5: Lesson Planning Form for Accessible Instruction Calvin College Education

Program
Teacher
Sarah Hartwell (Mrs. Culver) Date
Theme
Persuasive writing piece
_____Second__________

_Subject/ Topic/
Grade

I. Objectives
How does this lesson connect to the unit plan?
This is the finial written piece. The students gather all the information that they have
learned about the Pilgrims and use that information to form an opinion. With that
opinion they write a short written piece about it.
Learners will be able to:

cognitivephysical
R U Ap An E development
C*
An

socioemotional

Write their opinion on the topic of

the Pilgrims lives on the opinion
writing worksheet.
Ap,

Write three reasons to back up their

opinions on what they believe on
the opinion writing worksheet.

Follow rubric directions. (Check

the rubric to see.)

Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
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.
http://www.corestandards.org/ELA-Literacy/W/2/
(Note: Write as many as needed. Indicate taxonomy levels and connections to
applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

The information about the Pilgrims from previous lessons

Pre-assessment (for learning):

Formative (for learning):

Outline assessment
The opinion writing worksheet, see how they filled it out.
activities
Formative (as learning):
(applicable to this lesson)
The rubric to check their writing.
Summative (of learning):
What barriers might
this lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for
your students to do this
lesson?

Provide Multiple
Means of
Representation
Provide options for
perception- making
information
perceptible
I will have the
worksheet
projected so the
students can see it.
Provide options for
language,
mathematical
expressions, and
symbols- clarify &
connect language
The Venn diagram
is posted, same
with the persuasive
words writing list.
Provide options for
comprehensionactivate, apply &
highlight
The writing piece
is comprehension.

Provide Multiple
Means of Action
and Expression

Provide
Multiple
Means of
Engagement
Provide options for Provide options
physical actionfor recruiting
increase options
interestfor interaction
choice,
relevance,
value,
authenticity,
minimize
threats
Provide options for Provide options
expression and
for sustaining
communicationeffort and
increase medium
persistenceof expression
optimize
challenge,
collaboration,
masteryoriented
feedback
Provide options for Provide options
executive
for selffunctionsregulationcoordinate short &
expectations,
long term goals,
personal skills
monitor progress, and strategies,
and modify
self-assessment
strategies
& reflection
Students will

be motivated to
show others
their work and
to share their
opinions.
Materials-what
materials (books,
handouts, etc) do you
need for this lesson and
are they ready to use?

How will your

classroom be set up for
this lesson?

I Wanna Iguana book, the Venn diagrams from last lesson,

the opinion writing worksheet, the projector (Elmo),
pencil/pens, Turkey handwriting lined worksheet.

In the normal set up. Main focus is at the desks.

III. The Plan

Time

2 mins

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

5 mins

Describe teacher activities

AND
student activities
for each component of the lesson. Include important
higher order thinking questions and/or prompts.
Do you remember when we
Students sit and listen.
read the book I Wanna Iguana?
The main character wanted his
friends pet Iguana, in order to
try to get his mom to say yes he
had to persuade her. He wrote
notes to his mother who then
wrote back asking for examples
on how he would be
responsible for the Iguana.
In our last lesson we made a
Venn diagram comparing the
lives of Pilgrims to our lives
today in 2016. Today, we are
going to work on a
persuasive/opinion worksheet. I
have the Venn diagram up so
that you can use it for ideas.
Now, can I have my paper
passer outers come up and pass
out these papers please? (Pass

Students who are the

paper passer outers pass
out the papers.

intro.
15 mins
working
25 mins
total.

out the opinion writing

worksheet.)
(Once all of the papers have been
passed out, have the worksheet
be projected through the Elmo.)
(Point to the topic line.) On this
line I want you to write down the
topic that we are talking about,
which is Whose life is better?
For the purpose section you can
write to educate others or to
teach about the Pilgrims (model
writing one of those).
For the State Your Opinion
Clearly section I want you to
write out what you think is best.
If you are think that the Pilgrims
lives were better then write that,
if you think our lives right now
then write that.
The next three sections are
Students should start
reasons as to why you believe
what you believe. Remember in working on their writing.
the book, I Wanna Iguana, the
main character wrote out a
couple of reasons why he should
have the Iguana. (Give one or
two examples.)
The last section is the concluding
statement. This is where you
write out a sentence to finish up
your opinion.
Once you filled out everything
we are going to start up a short
paper. Do you all remember what
you did for the scarecrow book
that you made? You first drew a
picture of a scarecrow, then you
made a story pattern, and lastly
you made the story. We are doing

something similar to that where

we put all the pieces together.
You all colored a picture of the
Pilgrims, now you are doing the
worksheet and then you are
going to be writing out your final
paper about the Pilgrims.
You can start now. I will walk
around the classroom if you need
any help or have questions for
2
All right everyone its time to
Students should put away
finish up your writing. You all
their materials and get
Closure
have been doing a great job; I
ready for the next lesson.
(conclusion,
am excited to see the final
culmination,
pieces. How many of you are
wrap-up)
writing that the Pilgrims lives
were better? How many of you
are writing that todays life is
better? (Wait for responses, and
respond as necessary.)
Your reflection about the lesson, including evidence(s) of student learning and
engagement, as well as ideas for improvement for next time. (Write this after
teaching the lesson, if you had a chance to teach it. If you did not teach this lesson,
focus on the process of preparing the lesson.)
I did not teach this lesson. It would have been a good one for my students to learn
though. They like to write and would have enjoyed writing a persuasive piece. In
lesson three I had the students color in a Pilgrim coloring sheet. Earlier the class made
a scarecrow class book. This is where I got the idea of having them color in the Pilgrim
page, write out their thoughts, and then write a final piece. Its good for them to be able
to see everyones work. I think that it is important to have the students be able to see
what they are supposed to be doing, that is why I modeled or wrote out what I wanted
the students to have on their sheet so that the students wouldnt be confused.