Design Document for Lesson Plan

Name: Mollie Hennings, Garin Sinkovic, and Elizabeth Stavrakakis

Grade Level: 1

Concept/Topic: Persuasive Writing, Diverse Characters, Family

Length of Lesson (in minutes): 20-30 minutes

Book: “The Big Bed” by Bunmi Laditan

Learning Objectives:

● Students will identify the characters, setting, and major events in the story, “The Big
Bed,” using details from the text.
● Students will list and describe scenarios where they tried to persuade someone to get
something they wanted.

● W.W.1A: “With guidance and support from adults, organize information and ideas around
a topic to plan and prepare to write.” (For opinion pieces)
● RL.1.1: “Ask and answer questions about key details in a text.
● RL.1.3: “Describe characters, settings, and major events in a story, using key details.”

Key Tasks/Activities: What are the key activities or tasks that you plan to use? What is your
rationale for why you have selected these particular tasks/activities to meet your learning
objectives?

● We will read the book to the students and then facilitate a class discussion based on the
content the book provides. This activity will help us assess what the students are learning
and ensure that the standards are met. There will also be a presentation with questions
pertaining to the setting, characters, and main events in the book.
● We will have the students then write two memories of when they were persuasive. This
will help the students think deeply about the concepts we are teaching them. This will
also serve as a way to include a writing standard in the lesson.

Anticipating Students’ Responses:

 ● The book we are reading will be shown on an interactive website where the pictures are
moving so as we read the story, the pictures will be moving around and this should keep
students engaged and interested in the book.
● The students have recently learned about persuasive writing so this topic should be
familiar to them. They have already read a book about a kid who persuades his mom to
get a pet. Since they have already read this book, students should be able to think about a
time when they persuaded someone to do something.

Responding to Students’ Responses:

● We will provide scaffolding for students who are unable to understand the material by
walking around and explaining the definitions for what the main vocabulary words we
will use. If the students are struggling with the writing portion, we will be sure to help
them brainstorm a topic to write about and help them sound out words if they are
struggling to spell them.
● For the students who are doing well with the activities, we will walk around the room and
ask them questions about the topics they are writing about to ensure their understanding
is complete. These students will be more likely to answer out loud in group discussions,
so we have to make sure that the other students will have the option to answer as well.

Development of Practices among Students: The main practice we are focusing on developing
with the students is having them be able to write down their thoughts. We will be working on
developing this with the students through them writing down examples of times in their life that
they have been persuasive. As we are walking around, we will help students stretch out words if
they do not know how to spell what they want to write to help support them in putting their
thoughts on paper.

Assessment:

● We will be able to assess the students’ understanding of identifying characters, setting,

and any major events in the story with an informal assessment and class discussion. We
plan on asking the students who they think the main characters are, where the story is set,
and questions about the main storyline. After each question is asked, one student will
answer and the rest of the class will respond with a thumbs up/down if they agree or
disagree with the student’s answer. Based on the students’ responses, we will know their
level of understanding.
 ● We will be able to assess the students’ understanding of persuasive events and ability to
organize a topic by collecting their writing about their ideas. We will give them a piece of
paper where they will write two memories of when they witnessed a persuasive event, or
when they were involved with one. The students will then draw a picture of the event if
they finish the sentences early. Based on their responses, we will be able to assess if they
have met this objective.

Vocabulary/Language Function: We do not have any new vocabulary that we are teaching in
the lesson. However, there is some vocabulary that students will need to remember from earlier
lessons to understand the lesson that we have listed below:

● Content Vocabulary:
○ Characters: The people, animals, or animated objects in the story.
○ Setting: Where and when the story takes place.
○ Main Events: The essential things that happen in the story.
● Academic Language Vocabulary:
○ Persuasive Writing: A type of writing where the goal is to persuade the reader of
something.
● Key Non-Content Vocabulary:
○ Persuade: To convince someone to do something.

Classroom Management Plan: We will begin the lesson by having students think about a time
when they persuaded someone to do something. This could relate to them remembering when
they asked their parents to buy them a new toy or when they wanted to get ice cream. We will
transition to the book which is about a girl who persuades her parents to let her stay in their bed.
The book will be shown on an interactive website where the pictures move and this should keep
students engaged and excited. After we read the book, students will brainstorm some times when
they persuade someone to do something and write about it. We will walk around the room and
help students who are struggling and ask them questions about what they are writing about. If
they finish early, they can draw a picture to represent their story.