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UNT Lesson Plan Template

Pre-service Teacher: Grade(s): 3rd School/Mentor Teacher (if


Stacy Shelley grade applicable): Greenfield Elementary
School/ Rachel Rivera

Subject area(s): Unit Lesson Title: Writing persuasive


Writing Topic/Theme: speeches
Lucy Calkins
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
3.17 A: 5b: (B) write A. Compose a variety of texts that
Plan a first draft by using newly demonstrate clear focus, the logical
selecting a genre acquired basic development of ideas in well-
appropriate for vocabulary and organized paragraphs, and the use
conveying the content-based of appropriate language that
intended meaning to grade-level advances the authors purpose.
an audience and vocabulary; 1. Determine effective approaches,
generating ideas forms, and rhetorical techniques
through a range of that demonstrate understanding of
strategies (e.g., the writers purpose and audience.
brainstorming,
graphic organizers,
logs, journals)
B:
Develop drafts by
categorizing ideas
and organizing them
into paragraphs.
Lesson Objective(s)/Performance Outcomes
1. Students will be able to learn about the genre for persuasive writing by
flash-drafting a speech.
2. Students will be able to address the skill of persuasion by addressing my
audience directly.

Assessment (Description/Criteria)
1. Students will begin working on their persuasive speeches. I will work one
on one with some students who are having difficulty understanding how
to come up with ideas and how to start their speeches.
2. Small group conferences allowing students to talk with me about what
they are writing and how it fits into the lesson for today.

Materials and Resources


1. Lucy Calkins- Persuasive speeches book
2. Chart paper.
3. Markers
UNT Lesson Plan Template
Management of the Instructional Environment
Students are expected to remain on a level 0 at all times during the lesson
unless otherwise specified.
Students are to work independently unless otherwise specified.
Technology Integration
N/A

Diversity and Equity (Accommodations, Modifications, Adaptations)


Accommodations:
Students will be able to use their spelling dictionaries and I will be around to
help them with their spelling.
Students will also be able to ask the person next to them for help with
spelling.
Students can also ask minor questions to the person next to them.

Modifications:
Students are not expected to turn anything in yet today, so this lesson really
has the students focused on writing their first drafts of their speeches.

Adaptations:

Activities/Procedures
1. Start with a story about a time you said look and got people to pay
attention to something.
2. Tell students that writers write to change the world they sometimes look
at the world, seeing problems and solutions.
3. Tell students the story.
4. Point to the anchor chart and show students the new section added.
5. Writing my own persuasive entries in my writers notebook. I sat
wondering about a problem or solution and I couldnt come up with any.
Then I remembered that when I get stuck I have a strategy I can use to
get unstuck.
6. I thought, what person is noteworthy? Who is worthy of me (and others)
noticing?
7. Jot down a list on chart paper with students.
8. People who are noteworthy and make a list.
9. Repeat the steps I have performed with the class. Point out each step
and then make students aware of the things they can do to make
themselves better writers as well.
10. I listed people in mine life who I felt were noteworthy, however in
your own lives at home or outside of school you may have other people
who are noteworthy. Right now on your fingers make a list of those
people.
UNT Lesson Plan Template
11. Give students some time to think about it.
12. Ask students to raise two thumbs up when they have at least two.
13. Demonstrate finding a person to write your speech about off of your
list.
14. Begin adding an entry about that person.
15. Students will then get out their writing journals and go to their
desks.
16. Students will make a list of these people they thought of and then
they will begin to write about the person just as I have.
17. Writers will then go off on their own and write about that person
and they are going to persuade the class about why that person is
important. Students can choose to continue to write about this person or
another topic such as problems that they see around the school.
18. Remind writers that they have the anchor chart to refer to if
needed.
19. Allow students to write for the remainder of the lesson.
20. While students are write go around the room and confer with
students about their writing and what they are writing about. How they
could make their speech better and what they could add.

Reflections and Documentation/Evidence of Lesson Effectiveness


While conferring with students during their writing time allow students to
show or tell you what they have done. I will be able to determine from this if
my writers need more practice making lists and choosing their topics.