UCLA Extension Clear University Induction Program

LESSON PLANNING GUIDE

Inquiry I: Effective Learning Environments and Supporting Cultural Diversity
This guide may be used for the Culturally Relevant Lesson Plan, as well as the lesson observed by your Support Provider or Mentor Teacher.
Topic of Lesson: _______Brainstorming Ideas for Persuasive Speeches________________ Date: __10/30/20_____

Inquiry Question: How do persuasive writers get their ideas?
Expected Outcomes: What is your learning objective for students to know
at the end of this lesson?
Students will be able to brainstorm a problem in their learning
environment.
Students will be able to list three reasons to support their problem.
Students will be able to list two examples for each reason in their
planner.
Students will complete these objectives by filling out a planner in their
notebook. Students will also be given an opportunity to show they have met
these objectives by talking through their brainstorm orally in small groups.
Grade Level: ___3_______
Behavioral Needs Focus Student: How will you modify, accommodate,
or differentiate instruction to ensure universal access to curriculum for
your Focus Student?
I will be using several scaffolds throughout the lesson to ensure
universal access. I will be modeling under a doc camera and using
think-pair-share techniques throughout the lesson to allow students
to hear a variety of ideas and thoughts. I will be using sentence
frames to help support the language needs of my students. I will also
be pulling a small group of students after the lesson for a condensed
reteach of the lesson.

Assessment: What evidence of learning will you gather to assess student
learning?
This is our second day in the unit, so I will only be using informal,
formative assessments. I will be using Group Response Techniques,
such as “thumbs up, thumbs down,” one on one conferring, small
group conversations, and notebook work to assess student learning.
Flexible Grouping Strategies: How will you group students in the lesson
to address identified language, academic, and instructional needs for
individual students?
This is not applicable to my lesson, because I will be teaching it
online to my class. However, I am using breakout rooms at the end
of my lesson as a place where students can share and get feedback in
small groups. Students will be scaffolded with modeling, sentence
frames, and partners in order to meet the language and academic
needs of all students. Students will be placed in heterogenous groups
based on academic, language, and behavioral needs.

What academic content standard(s) will you focus on during this lesson?

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.b Provide reasons that support the opinion.
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a
UCLA Extension Clear University Induction Program- Lesson Planning Guide
 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity
time about the topics and texts under discussion).
ELD.PI.3.3.Ex Offering and supporting opinions and negotiating with others in communicative exchanges.

Lesson Differentiation: Explain how you will ensure student engagement and differentiate within this lesson to meet the needs of students who have
learning difficulties, students who are language learners, and students who are gifted.

I will be engaging students by playing to their interests. The students will be interested in the lesson because they get to talk and share about the things that
they feel are important/ are a problem in their environment. This lesson lends itself nicely to meeting writers where they are at. Writers who are ready will
be able to brainstorm their problem and jot down convincing reasons independently. They may only need to brainstorm with a partner to come up with
specific examples. Other writers will find themselves stuck and unsure of what they should write about. This is when I will be able to point writers to the
list of brainstormed problems from yesterday’s lesson.

Lesson Design: Explain your planned activities to meet your learning objective.

Connect:
Third graders, do you remember how “Spotlight Friday” got started.
“There was a group of third graders who created a dance routine and then Mr. Land, our principal, let them perform it in front of the school
at Friday Assembly.” (student answer)
Yes, that is right! But before they performed their routine, those third graders had to persuade Mr. Land why it was important to give students
opportunities to share their talents with their fellow classmates. They had to collect evidence and strong examples to convince Mr. Land why
their cause was important.
Teach/ Active Engagement:
Today I want to teach you that one way writers of persuasive speeches come up with their ideas is by seeing problems and imagining
solutions.
If you are a photographer, you go through life seeing possible pictures that you could take, if only you had your camera with you. You see a
butterfly on a sunflower, and you think ‘That’d make a good picture!’ Persuasive writers are sort of the same. But instead of going through
life seeing potential pictures, they look for ways that they could write to make a difference. This means that instead of seeing beautiful
pictures everywhere, they see problems everywhere. For persuasive writers, these problems are not a cause for whining. They are a reason to
write.

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity
Today you are going to start wearing the special glasses that persuasive writers wear. You’re going to see problems that are invitations to
write. Let’s try this together.
(With students, brainstorm a list of possible problems students might come across in their virtual learning spaces. Choose one problem off of
this list to create a planner for. Have students follow along and copy the planner the class creates in their notebooks. This will give them a
sample to reference for their independent work.)

Link:
Look at the list of problems we came up with for our home learning spaces (internet, noise, amount of space, materials, people). Choose one
to develop by writing reasons and solutions for the problem.
Share:
After twenty minutes, have students connect back to share. Students will have an opportunity to share out from their planner. Students will be
expected to share the problem that they chose to make a planner for, as well as their three reasons.
UCLA Extension Clear University Induction Program- Lesson Planning Guide
 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity
Academic Vocabulary Instruction: What specific vocabulary/terms will Culturally Relevant: How is this lesson relevant to the students in your
you explicitly teach and have students practice during this lesson to ensure class? How does this lesson encourage a classroom that is supportive of
concept understanding? diversity?
Planner This lesson is culturally relevant because it incorporates choice and it
honors students’ varying opinions. This lesson pushes students to
Problem
identify and share about the problems that they see in their everyday
Evidence lives. This lesson launches the big work of the unit, which is that
students’ voices have power and well-supported opinions can and do
change the world. This lesson is supportive of diversity in that it
honors the idea that people will encounter a variety of problems and
they are equally worth fighting for.
Classroom Management: What do you anticipate your focus student will Integration of Technology: How will you integrate available technology
need to be successful with this lesson? What other issues should you resources into this lesson as you plan, teach, and assess student learning?
consider to ensure a safe and inclusive environment for student learning? How might students use technology in this lesson to deepen their
understanding of the content?
This lesson elicits students to reflect and share about problems that
they see in the environment surrounding them. This lesson is meant to The first bend of this unit focuses on students using what they already
be open ended and broad to allow students to choose the topics that know to persuade their audience. Thus, I do not think technology
they want to write about. Therefore, it is important to prime and would deepen their understanding of this lesson. Technology will
prepare students for how they can support one another’s causes. become a priority later in the unit, as this is the students’ first exposure
Students do not have to agree with every student; however students to research.
need to learn how to respectfully build on or challenge others’ ideas. I will be using a doc camera to present and model throughout my
Role playing and sentence frames will be useful scaffolds to set up lesson.
prior to this lesson.

UCLA Extension Clear University Induction Program- Lesson Planning Guide