1

Lesson Plan 3

Sean Laughlin

University of Kansas

SPED 898

Dr. Brasseur-Hock

June 1, 2020
 2

Lesson Plan Template

PLANNING
Unit Title Lesson Plan #3
Subject Area Writing
Lesson Title Persuasive Writing
Length of Lesson 20-30 minutes
Audience Description Number of students: 4
Race: African American and Caucasian
English Language Proficiency: All Proficient
Gender: Both
Exceptionalities: Behavioral Issues
Cultural Considerations: Understanding how they persuade people daily
Other information: N/A
IEP Goals (where IEP goals for this lesson is to grow each student as a writer and introduce them to a new style of
available) writing.

Objectives Learning a new style of writing and teaching the students how they persuade each other throughout
the day. Also, creating a Pro's/Con's list.

Standards Full participation from each student; during the discussion, classwork on the board, and their
paper work.

Assessment (formative I will determine how much they have learned when at the end of the lesson, how they
and/or summative) create their own pro's and con's list.
 3

Resources (texts, Projector, dry erase board/marker, paper and writing utensil.
technology, materials,
etc.)

Incorporation of other This connects to our writing lessons that we have been working on. Different styles of writing.
subject areas
LESSON DELIVERY
Introduction # of minutes: 5
(anticipatory set, I will begin the lesson by asking the students if they know what persuasive means and
thinking device, advance introduce how they use it daily without knowing it. This introduction will include giving the class
organizer, lesson examples of how they may have seen or used persuasion before.
“hook”)

Description Rationale
UDL Engagement: Show the students how they use persuasion
daily even though most likely they are
Recruiting the Interests unaware of it.

Lesson activities # of minutes: 20

(content, methods,
strategies, procedures,
formative assessment)
All of this will be on a PowerPoint that walks the instructor through each step.
1. Go over the definition of persuasion
2. Choose a topic to do a class pro's/con's
3. Pro/Con list as a class
4. Have each student do their own pro/con list on a different topic that they come up with
on their own.
 4

5. Persuade me on whatever topic they have chosen. Read the pro’s and con’s to the
class and see if they can convince the instructor over whatever their topic is.

Description: Rationale:

UDL representation
During this class, the students will have
Options for Perception options in two situations to discuss a topic
that they may be passionate about. The first
time they will have an option is when we as
a class will create a pro/con list. The class
will select the topic instead of the instructor
to motivate the students to participate. The
second instance where the students have
control is when they create their own
pro/con lists over whatever topic they want
to convince the instructor.

UDL engagement:

Provide options for recruiting interest Allowing the students to choose the topics
that we make the pro's and con's list so they
stay interested as well as they have more
opinions.
 5

UDL action & expression:

Provide options for action and expression Creating a pro/con list as a class on the board
as well as individually on paper to do more
practice in different forms.
Closure # of minutes: 5
Recap what we went over. Talk about how each student uses persuasive talk during their school
day.

UDL principle & description (at least 1):

Comprehension - combine the knowledge that we discussed to the pro/con lists that we made to
how the students use persuasion daily.

Instructor Comment copied from Canvas: “The is a sketch of what you planned. It does not have enough information to be

followed by a substitute teacher.” “[Descriptions of target students] would be covered in the UDL information; however there was

incomplete information included in this section”