Anthony Potter

Unit Lesson Plan 2

Class: 2nd grade Date: 3/17/2020

Unit: Writing opinion pieces: Composting Lesson Title: Composting Group Discussion
Content Standard Alignment:

CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and,  also)
to connect opinion and reasons, and provide a concluding statement or section.

CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as
needed by revising and editing.

Lesson Objectives/Instructional Outcomes:

Students will independently generate ideas for a persuasive writing piece.
Student will work in small and large group discussion.

Students are working together as a class, they begin with a discussion of ideas, expressing
their own opinions and actively listening to the thoughts of others.

This provides the opportunity to practice and refine communication skills.

Instructional Materials/Resources:
Persuasive letter exemplar (Calkins, Lucy)
Document Camera
Benefits of Composting Video
Computer
Projector
White board
Pens
Copies of letter template (1-2 per student)
Pencils
 Methods and Instructional Strategies:
Anticipated Student Misconceptions:
Students may need additional support and instructor may have to show the compost video
again to ensure comprehension.

Concept Prerequisites: Students will have seen the compost video and will have begun to
create ideas for their individual letters both independently and in small groups.
Students will have prior knowledge of group discussion expectations.

Knowledge of Students:

S.T. has a hard time sitting still. He does not like to sit on the rug with the other students and
wanders around the room. He often sits in a chair by himself when students are on the rug.
He will sit at my desk when students are at their desks. He likes to work alone.

E.N. struggles with communication. He is an EL student who did not speak any English at the
beginning of the year. He is shy and unsure/ lacks confidence with his vocabulary.

T.G. likes to take her time with things. She shows no need to manage her time. She does not
finish her writing or reading and keeps things in her folder in a disorganized fashion.

G.J. has a hard time focusing in groups and likes to socialize and not do his work. He avoids
the work by talking about anything other than task.

Instructional Activities:
Review the last lesson and read the Lucy Calkins exemplar (5:00)
Have students turn and talk about the main points of the compost video and some ideas they
have been thinking about. (5:00)
Students share a couple of ideas for their letters, possibly one per group. (4:00)
Students form a large discussion group on rug and follow group discussion expectations.
(1:00)
Students discuss video in discussion group and brainstorm ideas they could use in their
persuasive letters. (15:00)
Write ideas on anchor chart for students to refer to.

Wrap Up-
Synthesis/Closure:
Inform students we will be working on our letters over the next week and will be editing,
 rereading, and publishing our work. We will mail our letters to “We Compost” in one week.

Differentiation According to Student Needs:

ELL students will work with other students who share the same L1.
Anchor chart will be available for new vocabulary.
Quiet space available for students who struggle with focus.
Remind students that composting at the school is very beneficial to the environment and that
we all do not compost at home. This is acceptable because we do not all have the resources.
By partaking in getting composting in all classrooms they are advocating change.

Assessment (Formative and Summative):

Instructor will assess their prior knowledge of persuasive letter writing during exemplar
discussion.
Instructor will formatively assess students during their discussion as they generate ideas for
their persuasive letters.
Monitor room and aid students in their letter writing.
Confer with students and encourage their thought processes.
Summative assessment of student’s rough drafts to ensure comprehension.

Reflection: Students found the compost video informative and gained a lot of knowledge from
it. They enjoyed working in partner groups to share ideas. I had to work with my EL students to
clarify new vocabulary. The students shared their ideas in a large group discussion while
displaying group expectations. They have become well versed in group discussions. They
formulated numerous ideas for their writing pieces. I wrote them on the white board for them
as they discussed. I then made a reference sheet of the information for them to keep at their
desks, int heir writing folders to access the information if needed.