.
Reinforcement Procedures: I will verbal praise students who following the behavior expectations. I will also verbally
praise students for answering questions that are asked in class and who stay on task
Daily Evaluation
a. Before lesson: Before lesson: I will see what my students know about argumentative essays before the lesson by
looking at there extended writing prompts. I will know what parts of essays they struggle with and know how to
give them extra support for the parts they may not understand.
b. During lesson: I will know what my students understand the concepts by using their responses and group work
by walking around and hearing/see their answers. They will be able to explain each part of STOP & DARE and

fill out an organizer.
Post Evaluation (data-based decision making):
the specific skills/areas to be assessed; TWW and CWS
-frequency of progress monitoring; Weekly
-amount of time to progress monitor before making a decision; 4 weeks to see progress
-possible instructional changes that will be implemented if student is below the goal or aimline
if student is not achieving above aim line I will provide additional models of sentence structure , 1:1.
Follow-up Activities:
Students who finish early will think about their self-starter entry. They will determine what they learned about opined
writing today that they didn’t know before. Students would finish early will be asked to review work to look over any
mistakes they have made.