Part I: Lesson Plan

Please use your MSU APID on all work. Do not put your name on your submission.
This document will be sent to you on Wednesday, April 19, 2017 at 8 am. The assigned topic area of
the lesson plan will also be announced at this time. You are on the honor system, but please understand
this is a summative assessment of your performance, and you must demonstrate academic and
professional integrity. Please do not discuss the assessment with anyone else. Submit your completed
lesson plan to LiveText by Friday, April 21, 2017 at 5 pm. Your lesson plan will undergo a blind
evaluation.

Introduction
Lesson planning is an integral part of teaching. It captures the way a teacher thinks about content
knowledge and constructs pedagogical activities to engage students in learning. Through lesson
planning a teacher defines intended learning outcomes for students, selects appropriate instructional
strategies for the content to be uncovered, creates assessments that assess student understanding (as
opposed to only factual recall), and connects these activities to the broader context of big ideas and/or
interesting, engaging driving questions in the disciplines and Common Core State Standards.

Task/Topic Area: Literacy (Authors Craft)

For this portion of the assessment, you will create a lesson plan for teaching a writing craft move in
the context of a writing workshop. You must use the provided template. Your lesson should represent
what you have learned over the course of the year about effective lesson planning and reflect the
teacher identity you have begun to construct.

While you are identifying a specific lesson to plan in detail, it might be helpful to think of your lesson
within a broader unit. Consider what students might already know and where they will be going. Even
though you are only accountable for creating a single lesson, think about how the lesson you create
would fit into a larger context. What big ideas and/or driving questions do you want students to develop
over the course of this larger unit, and how does this lesson contribute to that goal? Be sure to create a
lesson plan that fully articulates how the lesson will be enacted. To put it another way, think about how
you would write the lesson for publication in a lesson resource library. It should be detailed enough that
someone else could pick it up and teach it.
Guidelines
As discussed throughout this year, a good lesson plan will include:
a suitable lesson topic that relates to your assigned topic area
big ideas or driving questions that reflect key understandings and can be applied in
various lessons and units
relevant content standards
an activating strategy
some form of assessment
appropriate modifications for a student who is an English Language Learner
all materials needed for implementation of the lesson (including any manipulatives,
reading materials, student handouts, assessments, manipulatives, etc.)
a rationale for why it is important that students learn this
a rationale for instructional strategies you chose
See the Lesson Plan Template section for the required template for this submission.

Evaluation Criteria
Based on what is represented in your lesson plan, there is evidence that:
1. You have the breadth and depth of content knowledge needed to teach a writing craft lesson;
2. Given the entirety of what is known about literacy, specifically writing, you have selected parts of it
that are likely to stimulate student interest and lead to a deeper understanding of authors craft;
3. You have knowledge of a range of instructional strategies, and are able to match strategies to content
resources and intended learning outcomes; and
4. You have an understanding of how this content fits into the larger aims of public schooling.
See the provided rubric for additional detail.
 Lesson Plan Template

Stage 1: Identify Desired Results

Title/Topic: Prove it

Grade Level: 3rd

Author: (remember to use APID) A46494839

Big Ideas/Driving Questions: Identify your broad area of focus in instruction.

What makes something persuasive?
To make something persuasive, you need to have details in order to support your opinion.

Common Core State Standard(s) (CCSS):

CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.

Genre Focus for Teaching:

Opinion Writing

Mentor Text:
One Word From Sophia

Learning Objectives:
Students will be able to support their opinion as evidenced by at least three supporting details in their
writing in stating why their opinion is correct.

Teaching Point:
Providing a rationale to their opinion

Content Rationale: (up to a half page) Why is it important that students learn this content?
It is very important for students to know how to support their opinion with evidence. This skill

is all about critical thinking. It encourages them to think past because I am right and makes them

think critically about their opinion. This skill continues to come back up later in life, for example,

people choose who they are going to vote for president and then give evidence on why they picked one

candidate rather than the other.

This skill is also important because it is frequently used in the future. When they write, they will

be able to give evidence on to why they think they are correct. This activity also helps them with their

speaking skills. When they have mastered this skill, students will be able to articulate their opinion
clearly for a listener. This way allows them to form an opinion and then give support as to why so it is

not all over the place.

Instructional Strategy Rationale: (up to a half page) Why did you choose these pedagogical
strategies?
I chose to use the book because though it does a great job at showing the reader an abundance
of evidence based on an opinion. Though it is not in the style that the students write, she does not have
a conclusion, it still shows how important evidence is in her case. I think that the book is very engaging
for a variety of learners. It helps students listen to the words being read to them so they can focus on
the story instead of reading the words themselves. Then there are the vivid pictures that help the visual
learners.
I chose to use an anchor chart because I like that I could be able to have it as a reference point
throughout the year for the students. I also liked that it is visual for the students because it pleases to a
variety of readers. I had seen this chart before on Pinterest numerous times and chose it because
children know what Oreos are and like them. I modified it a little bit because I wanted to emphasize the
reasoning part because that was my specific learning goal. Most charts have reasoning and examples as
separate but I think that for a second day (still at the beginning of the unit) that having them combined
would be the best for the students. I like that the chart is clear that you need to state your opinion, have
support/evidence in the middle and then restate your opinion.
Then they can fill out their own Oreo sheet in order to organize their thoughts before they start
writing. Prewriting is very important before students write their first draft. By giving them a very broad
topic, that is very relatable I thought it would lead to the most successful writing pieces from the
students.

D. (2015, January 30). Oreo Anchor Chart. Retrieved April 19, 2017, from
http://www.commontothecore.stfi.re/2015/01/opinion-narrative-writing-resources.html?
sf=ggrowyx#aa (Originally photographed 2015, January 30)

Background and Context: (What will students have already covered in your unit that may apply here?
Where are you headed next? How does this lesson connect with the next?)
This lessons specific purpose is to get students practicing thinking about supporting details.

This would be day two of a lesson because it does not introduce what a persuasive lesson is. That

would be covered in the first day. The first day would focus on what is a opinion piece or a persuasive

essay, how to form an opinion, and how to write an opinion.

 This would be a mini lesson as a practice to a bigger published opinion piece. I chose to do a

dessert piece because it is related to Oreos and I think that all students can relate to it. I wanted the

topic to be broad and students could be able to express their opinion on it. This activity would be a mini

lesson and not a finished, completed draft that would be continuously edited and revised. That final

big piece would be at the end of a unit, and would be a different topic. This writing activity is just to

introduce the students to the fact that they need a lot of evidence in their writing.

Stage 2: Determine Acceptable Evidence (Assessment)

Formative Assessment: How will you determine what progress students have made in utilizing your
teaching point in their own writing and/or meeting the lesson standard?
The teacher will be going around and conferencing with students while they are writing. There

would be no formal assessment. The teacher will be going around and looking to see what their

supporting details are on their brainstorming OREO sheet and if/how they are incorporating them into

their writing. The teacher is looking to see how the students are incorporating their supporting details

into their pieces. Are they writing one sentence with just a list of traits? How does their paragraph flow

in a logical order?

Stage 3: Plan Learning Experiences (Procedure)

Instructional Sequence/Procedures: What activities will take place during this lesson? (Include the
amount of time for each activity)

Opening/Activator: How will you set the purpose for the lesson? (20 minutes)
Read the mentor text: One Word From Sophie
The text is about a girl who wants a pet giraffe for her birthday so she goes off and tries to persuade her
family to get her one for her birthday. I chose this particular book because not only is it funny, but
Sophie gives a lot of different evidence of why she should get a giraffe. My lesson is focused on giving
reasoning to support a claim and so I chose this to support her opinion of why she should get a giraffe.
Some sample evidence she has is that giraffes produce manure (to help the family get money and they
are safe (they do not have any safety recalls like cars do).
In the story, Sophia had a lot of evidence to support her claim of why she should get a giraffe.
Ask students for examples out of the book of why Sophia said she should get a giraffe
Anticipated student answers (from book): Giraffes are legal
Better than cars (safer, not recalled)
Safe-do not cause diseases
Legal
Produce manure (which can be sold for profit)
 Asked a poll of her family members and they favoured in her getting a giraffe
Say, Today we will be talking about opinion writing because in the book Sophia was stating a lot of
reasons why she should get a giraffe. Her opinion was that she should get a giraffe. Her evidence was
all of the things that you guys just listed. Opinion writing is talking about why you think you are right
in a specific situation
Ask students question: Who here has ever had an Oreo?
Students raise hands
If people have not had them before, ask one student to explain what it is.
An Oreo has three parts: a cookie, creamy filling, and then another cookie. Together they all
come together to make up one delicious treat.
Say: This is like what opinion writing should be, three parts that work together
Ask: Raise your hand if you think the crme is your favourite part
Show anchor chart: OREO (only circles completed on it, no words)
Fill it in with the students
Top circle is the cookie.
The cookies purpose is to state the opinion
Middle part is the evidence
The middle part frosting is reasoning/examples
Want to have at least three reasons or examples to support your opinion
Why three?
One is not enough
The more evidence you have the stronger the argument and the more convincing
it is.
Bottom circle is the cookie
The bottom cookie restates the opinion
Finishes off the piece

Now lets apply this to a question:

Question: What is the best kind school lunch?
Ill choose pizza

Model using an empty Oreo student sheet

Top circle: Pizza is the best kind of lunch at the school.

Middle three supports: call on students for answers for what specifics they would use
Possible student answers:
It is cheesy
It is nice and hot
Pizza is my favourite food
There are many different types of pizza toppings
Easy to eat
I can fold it like a taco and eat it.
Different types of crust

Bottom circle: Pizza is the best kind of lunch food that the school offers.

Model writing assignment:

I think that pizza is the best kind of lunch at the school. One reason is because the pizza is very cheesy.
Another reason is because there are many different kinds of pizza I can choose from. There is
pepperoni pizza, cheese pizza, and sausage pizza. It is also very easy to eat. I can eat it with my hands!
In conclusion, I believe that the best school lunch is pizza. It sure is delicious!

Activities: Writers Workshop (30 minutes)

Explain the directions: Students each get their own copy of the Student Oreo worksheet.
They are going to answer the question: what is the best kind of dessert?
Pass out worksheet: one per student
Student fills out the worksheet with their opinion individually
Students free write a paragraph about their chosen best topic.
Make sure that students write out at least one sentence per support point, not just list them all off.
While students are working on this, the teacher calls students over for an individual mini conference.
During these conferences, the teacher checks the students progress.
Teacher sees the supporting details the student has
Teacher makes suggestions as the teacher goes along.
Are the supporting details the same? (Support 1- it is yummy, support 2- it is delicious)
Ask the student how they could change it.

Anticipated Student Interactions/Questions:

Interaction situation: Student has supporting details that are all the same (Supporting details- delicious,
yummy, and tasty.)
Ask the student if they can think of other reasons why they chose their support
Ask them what the best part of their particular dessert and how they can use their existing
supporting details to describe certain parts (delicious cake, yummy frosting, tasty sprinkles)
Student question: I dont know what to write
What is your favourite dessert to eat on your birthday?
What is your favourite fruit, fruit can be considered a dessert.
Student interaction: Giving opinions about two things instead of one
Example: cake and ice cream are the best desserts
Ask: what is the purpose of opinion writing?
Pick one to choose why it is better.
If they are stuck, have them talk it out with you verbally first. Have them give reasons why the first one
is the best and then the second one. Then have them pick a side.

Modifications and Accommodations for Activities:

Modifications:
For students that are ESL students have them give two reasons of support instead of three. This has
them still think of more than one reason of support while still accommodating them. You could give
them a modified sheet that only has two spots under the reasons column. This can also apply to
struggling writers.
Accommodations:
As a linguistic or academic support, teacher provides a list of numerous sentence starters for the
students. This list would have more sentence stems such as I think this because.,, This is true
because., and One support is.
If a student struggles to see the board, give them their own version of an Oreo chart so they can have it
close by. This way they can focus on the writing instead of trying to see the board.

Closure/Summary (5 minutes): How will you wrap up the lesson?

Have students share their pieces with the class. Have them say what they chose as the best dessert and
then one piece of evidence that they gave. By having them only give one piece of evidence, all students
are able to participate and share their responses.
Anticipated Total Time Required: 55 minutes

Other Important Information:

Materials (list by name here, then include these in an appendix to your lesson):
Teacher: Book: One Word From Sophia, Oreo Anchor chart paper, markers
Students: Oreo student writing papers, writing utensil

Extension Ideas:
You can turn this into a whole class discussion. Group students into small groups with people
who wrote the same thing and have them come up with a long list of things that make that particular
dessert the best. They have to come up with reasons (how to convince the whole class) that their dessert
is best.
Change the writing prompt into another question. Other questions can include: What is the best
activity to play during recess? What is the best month of the year? Where is the best place to go on
vacation?
OREO Writing Student Worksheet

Opinion
What is your opinion?

Reasoning/Examples

Reason #1

Reason #2

Reason #3

Opinion
Restate your opinion
 Opinion
State your opinion
I think that
Mock OREO writing Anchor Chart I feel that
In my opinion.

Reasons and Examples

Why do you think this way?

You want to have 3 reasons to support your opinion

Reason #1
Explain or Example
Reason #2
Explain or Example
Reason #3
Explain or Example

Sentence starters:
One reason this is true..
For example.

Opinion
Restate your opinion

In conclusion,
I believe that.