Teachers Name: Katie Richards Date of Lesson: March 22, 2017

Grade: 3rd Grade Topic: Choosing Words to Evoke Emotion

Learning Objectives:
- Students will try using a variety of ways to make their speeches more powerful.
- Students can try to make their speeches more powerful by trying to address audience directly,
repeating key phrases, include personal stories, using specific nouns and verbs, and stating their
bold and brave thesis.

Common Core Standards Alignment:

Domain: Production and Distribution of Writing
Standard: CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.

Rationale: Students are advised during this lesson to try different methods to evoke emotion from
their readers. Students will learn about the power that a speech can have when it strikes a cord
with the intended audience.

Assessment Plan:
Formative:
This lesson is a formative lesson because I will observe students reactions during and after the
powerful speech that I show them, and when I ask them what was so powerful about the speech.
I will also assess students comprehension of evoking emotion by seeing during individual
conferences how students did with adding the different strategies into their own writing.

Integration:
Another important content area that is included into this writing lesson includes reading.
Additionally, depending on the students given writing topic, they may be writing about a
science, social science or history topic. For example, a couple of students are writing about
animals, recycling or pollution. Those topics certainly reference content learned in science.

Differentiated Instruction:
During the lesson, students will be instructed in a whole group setting to start. Both Mrs. Rileys
class and the team class will be instructed at the same time. While on the rug, students will be
given the opportunity to share and confer with their writing partners (of which were chosen by
the teachers at the beginning of the year). Students will talk and share their writing at given times
of the lesson. Students will be asked questions and will be either cold called or chosen,
depending on participation levels. At the writing portion of the lesson, students will be working
independently, although can ask questions or share with their writing partners.

Modifications/Accommodations:
In the class that I primarily teach for, there are two students who have IEPs, which are Individual
Education Plans. The two students will be present for the entirety of the lesson, but during the
individual work portion, those two will go down to their Special Education teacher for more
directed assistance. After about twenty minutes, the two students will come back to our
classroom and will work on the lesson that we learned for today, but they will have formats
given by their Special Education teacher that more accurately fits their learning needs. In this
classroom there are also two English Language Learners, both speaking very minimal English.
These students will listen to the lesson, for language immersion, but they will not be partaking in
persuasive writing. Instead, the two ELL students will work on sight words and sounds on their
computers from a program called Imagine Learning. This daily work will last approximately
thirty minutes and will keep them working for the entirety of the independent work. Added
sections to this work will be added if necessary.
Accommodations are provided for this lesson for students who need them. Students may sit in
chairs opposed to sitting on the rug if that helps them focus or are more comfortable for their
bodies. Students may use a fidget, which is a small token that keeps their hands occupied while
they are listening, if that helps them.

Extensions:
Since all students are still in the planning and writing processes of their topics, the extensions
would be that students would be encouraged to use past lessons (topics found on anchor charts)
to add into their writing. All students are always encouraged to write more in depth!

Materials/Resources/Technology:
Students writing notebooks
Video of Severn Suzuki giving speech at the UN.
Smart Board
Document Camera
Classroom chart about Ways We Can Make Our Speeches More Powerful
Whiteboard and markers

Sources for Lesson Plan:

This lesson was taken directly from Lucy Calkins and Kelly Boland Hohnes Grade 3, Unit 3
book Changing the World: Persuasive Speeches Petitions, and Editorials.
An example of what this might look like can be found here:
http://www.heinemann.com/unitsofstudy/writing/
Teaching and Learning Sequence:
Beginning: 20 minutes
Have students from both classrooms come to the rug. They do not need to bring anything.
Explain to teacher how important it can be to evoke emotion in the audience to help make
the speech stronger.
State what the teaching point is.
Share the video on YouTube of Severn Suzuki giving a speech to the UN.
Have students turn and talk with their partners about what made the speech so powerful.
Collect ideas on the whiteboard about what made the speech so powerful. What did
Suzuki do?
Reveal classroom chart about strategies that students can use to make their writing more
powerful.
Have students think of a way that they can evoke emotion among their readers. Have
students put a thumb up when they have an idea of what they will work on.
Body: 50 minutes
Students will go back with all of their belongings and sit at the desk near their writing
partners.
This is an independent work time, where voices should be off, but students may talk with
their writing partners if they need any assistance.
Mrs. Riley and myself will be walking around conferencing with each student at a time. I
will be looking for students to be adding examples that help strengthen their writing and
evoke emotion within the reader.
After 25 minutes, I will ring a bell that will signify to students to put their pencils down
in both classrooms and have their attention on me. I will compliment a particular student
on finding a way to make their introduction more appealing to a reader by becoming
inspired by Suzuki and her speech. I will talk for 2-minutes and then send students back
to their writing.
Students will continue to write, and when it is 9:55, let students know that they have 5
minutes to continue writing.
Closing: 10 minutes
Students will bring their writing to the rug.
They will take a moment to share with their writing partners what they worked on today
and if they were able to evoke any emotion.
Using the Document Camera, students who would like to share with the class what they
worked on for today may do so.

Common Core Teaching Standards and Rationales:

Standard #3- Learning Environments
Students will be in an encouraging environment that lets them celebrate the goals they
have accomplished in their writing or let them see what they need to work on in their upcoming
writing. Students will collaborate with their writing partnerships to discuss ways in which they
were able to evoke emotion among their audience. I will encourage students to share with myself
and others what they have accomplished in their writing, what they are writing about due to a
passion that they have for it, and what they want to continue improving on. A supportive
environment is essential so students feel comfortable sharing what their struggles are in writing.

Standard #5- Innovative Applications of Content

In this particular lesson, students watch a video of a young girl giving a speech at a global
United Nations convention, discussing the importance of global warming and the impacts that it
has on the planet. This video really encourages students to think about real world problems, like
global warming, and see the power that a persuasive speech can have when addressing people.
Students are using this video technology to see the power that persuasive speeches can have,
especially when focusing on incredibly important global issues.

Standard #8- Instructional Strategies

A variety of instructional strategies are used in this lesson by doing whole group
instruction, partner collaboration, and one on one collaboration with teachers. Also, not only are
students listening to myself explain the importance of emotion in speeches, but they get to listen
to a young girl give an incredible speech at the United Nations. By having a different person
show ways that a person can deliver a powerful speech was very instrumental in the students
learning. Students are very engaged in technology and are engaged by the young speaker.

Standard #11- Technology Standards

This standard will be accomplished through this lesson because the usage of a video is so
powerful to show the impact that emotion can play when giving a speech. While the speech is
fairly dated, students can understand and feel the impact that the speaker portrays, and are able to
learn from the strategies that she showed, and implement them into their own writing.

Reflection:
Overall, this was an amazing and impacting lesson for students. Students were so inspired that a
young girl, not much older than them, was able to give such an incredible speech at a highly
reputable location. Students were incredibly engaged and eager to try ways to evoke emotion
among their readers. There is nothing that I would have done differently within this lesson.