Elementary and Early Childhood Education Lesson Plan Template 

 
 
Name: Daija Norwood Date: 4/12/2019
Course: ECE 3330 Lesson Plan #:  3. Writing
Subject Area(s): English Language Arts Grade Level/Time Frame: 4th (90 minutes)
 
Step 1: Identify Learning Context  The classroom has desks arranged in a snake pattern. There is a
Learners (Classroom
Context) 
SMARTboard located at the front of the class, and next to it is a
regular whiteboard. There are anchor charts posted around the
classroom on all walls. There is a small group table next to the
teacher’s desk, and there is a “peace” chair for students to sit and
read. There are also a row of desktop computers along the back
wall for students to use during worktime for iReady and
Microsoft Word. There is a laptop cart for students to use as
well. There is also a smaller table located at the back of the
classroom for the special education teacher to work at with her
students. There is also a reading corner filled with various books
based on reading level for students to look through and read
along with dictionaries.

Learner Description  Number of students in class: 26

 Number of males: 13
 Number of females: 13

Learning Needs  Number of Supports, Accommodations, Modifications 

Students 
Students w/ IEPs 0 N/A
or 504 plans 
Students w/ EIP  5 Daily pullout instruction with
EIP Reading teacher
English learners  1 Visuals, pictures, paraphrase
directions, sentence stems
Gifted   8 Differentiated choice boards,
extend learning, small group
lessons on instructional reading
level
Students with gaps 0  N/A
in academic
knowledge 
Other learning 0  N/A
needs 
Personal Assets, Cultural,  
Assets, Community Assets (also  Personal: My student has been has had to state their opinion
referred to as Funds of
Knowledge) 
and persuade people to do something they have wanted to do.
However, he is unable to effectively persuade because he lacks a
closing. Therefore, I will draw on these experiences to show him
how to conclude an idea and what should be included in the
conclusion.
 Cultural: My student sometimes struggles to know what to
say in a conclusion, so providing him a mentor text would
benefit his ability to write a conclusion. Also, drawing on his

Step 2: Identify Georgia Standard (s) of
Curricular Priorities  Excellence, WIDA Standard(s),
etc. 
Prior Academic Knowledge and
Prerequisite Skills 
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s) 
Learning Objective(s) or
Learning Target(s) 
Potential Misconceptions
and/or Developmental
Approximations 
  Academic Language  Academic Language  Whole Class Supports  Differentiated Supports
Vocabulary 
 Words and phrases
with subject specific
meanings that differ from Write
meanings used in everyday
life (e.g., table, ruler, force)  Multiple meaning
 General academic
vocabulary used across
personal experiences in his home life also contribute to his
personal assets such as why he should be able to play outside
instead of doing homework.
 Community: My student does not have a bunch of things I
can draw on for this lesson. However, some of the things I use
for activating his prior knowledge incorporated the community. I
asked the student whether they should build a massive obstacle
course playground or add on to the mall outlet. Then, I asked
why he preferred that which is how I incorporated his
community asset. He was able to make connections from the
community to persuade me to want the obstacle course
playground built instead of an extension to the mall.
ELAGSE4W1: Write opinion pieces on topics or texts, supporting a
point of view with reasons.
d. Provide a concluding statement or section related to the
opinion presented.
The student will activate prior academic prerequisite skills by
discussing how we persuade someone to do what we want or vote in
the way we want them to vote. The students should then be able to
mention things such as using details or facts to support your claim.
Students will need to know how to conclude their writing in order to
restate everything they have just stated along with their opinion so
that the reader knows what it was all about again.
Student will be able to conclude an opinion piece by restating what
their opinion is.
Student will write a concluding statement about why they think the
principal should allow them to take a field trip using at least one
supporting detail and a restatement of their opinion/hook.
If student writes an opinion that cannot be supported by details or
facts, then I will provide more clarification on how to incorporate
details that support the claim or opinion.
If student writes a conclusion that does not restate their opinion or a
reason that they listed to support their opinion, I will ask questions
to help guide them to analyzing their conclusion and finding a way
to restate their opinion.
 
Language function:     
Mentor Texts
   
words:  Show images of how
the word can mean
 disciplines (e.g., compare, Support (help or different things; show
analyze, evaluate) 
examples to support someone helping a
 Subject-specific words
defined for use in the your case) person and show a
discipline   text with the
  supporting details
Language Function: the content
and language focus of
highlighted.
the learning task (e.g., activities,
discussions) represented by
the active verb in the Academic    
learning objective(s) or learning
vocabulary: Model how to fill in
target(s) (e.g., apply,
evaluate, cause and effect,
the graphic organizer
sequence, hypothesize, Persuade provided (RAPS or
infer, summarize, describe, Conclude the visual graphic
explain) 
Graphic organizer organizer) and explain
 
Language Supports: instructional
how the opinion is
supports that help students supported with
understand and successfully use evidence and is
the language function summed up.
(e.g., sentence starters, graphic
organizers) 
 
Syntax: set of conventions for Subject-specific    
organizing information (e.g.,
vocabulary:  Anchor chart of
sentences, graphs, tables);
opinions along with
organizes language to convey
meaning  Opinion mentor texts
  Conclusion highlighting the
Discourse: how members of the conclusion
discipline talk, write, and
participate in knowledge
construction using the structures Syntax:     
of written and oral language; Provide sentence
discipline specific discourse has “This is why I believe stems
distinctive features or ways of _____.”
structuring oral or written
language, or representing
knowledge visually.   “The reasons listed
  above are the reason
  why I believe _____.”
 

“Now you know why

I think _____ should
be considered.”

Discourse:    
Provide an example of
List example in a how to use the graphic
mentor text organizers as an
anchor chart or visual
Use a text that is support using the text
missing the we work on together.
conclusion as an
example Provide an example of
how to make a
conclusion using the
Mystery text.
 Student will demonstrate their understanding of academic language
in writing their reasons and conclusion in their graphic organizers.
They will speak with the teacher about their conclusion and read the
text to determine if they have included the appropriate reasons to
persuade their audience.

Step 3: Design Assessment Plan 

Assessment
Framework  Georgia Performance Corresponding Learning Format of Assessment(s) 
  Standard(s)  Objective(s) or Learning
Target(s) 
ELAGSE4W1: Write Student will write a Finish the Mystery Conclusion
opinion pieces on topics concluding statement Checklist
or texts, supporting a about why they think the Graphic Organizer
point of view with principal should allow Six Traits of Writing Organization
reasons. them to take a field trip Column
d. Provide a concluding using at least one
statement or section supporting detail and a
related to the opinion restatement of their
presented. opinion/hook.

Type of Assessment  Format of Assessment (e.g., Supports, Accommodations, Evaluation Criteria  

  quiz, test, checklist, KWL chart, Modifications How will you know or
performance task)  (Differentiated measure if the students
Assessments, Culturally have met the learning
Relevant Assessment)  objective(s) or learning
target(s)? 
Pre-assessment Questioning at the Paraphrased Have a checklist
beginning of the lesson questioning and with the criteria the
and discussions visual supports for student will be
previously had during EL. expected to know at
the one-on-one   the end of the lesson
interview and check whether
or not they are able
to write a
conclusion.
Formative assessment(s)  Strategic questioning Graphic organizer See if they are
throughout the writing meeting checklist
process (Did you restate criteria from Six
the question? Did you Point Writing
answer the question? Rubric Organization
Did you provide category, and use
support? Did you proof RAPPS criteria.
your support? Did you
 sum it all up?)

Summative assessment(s)  Field Trip Writing Graphic organizer and Included at least 2

Prompt Response anchor chart supports for their
opinion and a
conclusion restating
their opinion. 
Pre-Assessment Data Summary 
After asking the student questions, I found out that they sometimes forget to add a conclusion
because they do not know what to say. However, when I asked questions such as, “What do
you think could conclude this thought?” or “What do you think will happen next?” or “Why
do you think that?” they were able to explain their reasoning and provide a concluding
statement that fit the scenario. I then explained how that was the same process they could use
to write their conclusions to other stories or responses. Knowing that the student’s previous
experiences with writing conclusions was not that familiar, I decided to multiple anchor
charts and mentor texts so that the student became more familiar and comfortable with the
skill.
 
Step 4: Create Materials Needed  Teacher Resources (must include podcasts):
Learning  Mystery Ending Passage
Activities 
 Checklist for pre-assessment taken from Six Point Writing
Rubric (Organization)
 Pen/pencil
 Laptop
 
Student Resources:
 Anchor charts
 Graphic organizer
 Pencil
 Laptop
 Writing Prompt
 Checklist for self-assessment taken from Six Point Writing
Rubric (Organization)

Technology Connection  The teacher will use the laptop to display the Mystery Ending
Writing so student can brainstorm with the teacher to create an
ending to the story.

The student will use the laptop if they want, and they can also fill in
the graphic organizer on the computer in Microsoft Word.

Supporting Diverse Learners
 I will support my EIP students by differentiating the process
through the use of the EIP pullout teacher, who will pull those
students and co-teach the information to them.
 I will support my English learner by differentiating the
product through the use of visual graphic organizers and
sentence stems.
 I will support my gifted students by differentiating the
product by allowing the students to use Microsoft Word, visual
graphic organizers or selecting the field trip they think they

Culturally Responsive Teaching
Research and Theory, or
Principles of Child Development 
Instructional Strategies and
Learning Tasks (include activities,
discussions, or other modes of
participation that engage
students to develop, practice,
and apply skills
and knowledge related to a
specific learning objective(s) or
learning target(s). Learning tasks
may be scaffolded to connect to
prior knowledge and often
include formative assessments) 
should go on to support.
The student loves outdoors and adventures, so I decided to relate
the persuasive writing to that idea. This is why I made the prompt
relate to a field trip. My student also likes to work on the laptops,
which is why I decided to allow the student to work along with the
teacher to write the conclusion to the Mystery Ending story. I also
used various anchor charts and graphic organizers to allow the
students to be successful in writing conclusions.
Gonzalez (2017) states that graphic organizers are phenomenal
tools that have various purposes in helping a student succeed. For
example, graphic organizers can be used for note-taking, pre-
writing, assessment, thinking tool, etc.; this is why I decided to use
a graphic organizer to help the student with pre-writing. Walden
University (2019) also states the importance of a conclusion and
how it provides the reader with a sense of closure while
highlighting the overall importance or idea. This is why I decided to
make this an objective for the student because not having a
conclusion can be very detrimental to an author. Using these
researched theories link to the learning objective because the
student will be able to write a concluding statement or a conclusion
that restates the importance of the paper or their opinion using a
graphic organizer and the RAPS anchor chart.
BODY OF LESSON Today, we are going to be
SHARED, GUIDED, & working on our writing
INDEPENDENT PRACTICE organization skills. We will use
facts and details to support our
“I DO” opinion. We will also have a
whole group discussion about
what we need to remember
when we are constructing a
response and making sure we
have a conclusion to sum it all
up. The teacher will write the
acronym down on the
whiteboard and pass out the
graphic organizer. The anchor
chart will leave it up as a visual
support and anchor chart for
students to refer back to while
they are working on their own
graphic organizers and
persuasive piece.
Today, we are going to be
working on strengthening our
conclusions and organization
skills. We will discuss how to
 use the acronym RAP(P)S to
write a constructed response.
We will discuss how to sum up
your opinion at the end of a
paper or response. We will also
discuss how a conclusion is a
restatement of your main idea
or opinion which is why we
have to include it at the end of
the response so that the reader
knows what we were talking
about the whole time.
The student will write their
opinion about a topic they are
presented with. Ask the student
to write facts or supports about
their opinion and then sum it
up by restating their opinion
about the topic they mentioned
at the beginning of the
response we are discussing to
write a well-organized
response with a strong
conclusion.

“WE DO” Teacher will ask student to get

THIS IS GUIDED PRACTICE the laptops out and pull up the
Word document that has the
Mystery Ending title. The
teacher will display the
Mystery Ending story on the
SMARTboard. They will read
the passage together. Then,
they will talk about the support
they have to make a well-
organized conclusion to the
story.
 “What does the
beginning of the story
tell us?”
*Write down student
answer on chart paper
 “What clues or supports
are explicitly stated and
implicitly inferred that
make you think that is
what is going on?”
*Highlight supports
student says are
explicitly there and
implicitly inferred.
  “What do you think can
happen next to sum up
the entire passage?”
The student will help fill out
the RAPPS Graphic organizer
using the details we collected
to write a conclusion to the
Mystery Ending passage.
Student will use Mystery
Ending passage to write a
conclusion with the teacher.
Student will use the Six Point
Writing Rubric (Organization)
checklist to ensure they are
including everything they need
to have an organized
conclusion.

“YOU DO” Student will work by himself to

THIS IS INDEPENDENT
PRACTICE UNDER YOUR
SUPERVISION
fill out the graphic organizer of
his choice. He will read the
Field Trip Prompt. Then, the
student will write their
response to the Field Trip
Prompt. The student will be
given a RAPS graphic
organizer, an anchor chart
visual sheet and sentence stems
to guide their thinking when
formulating their conclusion.
The student may also refer to
the mentor text we did together
and use information from the
previous discussions.

Connection to the Arts  There is no incorporation of creative expression in this lesson,

therefore, I did not draw on the arts.

Higher Order Thinking Questions How will you use details to support your opinion? (DOK Level 3)
(HOTQs) 

How can you create an organized conclusion to support your

opinion? (DOK Level 4)

How can you use the checklist to make sure you are including all
the necessary components in your writing? (DOK Level 2)

How can you connect your opinion and proof to sum it all up in a
well-organized conclusion? (DOK Level 4)

What can you recall about the passage to make a conclusion that fits
the overall story? (DOK Level 1)
 Re-teaching, Re-Engagement, Have the student say conclusions about various topics in their life to
Practice 
sum up what they have already told the class. Then have them use
the checklist to ensure they are including all the required elements.

Extensions  To extend the lesson, have the student write a conclusion and have
the other students “score” them using the Six Traits Writing Rubric
(Organization). They can also extend this lesson by allowing the
students to pick a field trip for each subject area and write a
persuasive constructed response as to why they should go. This
allows students to be challenged by critically analyzing one
another’s writing as well as thinking about the ways in which
someone can support their opinion in a persuasive writing piece.

  Lesson Closure  To wrap up the lesson, the student will share their persuasive
writing responses. Then, we will restate what they can do now by
reading the “I Can” statement again. Then, the student will use a
self-assessment rubric to inform the teacher of where they stand
with being able to use RAPS and write a well-organized conclusion.

Step 5: Post-  
Instruction Lesson Implementation
Reflection 
After teaching my lesson, I felt that overall it was a great lesson for the student. I will say that the Mystery Ending did not
go as well as I expected it to go. I think that the story was not something that he particularly cared for, so he did not show
as much interest in creating the appropriate ending. However, creating a mentor text allowed the student to have a great
example of how a story flows and is summed up at the end. However, I do think there were a few things that could be
improved upon. For starters, I think that another aspect that did not work well was trying to get my student to use
sentence stems or other supports that I offered to facilitate their learning. I think that the learning materials worked
efficiently and effectively together to support the student’s learning. This is in part due to the fact that the student enjoyed
typing on the laptop and the graphic organizer was easy to use and read. If I were to teacher this lesson again, I would
probably select a different text to create the ending for, so the students could have more of a connection to it. At the end
of the lesson though, I learned that as a teacher, I am great at scaffolding. At some points, I felt like that the student was
not understanding what I was saying, so I went back and guided them through their thinking by questioning and helping
them arrive at the correct answer. I also found that as a teacher, I am great at time management. I also paced the student
throughout the entire lesson so they would not fall behind or get off task.

Learning Theories/Research Base

This lesson used all of the learning theories that framed my instructional plan. This was due to the fact that the research
stated that it would help the student successfully make conclusions, and it did. The graphic organizer allowed the student
to make sure they were incorporating enough support throughout, but it also allowed the student to not forget about the
conclusion. Then, with the anchor charts the student was able to write a response about their opinion on whether or not
the principal should allow the students to go on the field trip. For another example, the student was able to conclude their
response with ‘This is why I think the principal should let us go to the museum.’

Assessment Analysis 

I learned from the assessments that my student has become better at writing conclusions. I also learned that my student
knows how to use anchor charts and mentor texts to support them. I also learned from the pre-assessment that my student
was not aware that he was leaving off his conclusions until I mentioned it. During the formative assessment, I learned that
my student was able to utilize the checklist to make sure he incorporated the required elements in his response. I also
learned that he was able to use the graphic organizer to sum up his thoughts. For the summative assessment, I was able to
gather the information needed to understand my student’s conclusion and stance about whether or not the principal
should allow them to go on the field trip. This then led to a well-organized and higher score on the Six Traits of Writing
 Rubric (Organization). The only pattern I seemed to notice during the lesson was that the student started to sound
formulaic with his writing because he was following the mentor text so closely. Knowing all of this information can guide
me to my next steps for this student which will include incorporating this skill in future writing tasks. Another way to use
the information to guide my next steps is to work on another area of the Six Traits of Writing Rubric that relates to
Organization. The student can now take the feedback that was given to continue to include conclusions in their writing. The
student can also use the feedback to do better on the constructed response on the Milestones because they will have an
acronym that they can use in order to make sure they are always answering the prompt in its entirety.

 
 
 
 
 
 

References:

Gonzalez, J. (2018, September 20). The Great and Powerful Graphic Organizer. Retrieved from

https://www.cultofpedagogy.com/graphic-organizer/

Writing a Paper: Conclusions. (n.d.). Retrieved from

https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions

Appendix:

Mentor Texts
Visuals and Graphic Organizers
Anchor Charts

Field Trip Prompt

Student Work