Annie Overton

Writing Lesson Plan Template

CAEP K-6 Standards

UNIT BIG IDEA: “Our Differences Make Us Unique”

LESSON RATIONALE
This lesson allows students to engage in persuasive writing while attacking the writing trait of Content & Ideas in a
variety of ways. The anticipatory set paired with transitioning from tables to the carpet and back to tables plays to
students’ need for frequent movement. A read-aloud helps to introduce persuasive writing in a memorable way. This
specific text involves audience participation which will help activate learners’ Reticular Activating Systems because
it is something new and exciting. This will also help students who struggle to remain focused on the carpet because
they will be involved in the presentation the whole time. A mini-lesson combined with a writing workshop offers a
format that is appropriate for a third grade level attention span. This lesson provides a great amount of examples,
writing talks, and modeling. There is also the opportunity for guided student choice in the writing prompts which
allows students to take some ownership of their writing by fostering independence in that aspect.

(CAEP K-6 1.a)

READINESS

I. Goals/Objectives/Standard(s)
A. Goal: Students will be able to produce strong ideas for arguments to persuade.
B. Objective:
● After listening to “Don’t Let The Pigeon Drive The Bus”, students will identify persuasive
elements in the story.
● Upon choosing a prompt, students will defend their stance with specific reasons.
C. Standard(s): (CAEP K-6 3.c)
a. 3.W.3.1 Write persuasive compositions in a variety of forms that –
● State the opinion in an introductory statement or section
● Support the opinion with reasons in an organized way
● Connect opinion and reasons using words or phrases
● Provide a concluding statement or section
II. Management Plan Time per lesson element, use of space, list of materials. Describe expectations and
procedures.
a. Materials:
● “This or That?” PowerPoint slides
● “Don’t Let The Pigeon Drive The Bus” by Mo Willems
● “Persuade” sign
● Giant sticky note paper
● Markers
● Dry erase markers
● Graphic organizer (one for each student)
● Writing utensil
● iPads (maybe)
b. Time:
● Anticipatory Set: 3 minutes
● Mini-Lesson: 10 minutes
● Writing: 15-20 minutes
● Sharing: 3 minutes
● Closure: 3 minutes
c. Space:
● Anticipatory Set: around the room

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 ● Mini-Lesson: carpet
● Writing: tables
● Conferencing: my table (guided reading table)
● Sharing: tables
● Closure: tables
d. Expectations & Procedures:
● Typical classroom expectations and procedures for writing workshop
▪ quiet writing
▪ peer tap for conferencing transitions
e. Suggestions:
● In order to manage all learners while I am conferencing, I will hold conferences at the guided
reading table so I am able to see all students.

III. Adaptation to Individual Differences and Diverse Learners

● Anchor charts are available as both a tracking device during the mini-lesson and a visual resource for
further instruction
● Students have choice in their writing topic
● Copies of sample prompts are listed at the top of the graphic organizer sheet
● Students needing handwriting adaptations are able to fill out the graphic organizer on their iPads
● Frequent repetition of key vocabulary is used, i.e. “persuade”, “ideas”
● Pair share is utilized often to give students the chance to speak about the content without having to speak
aloud to the whole class
● Peer tap is utilized for conferencing transitions in an effort to not distract students during writing
● Modeling of filling out the graphic organizer
● Labels on the graphic organizer helps students remember what goes where

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set

● “Good morning, everyone! We are going to play a game called ‘This or That?’. I will ask you a
‘this or that?’ question and show two pictures on the board. You will indicate, or show, your
preference by moving to the corresponding side of the room. For example, if I asked ‘Which
elementary school is better -- Allen or Kendall?’” Show pictures of each on the board
(PowerPoint slides) “I think Allen is better, so I would walk to this side of the room” Walk to the
side of the room that the Allen picture is showing on. “I think Allen is the better school because all
of you are here, and I love learning with all of you!”
● “Now, it’s your turn to show your preferences. I am going to ask another ‘this or that?’ question
and you will show your preference by moving to the corresponding side of the room. Give me a
head nod if that makes sense.” Check for student understanding. Clarify directions if needed.
● “Once you move to whatever side you choose, I want you to look around and observe the
preferences of your peers. Chances are you will have a different preference than some of your
peers. You may even learn something new about a friend of yours. It is okay to have different
opinions. Remember our big idea? It is our differences that make each one of us unique!
Alright, here we go.”
● Ask the following “This or That?” questions and show PowerPoint slides with pictures:
○ Which is the better season -- summer or winter?
○ Which is the better pet -- cat or dog?
○ Which is the better special -- art or P.E.?
○ Should we have school on Saturdays -- yes or no?
● After each question, ask students from each side to give a reason for why they believe that choice
was the best. Give students a chance to change their answer after hearing from their peers.
● “Great job participating! Now, I want you to think about the activity we just did. There was
something I did each time after you moved before I went on to the next question. Something I
asked… Go ahead and quietly raise your hand if you can recall what I did after each question.”
● Call on a student who is raising their hand. Goal answer: “asked us to give a reason for why we
chose what we chose.” If students do not get to this answer on their own, guide them there.

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 ● “That’s right! I asked you to defend your answer. I wanted to know why you chose what you
chose. Sometimes, hearing your reasoning made someone else change their mind (don’t say this
part unless it did)!”

V. Purpose: “Today, we are going to learn about how to support our opinions and how, if our arguments are
convincing enough, we might be able to get others to agree with what we believe. This is important because
all around our world, people are trying to convince us to agree with them. We can see this on television
commercials, on billboards, in the newspaper, and even with our own friends and family! Maybe someone
tried to tell you it was bedtime but you wanted to convince them to let you stay up just a little later. We all
have reasons as to why we believe the things we do and it is important to be able to share those. It is also
okay to change our opinions once we discover new information.”

VI. Lesson Presentation (Input/Output)

MINI-LESSON:
● “I am going to read you the story ‘Don’t Let The Pigeon Drive The Bus’ by Mo Willems. As I read, I want
you to pay attention to what the pigeon is trying to get us to do.”
● Read “Don’t Let The Pigeon Drive The Bus” by Mo Willems.
● “What did you think about the book?” Allow time for a grand conversation.
● “Before I started reading, I asked you to pay attention to what the pigeon was trying to get us to do.
Quietly raise your hand if you can tell me what the pigeon was trying to do throughout the story.”
● Call on a student who is raising their hand. Allow time for students to respond.
● “That’s right! The pigeon was trying to get us to let him drive the bus. The pigeon was trying to
PERSUADE us.” Hold up a sign that says ‘persuade’. Tape word sign to the middle of giant sticky note
paper to create an anchor chart. “Quietly raise your hand if you know what the word ‘persuade’ means.”
Call on a few students to share their definition of the word ‘persuade’. As correct definitions are shared,
write them around the word ‘persuade’ on the anchor chart.
● “That’s right, ‘persuade’ means to cause someone to do something through reasoning or argument. If you
are trying to persuade someone, you are trying to convince them or talk them into doing something or
believing the same as you.
● In the story we just read, the pigeon was trying to persuade us to let him drive the bus. Take a second and
think -- How did the pigeon try to persuade us? What did the pigeon say to try to persuade us to let him
drive the bus? Go ahead and pair share with the person next to you. If you and your partner come up with
an answer, just go ahead and give me a subtle thumbs up against your chest. This helps give everyone a
chance to think and discuss without feeling rushed or getting distracted. (this would be a regular practice in
the classroom).
● Allow time for students to think, pair share, and show that they have answers.
● Call on students showing a subtle thumbs up. As students recall ways the pigeon tried to persuade us, write
them on the left side of the white board. If students struggle to recall, go back into the text and help them.
● “Great job remembering our story! The pigeon tried a lot of different arguments to try to persuade us.
When we are trying to persuade someone to agree with us, we have to have a variety of ideas to support
our argument.” Write the word ‘ideas’ in the middle of the white board, above the list. One important
trait in writing is the content, or the ideas. This is the main message of the writing. When we are writing
a persuasive piece of writing, or something to try to convince someone, we must have strong ideas. In this
case, ideas refer to a strong topic, as well as strong details to make the writing interesting and engaging.
● “Right here, we listed some of the ideas from the story I read to you. The pigeon tried a lot of different
arguments to try to persuade us but… did his ideas work? Were they strong enough to convince us? Did we
let the pigeon drive the bus?” Students likely will respond, “NO!”
● “You’re right! The pigeon’s arguments were not convincing enough. His ideas were not very strong. A lot
of the time, he was just begging, but didn’t give a lot of real reasons as to why we should let him drive.
When we want to share our opinions and persuade others to agree with us, we have to have strong reasons
to support or back up our point.
● “Since this book is fictional, or fake, maybe the pigeon could have found some research that said pigeons
are actually really safe drivers. Maybe that would have helped convince us? Write “pigeons are safe
drivers” on the right side of the white board under ideas -- this will be a list of stronger arguments.

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 ● “Talk to the people around you and try to come up with strong ideas for other things the pigeon could have
said that might have been more convincing. If you come up with an answer, just go ahead and give me a
subtle thumbs up against your chest.”
● Allow time for students to think, pair share, and show that they have answers.
● Call on students showing a subtle thumbs up. As students come up with stronger arguments the pigeon
could have used, write them on the right side of the white board. If students struggle to come up with ideas,
suggest the following:
o The pigeon could have said “Driving a bus has been my biggest dream, and you are the only
person I know who has a bus! If you don’t let me drive it just for a little bit, I will never get to live
out my dream.” -- this would play to the audience’s emotions
o The pigeon could have said “You can come with me! That way, you would not have to worry
about something going wrong.”
o The pigeon could have stated rules of the road and steps to driving to prove that the pigeon was
knowledgeable about driving.
● “Great job coming up with strong ideas! Now, these arguments (point to right list) are definitely more
convincing than these (point to left list). “Remember, the ideas in our writing are incredibly important. If
we are trying to persuade someone, we must have strong ideas.”
● “Today, you are going to start a persuasive writing project and try to convince someone on a topic of your
choice. First, I am going to model for you exactly what you will be doing. Here is what I am trying to
persuade someone to believe: Cats are better pets than dogs. Now, you may not agree with this, but stick
with me as we come up with supporting arguments.”
● “See this? Show giant sticky note paper with a graphic organizer outline on it. “This is a graphic
organizer. We can use a graphic organizer to help us keep track of our ideas before we start writing. In this
large box, I am going to write my main point: Cats are better pets than dogs.” Write “Cats are better pets
than dogs.” in the main box. “Now, in these three boxes, I am going to write three supporting arguments.
Now, remember, is it convincing enough for me to just say ‘I like cats better’? No. I need to have strong
arguments that could convince someone else to agree with me. For example, one of my arguments could
be: Cats go in a litter box, so they do not need to be let out or taken on walks all the time.” Write argument
in the first box. “Go ahead and talk with the people around you and see if you can come up with another
strong reason. Even if you like dogs better, try to come up with a reason to support this opinion. If you
come up with an answer, just go ahead and give me a subtle thumbs up against your chest.
● Allow time for students to think, pair share, and show that they have answers.
● Call on students showing a subtle thumbs up. If students’ arguments are strong, add them to the graphic
organizer. If students are struggling to come up with strong ides, add the following:
o Cats are quieter.
o Cats clean themselves.
● “Now that I have filled out my graphic organizer, I am able to see all my ideas and would be ready to start
drafting my writing sample. Does anyone have any questions about how to fill out this graphic organizer?
Allow time for questions.

WRITING:
● “Today, you are going to choose a topic and fill out your own graphic organizer to record strong
supporting arguments (pass graphic organizer sheets to students while explaining). Remember, the topic
goes in the large box and your strong ideas to support it go in the other three boxes. In all of these topics,
you will be writing a letter to someone and trying to persuade them. You may choose one of the following
prompts listed at the top of your sheet, or, if you have another idea that you would rather write about, you
may come to my desk and ask me for approval. Once you choose your idea from the list or you have your
own idea approved, you may get started. I will be conferencing with some of you during this time, so if
someone comes to tap you and says it’s your turn, please bring your graphic organizer and a writing
utensil over to my table. Happy writing!”
● Prompt suggestions:
o Persuade your principal that recess should be 20 minutes longer.
o Persuade your teacher to get a class pet.
o Persuade your friend that your favorite special (art, music, P.E., computers, etc.) is the best
special.

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 ● Students will be writing at their tables.

CONFERENCING:
● In order to minimize distractions, I will quietly approach a student and tell them to come meet me at my
table with their graphic organizer and a pencil for conferencing. When I am done conferencing with that
student, I will ask them to silently go tap a specific peer which will indicate that it is that student’s time to
come conferencing with me. This should be less of a distraction to writers than if I were to call out names. I
made this conferencing plan assuming my students were seated in table groups. If my students were at
desks, I would consider carrying a clipboard and going to sit down by individual students instead. I
refrained from this route in an effort to not distract the other students at the table group.
● During conferences, I will…
o Ask students to share the prompt they chose
o Check students’ supporting ideas for strength and give advice/praise
o Allow students to ask questions
o Record data/anecdotal notes in between conferences in a student data binder, highlighting areas of
strength and areas where reteaching may be beneficial
● Ideally, I would like to conference with as many students as I can during this writing process since these
specific conferences will likely be quick. However, this lesson itself will not take very long, so I would
prioritize meeting with those who I believe would need the most assistance. This may result in only
meeting with a few students during this lesson, depending on need.

SHARING:
● Students will share with the peers at their table groups.
● As students share within table groups, I will walk around and listen (especially to make sure they are
appropriate prior to whole-group sharing).
● I will then call on a few students who would like to share their ideas with the class. Depending on my
students, I may have table groups nominate one person from their group to share with the class.

VII. Check for understanding.

● During the mini-lesson, I will ask questions depending on student action, or simply to refocus attention.
● I will listen to students’ responses, both verbal and non-verbal to determine if students understand the
material.
● I will monitor writing workshop time as best as possible while running conferences, or recruit other adults
in the classroom to do so as well to monitor the progress of students.
● I will watch to make sure students are completing each task correctly -- checking this during conferencing.
● Students’ participation within the mini-lesson demonstrates aspects of their understanding.
● Students’ completed graphic organizers demonstrate their understanding.
● The closure conversation is also a check for understanding, linking the mini-lesson to the writing session.

VIII. Review learning outcomes / Closure

● “Alright, writing workshop time is over for today. Please put away your materials and quietly direct your
attention to me.”
● Ask the following question and call on students to respond:
○ “Quietly raise your hand if you can tell me what the word persuade means.”
○ “Quietly raise your hand if you can tell me what trait of writing we talked about today.”
○ “What is something that you will remember from today’s lesson?”

PLAN FOR ASSESSMENT

● I will be continuously asking questions to ask for understanding.
● I, along with other adults in the room if we have them, will be monitoring student progress during
writing/conferencing.
● I will review students’ graphic organizers in their writing workshop folders to see if students were able to
successfully demonstrate the writing trait: Content & Ideas by supporting their opinions with strong
arguments

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 (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
Develop lesson-specific questions.

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How did students react to the writing activity?
8. Did students have enough time to complete their graphic organizers? Did they have too much time?
9. Were students able to successfully demonstrate the writing trait: Content & Ideas by supporting their
opinions with strong arguments

“This or That?” PowerPoint slide example:

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“PERSUADE” sign

PERSUADE

“Don’t Let The Pigeon Drive The Bus” by Mo Willems (read-aloud text)

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Graphic Organizer:

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 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning
Candidate
Rationale Candidate demonstrates
little or no understanding
of how planning is
related to how children
grow, develop, and learn.
CAEP K-6 1.a
Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of
purpose is ambiguous or
worded so generally that
Purpose the connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Adaptation to Few or no instructional
Individual opportunities are
Differences and included. Any
Diverse instructional
Learners opportunities are not
developmentally
CAEP K-6 1.b appropriate or adapted
to individual students.
InTASC 2
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Candidate uses Candidate uses Candidate uses
understanding of how understanding of how understanding of how
children grow and children grow and children grow and develop
develop across the develop across the across the developmental
developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose The statement of purpose The statement of purpose
is included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
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 Diversity used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.

Plan for Instruction, cont.

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
Lesson The candidate’s lesson somewhat demonstrates an demonstrates strong
Presentation is not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Explicit appropriate practice. including a variety of
Instruction of The candidate’s lesson The candidate’s lesson ways to teach content.
Trait does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
The lesson presentation includes activities that The lesson presentation
includes little encourage student includes relevant The lesson presentation
InTASC 5 opportunity for participation, but lack activities that encourage supports student
CAEP K-6 3.f students to engage in purpose or depth. student participation and motivation through
relevant and active critical thinking. relevant and collaborative
learning. activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according differentiated according differentiated according
subsets of students or to a subset of learners and to learners and includes a to learners and includes a
Differentiated individual students. includes modifying variety of instructional variety of instructional
Instruction content or instructional approaches that address approaches that address
processes. individual interests and individual interests and
Conference Plan preferences for learning. preferences for learning.

CAEP K-6 3.d The candidate

differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
included to check for is included in the lesson plan and the means to understanding of the
Check for student understanding plan, but the connection check for student content are an integral
Understanding or to reteach concepts with the lesson understanding of the part of the lesson, and
that elude students presentation is weak lesson. A provision is include frequent
InTASC 4
during the initial and/or unclear. included to reteach all or questions and other
presentation. part of the lesson to all or actively engaging forms of
part of the class. formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
Sharing elements of the lesson.

InTASC 4
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content
unrelated to the of IP activities is not likely learned skills; All and lead to student
Writing Plan content of the lesson. to result in lesson mastery activities match lesson mastery.
InTASC 5 objectives.

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Plan for Assessment
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The lesson plan does not Formative and summative A plan for formal and Formal and informal
Formal and include formative asessment activities are informal assessment assessments strategies
Informal assessment activities, or included in the lesson, but throughout the lesson is are a seamless and
Assessment there is little or no they are not well included. The assessment integrated part of the
correlation between correlated to and/or do strategies are uniquely lesson. The assessments
CAEP K-6 3.a planned assessment not cover the full range of designed for the are highly correlated to
InTASC 6
activities and lesson goals LP goals and objectives. individual students. the learning objectives
and objectives. Any The assessment strategies and promote continuous
assessments included are do not promote intellectual, social,
not developmentally development of each emotional, and physical
appropriate for the individual student. development of each
students. student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment
practices, and student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students
to achieve the expected outcomes. InTASC Standard 7

The Beginning The Developing The Competent The Accomplished

Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology
that adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions The lesson plan includes Additional self-answer
Post-Lesson are not included in the are included, but do not all required self-answer questions are included that
Analysis lesson plan. fit the content or questions. Questions are specifically address unique
purposes of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Lesson Plan Elements B D C A Score

Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4

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Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4

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