Steph Mowery

Elementary Education Writing Lesson Plan

READINESS
Big Idea: We all have purpose and make an impact!
This lesson supports the big idea of each person having an impact and having purpose. The focus of the activities
provided is acknowledging the importance of using one’s voice and the impact that it can have on other people.
Each person has the ability to persuade others by what one says, therefore it is important to use one’s voice in a
positive way!

Rationale:
This lesson supports the writing standard of students writing a persuasive composition; however, it also supports
the science standard of students demonstrating understanding of seasonal weather patterns across different
regions of the United States. This lesson incorporates persuasive writing completed by the students regarding the
weather of their particular region based on information gathered in the science lesson.

I. Goals/Objectives/Standard(s)
a. Goal(s)—The students will write a persuasive composition about their given region.
b. Objective(s)—(specific terms) Provide: 1.) conditions; 2.) desired learning; 3.) observable behavior; and 4.)
accuracy (as necessary)
i. The students will brainstorm a list of reasons to use in their writing in order to persuade the reader.
ii. The students will write a persuasive composition including specific reasons why the audience
should be persuaded.
iii. The students will verbally share their persuasive composition with a partner.
c. Standard(s): Professional Society/State/District

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 and phrases.

 Provide a concluding statement or section.

II. Management
a. Time: times are listed at each section
b. Materials * What materials will you need? What will the expectations be?
i. My Teacher for President by Kay Winters, illustrated by Denise Brunkus
ii. Blank paper for brainstorming (for each student)
iii. Lined paper for writing letter (for each student)
c. Space
 Students will be transitioning from their seats to the carpet
 Students will be sitting around the room to brainstorm with group before writing as well as during
sharing time (closure) – students must be able to be seen by teacher at all times.
 Students will be sitting at their desk during independent writing

d. Students
 Students will be expected to focus their attention on the lesson and avoid side conversations – teacher
will move students if necessary
 Students will be expected to collaborate with peers at the appropriate times
 Classroom management system will be applied throughout lesson:

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 o students who are following directions and go above and beyond will get to take a “piece” off
their art masterpiece. Students who are not following directions or are disrespectful will be
asked to give up one of their pieces that was already removed.
o Students will receive a marble in the jar if transitions go smoothly (when jar fills, students are
able to have a class celebration).
o Teacher will also implement the management technique used frequently in the classroom to
get students’ attention. Teacher says, “Hey crew,” and students reply, “Yoo Hoo.”

III. Anticipatory Set (7 minutes)

Hold up one of the student’s bags that they bring to school and ask: is this called a book bag or a back pack? Raise your hand if
you call this a book bag. Now raise your hand if you call it a back pack. I want the students who call it a book bag to go to this
side of the room, and the students who call it a back pack to go to this side of the room. Your job as a team is to come up with
reasons why it is called whatever you think it’s called. A good reason is not just, “Because I like it.” You are trying to persuade
me. Give me rich ideas! You have 3 minutes to discuss your reasons! GO!

Time is up! Back pack group, explain to us why you call it a back pack.

Okay now Book Bag group, explain to us why you call it a book bag.

Transition to purpose statement:

We all have opinions. But if we want people to see why we have those opinions, we have to be ready to back up our opinions
with reasons for why we think the way we do. As you were trying to persuade me why you call this a back pack or a book bag,
you were backing up your opinion with reasons for WHY. It makes your persuasion powerful when you have WHY you believe
that!

Do you remember when Miss Cassel came into the classroom wearing a hat and sunglasses? That day you all were
meteorologists and gave a weather report about your region and state within that region. Your job was to provide weather
information on your state so that Miss Cassel could decide which region to go to on vacation.

Miss Cassel ended our lesson with saying she would have to really think about all the information you gave her. Now you are
going to have the opportunity to persuade her to go to your region!

• Purpose: You are going to write a persuasive letter to Miss Cassel explaining why she should go to your region on
vacation. Your voice (what you say) matters and can make an impact on what others think and believe! Use your
voice in a positive way and you will make a positive difference.

Repeat after me: what I say is important. I impact others.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that support students’ development,
acquisition of knowledge, and motivation.
(ACEI 1.0)

IV. Adaptation to Diverse Students--

 Students who need extra support or redirection will be met with during independent writing time.
 Teacher will have students repeat back phrases to reinforce concepts and keep students engaged - will help
students with high-attention needs.
 Verbal processors will have the opportunity to speak to peers before writing.
 Multiple intelligences and learning styles are incorporated in this lesson to meet the needs of all learners.

(ACEI 3.2)
V. Lesson Presentation (Input/Output)
 Use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening,
and thinking skills to help students successfully apply their developing skills to many different situations, materials,
and ideas.
(ACEI 2.1)

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 Include a variety of teaching strategies that encourage elementary students’ development of critical thinking and
problem solving.
o Minilesson: (20-25 minutes)
 Anticipatory Set (listed above)
 Purpose Statement (listed above)
 Introduce Trait
 In order to persuade someone about something, you have to organize
your thoughts in a way that is organized, clear, and specific.
 What can we define persuasion as? Define as a class and write on board.
 Share Examples (short text/read aloud)
 Transition to the carpet please! We are going to read a book called My
Teacher for President by Kay Winters, illustrated by Denise Brunkus. The
student in this story is writing to persuade Chanel 39 about something!
Read story.
 As you can see, the boy in this story stated what he was trying to
persuade his audience on. Then, he went on to write reasons why she
would be a good president. What kinds of reasons did he say? Go through
the book, ask students what reasons they see, and write down the
reasons given as a class.
 Provide information (model)
 (transition back to seats if needed) Now I have someone I want to write
to. We don’t necessarily see something the same way and I want to
persuade them to change their minds. Raise your hand if you have a pet.
Well, my parents will not let me have a pet. So, I would like your help in
writing a letter to them. I need to write reasons why having a pet would
be a good thing! I would love to hear your thoughts since many of you
have pets. Talk with your table about why you think having a pet is a good
thing. Give a few minutes for discussion. Okay this table, what did you
come up with? Write under a document camera a list of reasons that the
students give. Ask for responses from each table.
 Supervise Practice (shared writing)
 Now that we have brainstormed our reasons for why having a pet would
be a good thing, we are ready to write a letter to my parents. Do you
remember how the boy, Oliver, started his letter in the book we read? He
started it with – Dear Channel 39. So, what could I start my letter with?
Right, Dear Mom and Dad. Just like Oliver wrote, we might start by stating
what we are trying to persuade our audience on. I am going to write, “All
my life I have wanted a pet. My friends have had pets and they have been
good additions to their families. I know that there are many good reasons
to having a pet.” Continue writing with the help from the students. End
with Love, Miss Mowery and possibly a P.S.

 Assess learning
 Students will be assessed based on responses to questions asked by
teacher and participation in discussion.
o Writing (25 minutes – first 10 for brainstorming with partner and on own)
 include details of what students will do
 Now that you have helped me write a persuasive letter to my parents, it is
your turn! Remember, you are writing to Miss Cassel and trying to
persuade her to come to your region/state for vacation. You have already
researched what the weather will be and created a list of what she should
bring. What other things could you include in your reasons for why she
should come there? Write down some examples the students give. You
have 5 minutes to talk to those you researched with to brainstorm some
ideas. Students will spend 5 minutes brainstorming out loud and 5
minutes writing down their own reasons they will write about.
 Students will begin writing.
 Plans for Conferences:

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  I will be meeting with 4 students during writing time.
 I know that 2 of my students have a difficult time knowing where to start.
It often helps them to voice their ideas out loud before beginning writing.
During the brainstorming writing time, I will sit down with each student
and ask the following questions:
o What kind of weather does your region have?
o Why would someone want to go to your region? What does it
have to offer?
o What kinds of activities could Miss Cassel do while she is there?
o How does your region compare to others? Why should she pick
yours over others?
 The other two students often get off task during independent work and
need redirection. I will pull these students over during writing time to see
where they are at. I will ask them to read to me what they have written.
Then, I will ask what they are planning on writing next.

o Sharing (Whole Group) (5-7 minutes)

 Students will read their letter to a partner. The partner will be someone who is in a
different region group.
(ACEI 3.3)

VII. Check for understanding. How do you know students have learned? What strategies will you implement if all students
have not met lesson outcomes? Employ one or more strategies to determine student learning.
- I will check for understanding during Minilesson within whole-group and small-group discussion.
- I will check for understanding during conferences through my questioning and observing what the students have
written.
VIII. Review learning outcomes / Closure
- Now it is time to share! Find someone who has a different region than you do and read your persuasive letter to one
another.
- Now you know how to and have practiced writing a persuasive letter. You have used your opinion and voice in a
positive way. What you have written can make an impact on Miss Cassel’s decision. What you say matters!

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson. Your
plan should include formal and informal assessment strategies to evaluate and strengthen instruction that will promote
continuous intellectual, social, emotional, and physical development of each student.
(ACEI 4.0)
Students will be assessed on:
- whole-group and small-group discussion
- brainstorming list
- persuasive letter

REFLECTION AND POST-LESSON ANALYSIS

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?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
Include additional self-answer questions that specifically address unique lesson content and methodology.
Revision Date: 8/31/2017
1. Did my lesson efficiently meet the needs of each student?
2. Did I provide instruction that engaged all learners as well as meaningful activities?
3. Did I explain the persuasive writing process thoroughly so that all students were able to be successful during
independent work?