POP ONE: Lesson Plan

Lesson Overview
Grade Level KIndergarten
Estimated Time One 60-minute period
Length

Lesson Description In this part of the lesson, the students will be introduced to persuasive writing.

Content K.1(C) Knowledge and Skills. Share information and ideas by speaking audibly and clearly using the conventions of language.
Area K.6(E) Response Skills. Interact with sources in meaningful ways such as illustrating or writing.
Standards K.6(F) Response Skills. Respond using newly acquired vocabulary as appropriate.

Technolo N/A
gy
Standard
s
Lesson Objective The students will be introduced to persuasive writing and collaborate and discuss/tell their
opinion.

Resources/Materials/Tools

Terms/Vocabulary Special- Something or an idea that is exceptionally good or precious.

Persuade- To cause someone to believe in something through reasoning and argument.

Compare- note the similarities and dissimilarities between one thing and another.

Technology
resources
(hardware, N/A
software,
websites,
Technology-
Enhanced
Lesson
Supports), and
rationale for
why each is
vital for
instruction:
Non- For each part of the lesson, you must identify the materials and resources needed to teach
Technology the lesson. You must include Teacher Materials (what materials do you need to teach the
resources and various parts of the lesson) and Student Materials (what materials do students need to use
rationale for during the various parts of the lesson).
why each is
Motivation: Click, Clack, Moo by Doreen Cronin
vital for
instruction: Modeling: Easel paper, Markers

Guided Practice: Cake picture, Ice cream Picture

Independent Practice: Writing Journals, Pencils, Crayons

Lesson Procedures
Focus/ Anticipatory The teacher is reading ● Click, Clack, Moo
The teacher will say: Today we
Set the book and the by Doreen Cronin
are going to practice our
(motivational students are listening.
persuasive writing skills.
hook)/Communicate the The students will also
objective. The teacher will start by
participate in a class
reading
discussion.
“Click, Clack, Moo” by Doreen
Cronin.
She will ask facilitating
questions during the story
like :
“What are the cows doing?”
“What are they trying to get
farmer Brown to do?”
“How are they trying to
convince them?”
The teacher will then make
real-world connections with
the students by asking
questions about times they
have tried to convince
someone of something.
For example: Convincing their
parents to buy them a candy
or convincing their parents to
buy them a toy.

Content Input (could vfv The students will be Easel paper, Markers
After the students have
include content outline, listening and
answered the questions as a
presentation format, providing examples
questioning, modeling,
class. The teacher will
of a time they
examples) introduce what persuasive
persuaded
writing is and when we can
someone.
use it as a form of writing.
The teacher will begin by
drawing an anchor chart on
the easel paper. On the top
of the paper, we will write
Persuasive Writing.
The teacher will say: In our
read-aloud story, the cows
were trying to convince
farmer brown to get them
these cool electric blankets.
They did that by writing a
persuasive letter. Can you
guys say, Persuade?
 Persuade is another word
for convince. So when we
try to convince someone we
tell them reasons why they
should give us stuff or why
they should do something.
So when we do a persuasive
writing paper we always
start with our opinion
sentence. This is what you
believe. Then you give
reasons about what you
believe and then you end
with your opinion sentence
again. So turn and talk with
your partner and tell them
about a time to tried to
convince someone. Make
sure you tell them how you
convinced them.
The teacher will give the
students a minute to discuss
with their partners. Then
ask the students to share.
As they are sharing she will
write their statements on
the board next to our
anchor chart.
Guided Practice The teacher will then have the - The students will - Cake picture
(identify students who students participate in a small participate in a - Ice cream Picture
failed to master lesson game influenced by philosophical chairs
objectives) philosophical chairs. The activity.
teacher will have two types of
desert pictures hung around
the classroom, she will have
the students use their walking
feet to go stand under the
picture of what dessert they
like better. The teacher will
then say:

Turn and talk with a friend

next to you and tell then why
you chose that desert.

Check for Understanding The students will engage

The teacher will then call on
some of the students in each in a discussion about the
group to explain why they activity.
chose that desert.
 Some other questions the
teacher can ask could be :
what made that desert better
than the other one?
Can you add to what ----
said?
Independent The teacher will tell the The students will write Writing Journals
Practice students it’s time for them to about what snack Pp Pencils
(vertical expansions of we should have in Crayons
think about what we should
lessons; re- teaching and class, along with
enrichment)
have for snack in our
reasons. They will
classroom. The teacher will
work on this in their
say: writing journals.
Now it's time to put your
persuasive writing skills to
work! In your writing
journal, you will draw and
label a picture of what snack
we should have in our class.
Then write why we should
have that snack. You have to
try to convince Mrs.Reyna
and I, so make sure you
have really good reasons.

The teacher will then let

them draw in their writing
journals and have them look
at the writing template on
our anchor chart for a way to
help them write their
sentences.

Closure
The teacher will ask exit ticket The students will engage
questions: in the discussion and
answer exit ticket
-Can someone tell me what questions.
persuade means?

-Can you give me an example

when you persuaded
someone?