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UNT Lesson Plan Template Madeline Hunter

Pre-service Teacher: Grade(s): 2nd grade School/Mentor Teacher (if applicable)


Jackie Guida Shawnee Trail Elementary, Lorraine Lop

Subject area(s): Language Unit Topic/Theme: Lesson Title: Convince Me!


Arts/Writing Persuasive Writing

Relevant TEKS: Relevant ELPS: Relevant TX CCRS:


20) Writing/Persuasive Texts. 5(F) write using a variety of A (1) Determine effective approaches,
Students write persuasive texts grade-appropriate sentence forms, and rhetorical techniques that
to influence the attitudes or lengths, patterns, and demonstrate understanding of the writer
actions of a specific audience connecting words to combine purpose and audience.
on specific issues. Students are phrases, clauses, and sentences A (2) Generate ideas and gather informa
expected to write persuasive in increasingly accurate ways relevant to the topic and purpose
statements about issues that as more English is acquired
are important to the student for 5 (G) narrate, describe, and
the appropriate audience in the explain with increasing
school, home, or local specificity and detail to fulfill
community. content area writing needs

Lesson Objective(s)/Performance Outcomes


Students will come up with a topic that they think needs change and will elaborate their ideas with supportin
details (arguments) in order to persuade the reader to see the situation from their point of view.

Assessment (Description/Criteria)
Formative Assessments will be used throughout the lesson as the students collaborate with their peers and
and turn. The notecard that students use in the anticipatory set can be used as well as the sticky note from
checking for understanding.

Each student will write their own short narrative with the purpose of persuasion for the Summative Assessm
To show mastery, each narrative must have a clear statement of what change the student wants to see
addition, each narrative must have at least two to three supporting details or reasons why their idea of chang
valid.

Materials and Resources


Book- YouTube: Click Clack Moo Cows That Type by Doreen Cronin
Chart paper, markers, Writers Notebooks, pencils, Expo Markers
Computer/overhead screen for viewing YouTube Book
Handout: Template that shows main idea and three supporting arguments
Management of the Instructional Environment
Students will be in their assigned spots on the carpet for a majority of the lesson. This will allow for the teac
to quickly redirect students that may have trouble staying focused. Writers Notebooks along with writing
utensils are located at the students tables. Students will bring a pencil to the carpet so they can participate in
the lesson when asked to write on the notecard or sticky note. During the independent practice time, the teac
will be walking around to each table to ensure all students are following directions. At this time teacher may
have a mini-conference with students who are confused or need extra support.

Technology Integration
YouTube-Book: Click Clack Moo Cows That Type by Doreen Cronin

Diversity and Equity (Accommodations, Modifications, Adaptations)

Students will have the opportunity to brainstorm and plan their arguments with the students at their table bef
they begin independently writing. This will serve as a support for all students including second language
learners because they can get feedback on their ideas before they begin writing to make sure they are on the
right track. Additionally, students can use the anchor chart as a reference for the words persuasive writing an
argument. Premade templates that show a main idea and three supporting arguments will be available for
students who want to organize their thoughts before they begin writing. Intentional seating in cooperative
groups allows for students that need buddies to be in close proximity to someone that can assist if needed. (I
student is really struggling with coming up with supporting arguments, they may only include two argument
and go into detail for each argument. However, this will be the decision of the teacher when she is walking
around the classroom checking the progress of the students. This will make the situation for students with
disabilities more equitable.)
Activities/Procedures:

Anticipatory Set (activate prior knowledge, (List specific statements or activities you will use to focus
students on the lesson for the day. This should activate student knowledge related to the objectives.):
To elicit prior knowledge, give students a blank note card. Title the note card Persuasive Writing and have
students put their names on the card so that the teacher can get a feel of where each student is at. Set a timer
two minutes and tell students to write what they know about persuasive writing. Afterwards use circle time t
discuss any ideas students had by anonymously going through the cards. (8 minutes)

Objective/Purpose (For the student's benefit, explain what students will be able to do by the end of the
lesson and why these objectives are important to accomplish.):
Tell students, Today you will write persuasive statements [and arguments], about issues that are important t
the student, for the appropriate audience in the school, home, or, local community. Inform students of some
examples of topics they may want to write about: Should kids wear uniforms to school? Should kids ha
bedtime? Should second graders get ice cream daily at lunch? Should kids be able to watch YouTube
school? Should kids have homework? Tell students that it is okay to use their imagination and be
creative when coming up with topics they want to write about. Students today you will understand that goo
writers have a purpose for writing. Expert writers choose topics that are important to them to write about.
Expert writers can use words and ideas to influence others thoughts, actions, and feelings. In addition, write
chose their ideas and words based on their audience. (4 minutes)
Instructional Input (direct teach, (What information is essential for the student to know before beginn
and how will this skill be communicated to students?):
From students ideas, introduce the definition of PERSUASIVE WRITING- when writers feel strongly abou
something, and try to convince others to think the same way they do, by making arguments. Define
ARGUMENTS- statements you use to defend your position (connect to students reasons for thinking a cert
way). Expert writers back up their ideas with proof or good ideas to support why their idea of change is a g
one. (Make anchor chart and write these two definitions so students can refer to them throughout the unit o
persuasive writing.) (5 minutes)

Show the YouTube video of the book, Click Clack Moo Cows That Type by Doreen Cronin. Discuss with the
students who the audience of the book was (Farmer Brown) and the changes around the barn did the animals
wanted (electric blankets because the cows and hens are cold; a diving board for the ducks). Ask students to
explain how the changes were made and if they thought it was a good deal for Farmer Brown. (10 minutes)

Modeling (I do, (If you will be demonstrating the skill or competence, how will this be done? This is w
the TEACHER shows the STUDENTS):
Now tell the students to watch as I write about why I think school should start at noon. I am going to begin
writing by stating exactly what I will be talking about, I really think that school should start at noon. Hmm,
I need to show support for my topic. I will use the statistic that research shows that students do not perform
their best until later in the day. Okay now I have my topic stated and one argument. (Underline the first
sentence and label it topic, then underline second sentence about the research in a different color and label in
the margins argument #1.) Now I need to include some personal reasons why I think school should start late
am really not a morning person so I am going to include this in my writing. I also do not really like breakfas
foods so I am going to include a detail about how I think we should just be able to sleep through breakfast a
just wake up for lunch. I will provide an alternative solution to my main topic to show that it is in fact possib
The hours of school can be from noon to 5 pm. We would not need a lunch break but could just have a snack
break around 3 pm. (Stop and label all of the previous arguments made in the margins.) I am going to end m
writing in a question to emphasis the point I am trying to make. What else do I need to say to convince you
starting school later is a great idea? (10 minutes)

Checking for Understanding (Identify strategies to be used to determine if students have learned the
objectives.):
Students will write on sticky notes at least three arguments I made in my writing. Then they will turn to thei
shoulder partner and come up with another argument I could have added to make my writing stronger. Teach
will draw sticks and ask specific students ideas that they came up with and as a class we will decide if their
ideas help convince the reader to see why the topic of starting school later is a good idea. (10 minutes)

Guided Practice (We do, (List activities which will be used to guide student practice and provide a tim
frame for completing this practice. This is what the TEACHER does WITH the STUDENTS.):
Together we will brainstorm a topic of interest to the students. The teacher will start the persuasive writing o
chart paper and call up students to contribute. Once the teacher feels there are enough arguments made in th
writing, students will help the teacher label the different arguments. Lastly, as a class the writing will be read
through and any statements that do not fit nor support the topic will be crossed out. Students you did a grea
job helping me write about why ____. I want you to see how we focused on the important facts in order to
prove to the reader why our idea is a good one. (15 minutes)
Closure (What method of review and evaluation will be used to complete the lesson?):
When I dismiss you from the carpet, you will take an expo marker out of your bin and neatly write on your
desk two things you learned from todays lesson about persuasive writing. I will be walking around to see th
things you write and will choose the best three to share theirs with the class. (4 minutes) Then teacher will
give directions for the independent practice and the assessment expectations.

Independent Practice (You do, (List homework/seatwork assignment to be given to students to ensure
they have mastered the skill without teacher guidance. This is what the STUDENT does ALONE to sh
the TEACHER what s/he has learned.):
Now it is your turn. In your writers notebook you will create a persuasive writing that has a clearly stated
topic about the change you want made. Your writing will include at least three supporting arguments that he
convince the reader why your idea for change is a good one. You may want to brainstorm topics before you
started. Feel free to check with your table members if you are unsure about your topic. Once you have chose
your topic I want you to count on your fingers the three arguments you will make in your writing to your
shoulder partner. Then you may get busy with your writing. (25 minutes)

Reflections and Documentation/Evidence of Lesson Effectiveness

I feel that my lesson over all went really well. When I discussed that I would be doing persuasive writing wi
my mentor teacher she was a bit nervous to see the results since she said that is a topic they have not covere
yet. I shared with her my lesson and plan and showed her the work of the students. She enjoyed reading thei
responses and was happy with their attempt to be persuasive. The advice she gave me was to next time have
students write about more serious topics in hopes that their arguments would be stronger for their first time
writing persuasively. Throughout teaching this lesson to three second grade students, I have learned that I am
good at explaining arguments and giving clear examples of what makes a good argument and what makes a
poor argument. As a teacher, I will always check for understanding and be able to follow up with clarificatio
for any students who may need it. Due to the time restriction, I only had time to talk about the anticipatory s
with the students. Since I had a small group, this was effective and a well thought out conversation about wh
persuasive writing really is. I had premade the I Do part so I read it to the students and pointed out the
different arguments I made. They really enjoyed my topic and were eager to start writing their own. During
15 minutes that they were to be independently writing, I could tell they were deeply thinking and trying to
come up with good ideas and arguments. When I looked over their past writings and this persuasive piece it
difficult to come up with 10 weaknesses for each student. Ashlee showed strength after the lesson in the sen
that she was able to come up with many ideas for why she wanted her birthday to be yearlong. Tripp showed
strength in his writing since he edited it after he finished and took out sentences that he felt did not belong.
Chloe showed strength after the lesson because she chose an entertaining topic and carried the idea of
entertainment throughout her entire piece. If I were to teach this lesson again I would have the students writ
persuasively about more serious topics that seem more reasonable in hopes that their arguments would be
clearer and stronger.
Strengths and Needs Chart

Student Name: Ashlee Grade Level: 2nd Date: 11-29-16

Strengths Needs

Before Lesson: Before Lesson:


-Very descriptive in her writing -Could use help focusing on specific details
-Great use of voice of a topic one at a time
-Uses punctuation in the right places -Should expand vocabulary by using
-Good sense of informational writing, can synonyms of words when writing
tell the readers exactly step by step how to -Writing is not very structured
do something (in her story it was how to do -Does not edit her work before turning it in
gymnastics tricks) -Over uses transition words in her writing
- Writing serves the reader, not just the
writer

After Lesson: After Lesson:


-Eager to write about the topic -Did not fully back up her arguments
-Includes many details of why she wants -Organized thoughts with commas instead
her birthday to be a year long of complete sentences
-She is very imaginative in her writing -Reasonability in her writing is off
-Her writing is easy to understand and -Had a tendency to write lists instead of a
follow well thought out narrative
-Has a variety of words in her response -Had to be reminded to stay on task several
(Doesnt repeat the same things over and times (I think her writing reflects this since
over) it is kind of all over the place.)

*I would teach her a mini-lesson about writing narratives with supporting details instead
of listing ideas.
Strengths and Needs Chart

Student Name: Tripp Grade Level: 2nd Date: 11-29-16

Strengths Needs

Before Lesson: Before Lesson:


-Very descriptive -Capitalization of the first word in a
-Edits his work by adding sentence strips sentence
-Good at including dialogue -Handwriting hard to read at times
-Efficiently uses punctuation -Incorrectly uses past tense verbs (example:
-Writing teaches the reader since the goed)
contents are well explained -Could expand vocabulary of written words
-Could use some transition words in his
writing

After Lesson: After Lesson:


- Includes a main topic and stays focused - Writing is messy, could use help with
throughout writing ways to neatly edit his work
-Offers suggestions to his argument -Does not have enough realistic arguments
-Writing shows good understanding of the -Got carried away in his writing (obstacle
way school works (mentions college) course part does not feel like it should
-Spent time editing this writing by omitting belong in this writing)
sentences and adding new ones -Reasonability of argument is off which
-Very creative in his ideas takes away from the piece
-I feel he did not write to his best ability

*I would teach him a mini-lesson about ways to stay focused on a topic and elaborate
details to fit with the topic.
Strengths and Needs Chart

Student Name: Chloe Grade Level: 2nd Date: 11-29-16

Strengths Needs

Before Lesson: Before Lesson:


-Good use of dialogue and correctly uses -Could edit work to add more interesting
quotation marks details
- Her writing anticipates readers questions -Take a risk when writing, seems very
(interesting to read) simplistic
-Informs reader of everything they need to -Could include some transition words in
know in order to understand her story writing
-Story has a clear beginning, middle, and - Brainstorm more interesting topics to
end write about
- Has a strong writers voice (I can hear her -Could substitute proper nouns for
voice in my head when I read her writing) pronouns when repetitively talked about

After Lesson: After Lesson:


- Has a clear idea of the topic of change to - Work on using complete sentences
the school and includes a couple supporting -Including more subjects in the sentences
details so they do not just start with verbs
-Very imaginative -Come up with more persuasive reasons
-Writing is in a logical order why school should be ice cream
- Strong use of verbs -Work on being able to come out of the
-Writing is simple yet entertaining imagination stage for a few minutes to add
logical details
-Can work on writing to serve the reader
and not just the writer (capturing readers
attention)

*I would do a mini-lesson with her about ways to get the attention of the reader by
persuading them to think her way.