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Gwynedd Mercy University-School of Education

Lesson Planning Framework

Subject Area: English__________________ Grade Level: 5__________
GMercyU Student Name: Danielle Patton____________________________
Stage 1 Desired Results
PA Core/academic Standard(s):
5.W.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
5.W.1a Introduce a topic or text clearly, state an opinion and create an
organizational structure in which ideas are logically grouped to support the
writers purpose.
5.W.1b Provide logically ordered reasons that are supported by facts and
5.W.1c Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
Big Idea: (Overarching Theme) Objective
Usage of voice, audience, and opinions persuasively when writing
and speaking.
Essential Question(s):
Students will consider and reflect on
throughout the lesson:
What is voice in terms of writing?
How do I use persuasive writing in
my essay?

Enduring Understandings:
At the conclusion of the lesson
students will understand: how to
Identify and use the components of
persuasive writing in their work.

Student Objectives (Outcomes):

At the conclusion of the lesson students will know and be able to: implement
and use the components of persuasive writing through whole group
discussion and the completion of the various workbook activities.

Stage 2 Assessment Evidence

Performance Task(s):
Other Evidence:
Students will show what they know
Other evidence which demonstrate
by evidence of whole group
student competence with the
discussion about the persuasive
concept(s). List the names of the
writing components, the completion
performance tasks:
of the work book exercises A, B, D,
The completion of their persuasive

and E, and by filling out their

cloudy/clear cards.

writing pieces and the presentation of

their findings to the class at the end
of this unit.

Stage 3 Learning Plan

Learning Activities:
Preparing students for the lesson: How will you activate prior knowledge,
build background, or review previous lessons?
Prior knowledge will be activated through the discussion of the essential
questions on the board. We will then go through a PowerPoint which reviews
the different parts of a persuasive writing piece. The last part of the power
point will help to build background knowledge on persuasive voice and the
different tones a persuasive writing piece can have as we move into the first
activity of the lesson.
Learning Activities Continued: Describe in sequence, the lesson:
I will greet the students
I will ask them to take out their English text books and their English
One student will be chosen to read the essential question on the board
We will then review the power point on the smart board
The students will then be instructed to open their books to page 240
Students will be chosen to read a paragraph on the page
We will then go back to the power point to discuss the different
persuasive voices that were used as examples in the textbook
The students will be asked to raise their hand if they know their topic
they will be using for their persuasive writing piece
I will ask one student to share their topic and what persuasive tone
they are thinking about using in their persuasive writing piece
We will then go over activity A orally as a whole group
I will choose 2 students to read the audience and opinion sections on
the following page
We will go over and discuss activity B as a whole group
The students will then be instructed to open their English copy books
to a clean page and complete activity D independently after we go
over the instructions
I will ask one student to read their rewritten paragraph and explain
how they made it go from an uplifting voice to a warning voice
Once the class has wrapped up the independent practice, we will
complete activity E as a whole group
We will review the different persuasive voices that we discussed
I will distribute the cloudy/clear cards for the students to complete and
read a few for the class
We will then get ready for music class
Materials Needed:
English text book
Smart board

Power point
English copy books
Cloudy/clear cards

Vocabulary/ New or Review:

Persuasive voice: A tool that can be used in persuasive writing; The way
the writer states their opinion and reasons; The attitude the writer takes
towards the topic and audience.
Uplifting: morally or spiritually elevating; inspiring happiness or hope.
Confident: feeling or showing confidence in oneself; self-assured.
Enthusiastic: having or showing intense and eager enjoyment, interest, or
Hopeful: feeling or inspiring optimism about a future event.
Concerned: worried, troubled, or anxious.
Warning: a statement or event that indicates a possible or impending
danger, problem, or other unpleasant situation
Guided Practice: What will students do to use and apply new concepts or
skills? How will you monitor and guide their performance?
The new concepts and skills the students learned will be applied through the
whole group discussion and completion for the various activities. In the whole
group setting I will model my thought process as we go through the different
activities. I will also be walking around the class and observing the students
during their independent work to ensure the students understand the task.
Check for Understanding of Student Learning: How will you know if
students grasped the material? What techniques will you use to assess
I will assess understanding though observation during the whole group and
independent tasks. Questioning will be used throughout the lesson to check
for understanding and proper application to the subject matter. I will also use
the cloudy/clear cards as a way to assess what the students really understood
and what may need to be retaught.
Independent Practice: What will students do independently to use and
apply the new skills and concepts in a meaningful way? How will you assess
mastery of learning?
The students will take a paragraph that was written in an uplifting voice and
change the voice of the paragraph to a warning voice in their English copy
books. They will apply their new skills of persuasive voice, audience, and
opinion to reconstruct the paragraph.
Differentiated Instruction: How will you provide access to this lesson for
all learners such as students with IEPs, ELLs, gifted, and other learning
differences, re: content, process, and product?
This lesson meets the needs of the learners by applying scaffolding through
the whole group discussion and allowing the students to construct their own
meaning during the independent practice. I will also offer assistance to any
struggling students during the independent work. I will leave the slide of the

PowerPoint on the board that discusses the different persuasive voices as a

tool for the students to use if they get stuck.
Closure: How will students demonstrate proficiency with todays lesson
objective(s) i.e., Partner Sharing, Exit Ticket, Student Summarizer?
I will close the lesson by reviewing the different persuasive voices that we
discussed on the power point. I will then issue a cloudy/clear card to each
student to complete. Once the students are finished, I will read over a few of
the cards and we will then discuss how these skills we learned today will help
when it comes time to write our persuasive writing pieces.
Reflection Guidelines
The student will write lesson plans with an eye to the Danielson Framework
and the Four Domains of Professional Practice. Use this as a resource when
writing lesson plans.
Domain I Planning and Preparation
1. How do you know you were knowledgeable of your content?
2. What is the evidence that your objective was clear in the lesson plan?
3. How does the lesson address individual student learning needs?
4. What variety of strategies and methodologies did you consider when
5. What is the evidence that lesson components were logically
6. How did your lesson plan include checks for student understanding?
7. What PA Standards did this lesson address?
Domain II Classroom Environment
1. How did students know the behavioral and academic expectations for
the lesson?
2. What effective routines and procedures did you implement for lesson
3. How did you insure the classroom was physically accessible for all
4. What evidence indicates that respect was shown between and among
students and teacher?
5. What evidence indicates that students placed a high value on quality
participation, process, and product?
6. How do you assess if the lesson was attainable for all students but also
had appropriate rigor?
Domain III Instructional Delivery
1. How did you align your lesson to PA Standards?
2. How did you insure a clearly stated objective, understood by learners?
3. How did you provide clear explanations as to how to proceed through
the lesson?
4. What questioning and discussion techniques insured all-learner

5. What strategies did you employ to engage all students?

6. Describe how you made the content meaningful due to sequencing and
7. Discuss how you checked for understanding, provided feedback,
8. What is the evidence that you were you flexible and responsive to the
needs of the learners?
9. Describe how you made meaning of the lesson with some form of
closure activity.
Overall Assessment
Briefly state any changes you will make the next time you teach this lesson or
activity, to improve any of the Domains of Professional Practice.