USF Elementary Education Lesson Plan Template (S 2014)

Williams____________________________________
Grade Level Being
Subject/Content: Writing
Taught: 3rd
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in

Name: Heather
Group
Size:17

Date of Lesson: 04/14/16

Lesson Content
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C
Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
CCSS.ELA-LITERACY.W.3.1.D
Provide a concluding statement or section.
The plan for the students is to use their opinions in persuasive ways to think of good
reasons and arguments that will support their way of thinking while they are writing.

Students will be able to:

1) Determine if they have enough reasons to support their writing in their
opinion/persuasive pieces.
2) Need to be able to give reasons why someone should change their way of thinking.
3) Need to be prepared to defend their reasoning through counterarguments.

USF Elementary Education Lesson Plan Template (S 2014)

Williams____________________________________
Grade Level Being
Subject/Content: Writing
Taught: 3rd
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Name: Heather
Group
Size:17

Date of Lesson: 04/14/16

When writing opinion or persuasive pieces, it is important to have sound arguments to

support your thinking. In opinion/argument pieces the student is to write arguments to
support claims in an their own opinions to analyze the importance of substantive topics
using valid reasoning and relevant and sufficient evidence.

Evaluation Plan- How will

you know students have
mastered your objectives?

Formative: The students will be given a new topic and they will have to complete the
Pro/Con recording sheet to form their opinion of the topic. (Topic: School Uniforms)

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher

Summative: The students will then create a new letter demonstrating their opinion on
the new topic by writing and showing their reasons for or against what the topic is
provided.

I will need to make sure that my students will understand what an opinion is, how they
can express their opinion in writing and how they can support their opinions in their

USF Elementary Education Lesson Plan Template (S 2014)

Williams____________________________________
Grade Level Being
Subject/Content: Writing
Taught: 3rd

Name: Heather
Group
Size:17

Date of Lesson: 04/14/16

to teach this material?

writing using a letter format.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

The students will need to know:

What an opinion is?
How do they express their own opinion to persuade someone else to change their
mind about a particular topic or subject?
What it means to persuade someone?
How to use descriptive and figurative languages in their letters.
How they can justify their choice or opinion?

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Many students, however, misconstrue and underestimate what good writing involves, believing that its
a simple linear process when in fact it is complex and iterative. Many students leave writing
assignments to the last minute, expecting to be able to sit down and rapidly turn out a good paper.
Thus, they may not give themselves enough time to re-examine premises, adjust the organizational
schema, refine their arguments, etc.
Even if students do leave themselves sufficient time, they may only make revisions at or below the
sentence level. In other words, they might ask themselves Are there spelling mistakes, typos, or
grammatical errors? But not Is my argument clear? Is it interesting? Does each supporting paragraph
help to build the main argument? Does it enlist appropriate evidence? Do I successfully address
counter-arguments? Does each paragraph follow logically from the last? Are the transitions smooth?
Does my conclusion both sum up and add a new perspective to the rest of the paper?
Faculty may inadvertently perpetuate student misconceptions of the writing process by telling students
they should think their argument through before beginning to write, as if thinking and writing were
discrete, sequential stages.

USF Elementary Education Lesson Plan Template (S 2014)

Williams____________________________________
Grade Level Being
Subject/Content: Writing
Taught: 3rd

Name: Heather
Group
Size:17

Date of Lesson: 04/14/16

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students

Direct instruction/Whole Group

Peer Share

Time

Who is
responsibl
e (Teacher
or
Students)?
Teacher(10
minutes)

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Continue with the class discussion on singular and plural nouns.
(The difference between singular and plural nouns is easy to spot.
When a noun indicates one only, it is a singular noun. When a noun
indicates more than one, it is plural.)
Have students have their reading writing journals out with their
scales and be prepared to discuss the scale before the start of the
lesson.
Singular Nouns:

USF Elementary Education Lesson Plan Template (S 2014)

Williams____________________________________
Grade Level Being
Subject/Content: Writing
Taught: 3rd

transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name: Heather
Group
Size:17

Date of Lesson: 04/14/16

The boy had a baseball in his hand.

That cat never seems to tire of jumping in and out of the box.
Plural Nouns:
The boys were throwing baseballs back and forth between bases.
Those cats never seem to tire of chasing one another in and out of
those boxes.
Example on the board:
Students(2-3
minutes)

The little boys toys all made loud noises.

The cats tail twitched when it saw the two dogs.

(Make sure that students understand that they do not add an

apostrophe to plural nouns.)
Teacher(10-15
minutes)

The students will turn and discuss with their partner and come up
with 1 sentence that shows a singular noun usage and 1 sentence to
show the use of a plural nouns.
Then we will share at least 2-3 groups sentences.
Explain to class that we will be still working on writing opinion
persuasive pieces.
Pass out the Pro/Con Graphic Organizer and explain what the
students will be doing with this while I am reading our book.
Read the book: I Wanna Iguana. (Have students think about the

USF Elementary Education Lesson Plan Template (S 2014)

Williams____________________________________
Grade Level Being
Subject/Content: Writing
Taught: 3rd
Students(2-3
minutes)

Name: Heather
Group
Size:17

Date of Lesson: 04/14/16

reasons the little boy should have an iguana. Have them pay
attention to his moms responses, which is called a counter
argument.)
The students then will fill in the pros and cons of why the little boy
should or should not get an iguana.
The students will be filling out the graphic organizer of the pros and
cons of our story.
Then they are going to make a claim. (Their own opinion)

Teacher
(3
minutes)

Then they are to write a persuasive letter to Mrs. Williams giving me

their pros (reasons why the boy should have his iguana).
The students will also need to plan to defend their position and be
able to explain their claim. Be prepared for some audience
opposition.
Recap the learning goal and scale. See how the students felt about
the lesson.

What will you do if

a student struggles with the content?

Define opinion for students Introduce opinion writing by activating students

thinking about a topic Model the language that would be appropriate Give
students opportunities to talk about their opinions Provide prewriting activities
to prepare them for successful writing Provide Structures for Opinion Writing
What will you do if

a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)

Williams____________________________________
Grade Level Being
Subject/Content: Writing
Taught: 3rd

Name: Heather
Group
Size:17

Date of Lesson: 04/14/16

Allow those students to pick their own opinion pieces to write about.
Allow them to help the students who do not understand what to do in their
writing.
Give them more than one or two different topics to write about.
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Opinion and persuasive writing can allow students to incorporate their cultural
background into the topics they choose to write about. This can help teach
others about different cultures and how their backgrounds can affect
someones opinion.
If applicable, how does this lesson connect to/reflect the local community?
It encourage students to pay attention to the persuasion that they encounter
in their daily livesfrom commercials and ads to passages from the literature
they read in and out of class. This can bring this range and variety to the
assignments they use as well. If students recognize the power of effective
persuasive writing in and out of the classroom, they will better understand
why learning to build persuasive arguments is valuable.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Writing instruction can be differentiated to allow students varying amounts of
time to complete assignments, to give students different writing product
options, and to teach skills related to the writing process.
How will you differentiate instruction for students who need additional
language support?
I will help English learners by:

USF Elementary Education Lesson Plan Template (S 2014)

Williams____________________________________
Grade Level Being
Subject/Content: Writing
Taught: 3rd

Name: Heather
Group
Size:17

Date of Lesson: 04/14/16

Incorporating cooperative learning

and group activities that help English
learners develop their oral language
skills.
Defining writing-related vocabulary
terms that may be unfamiliar.
Encouraging students to write about
culturally relevant topics.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Using visual representation of

concepts and graphic organizers.
YC: Mrs. Kindle (ESE Teacher)- student will be given the same problem and with help by
Mrs. Kindle, she will help break down an easier way for YC to solve the problem by
drawing out pictures.
TH: Mrs. Kindle (ESE Teacher)- student will be given the same problem and with help by
Mrs. Kindle, she will help break down an easier way for TH to solve the problem by
drawing out pictures.
DS: Mrs. Kindle (ESE Teacher)- student will be given the same problem and with help by
Mrs. Kindle, she will help break down an easier way for DS to solve the problem by
drawing out pictures.
BW: Mrs. Kindle (ESE Teacher)- student will be given the same problem and with help by
Mrs. Kindle, she will help break down an easier way for BW to solve the problem by
drawing out pictures.
I wanna Iguana book
Graphic Organizer- Pro/Con

USF Elementary Education Lesson Plan Template (S 2014)

Williams____________________________________
Grade Level Being
Subject/Content: Writing
Taught: 3rd

Name: Heather
Group
Size:17

Date of Lesson: 04/14/16