Running Head: LESSON PLAN THREE 1

Lesson Plan Three

SPED 875: Advanced Practicum with Exceptional Children and Youth

University of Kansas

Dr. Martha Elford

Brent Seager

February 18, 2018

LESSON PLAN THREE 2

Lesson Plan Template

PLANNING
Unit Title Community Based Learning Project Persuasive Writing Proposal
Subject Area Mr. Seager’s Community Based Learning Group
Lesson Title Persuasive Writing for a Project Proposal
Length of Lesson 40 minutes
Audience Description This is a combined middle and high school class with students in grades 6-12. There are seven students
in total, all males and two para educators to support during instruction.
Number of Students:
7 (One 6th grade, Two 7th grade, Three 8th grade, and One 11th grade students).
Race:
6 white and 1 African American
Exceptionalities:
-One 6th grade student with Autism
-One 7th grade student with OHI
-One 7th grade student with ED
-Three 8th grade students with ED
-One 11th grade student with OHI
Cultural Considerations:
Six out of the seven students were born and raised in the surrounding communities and attend the school
district where they have grown up in. One student was born out of state and is in a military family and
has lived in the community for two years. The students understand and appreciate the diversity of the
community and are respectful to the diversity and backgrounds that each student and staff member
brings into the classroom.
Other Relevant Information:
-Each student has a behavior intervention plan (BIP) in place, and these are located in the substitute
binder for reference as necessary.
-Please begin the lesson by introducing yourself and getting acquainted with the students.
-Review with the students about their ideas of improving the community, and which options that they
chose.
LESSON PLAN THREE 3

-Explain that the map that they completed earlier was the first part of the persuasive writing process, and
that with this lesson, they will use these ideas and facts to write a persuasive letter to community leaders
to persuade them to adopt and implement their ideas.
-Relay how persuasive writing can be used in resume writing, and that having persuasive skills is
essential when applying for jobs, performing at specific jobs, and even in independent living.
-The teacher will then pass out the completed graphic organizers/concept maps to the students.
-The students will then be given paper and pencils to write their persuasion papers, please explain to the
students how to use their graphic organizers/concept maps to write the persuasive paper (i.e. thesis
statement, main ideas, supporting details, and conclusion).
-Please note that students that did not complete the graphic organizer/concept map will need to complete
this prior to writing their persuasive papers.
-The length of the persuasive paper should be a minimum of one complete paragraph (5 to 7 complete
sentences, but will ideally be around two paragraphs).
-If time permits, share a couple of the papers with the entire class, and have the students provide
feedback about positive aspects and areas for improvement.
-Please document any behavioral concerns or other issues and I will address these upon my return.
IEP Goals (where Each student has a self-advocacy, self-awareness, or self-control goal and this lesson is designed to
available) provide them additional opportunities to practice and develop these skills, while addressing problems or
issues within the local community.
Objectives -The students will learn about persuasive writing and how this skill is necessary in their lives (i.e. applying
for a job, interviewing for a job, asking for something from parents or teachers, and addressing their peers).
-The students will use persuasive writing to address and problem solve within the school or the local
community.
-The students will complete the persuasive writing project using the persuasive concept map to organize
thoughts and ideas.
-The students will continue to work on and develop social skills, self-advocacy, self-awareness, and self-
regulation skills throughout the lesson.
-The students will learn how to become more involved within the local community.
Standards SECD: Responsible Decision Making and Problem Solving (Kansas Social, Emotional, and Character
Development Model Standards
A. Develop, implement, and model responsible decision-making skills.
1. Consider multiple factors in decision-making including ethical and safety factors, personal and
community responsibilities, and short-term and long-term goals.
9-12:
e. Effectively analyze and evaluate evidence, arguments, claims, and beliefs.
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(SECD, 2012).
Assessment (formative -The students will be formally assessed with the persuasive writing samples collected and with
and/or summative) the concept map/graphic organizer filled out during lesson one.
-The students will be informally assessed using observation.
-The students will be informally assessed during the whole group discussion prior to beginning
the writing activity.
Resources (texts, The following resources will be used in the delivery of this lesson:
technology, materials, -Completed graphic organizer/concept map.
etc.) -Paper
-Pencils
-Positive reinforcers (i.e. candy, free-choice activities, and etc.) for completing persuasive writing
activity.
Incorporation of other The lesson incorporates writing persuasive writing techniques that are closely aligned with the
subject areas Language Arts content area. Persuasive writing is also used in social studies and other subject areas
within the school. The students will also use persuasive writing when filling out applications and
other documents for jobs or work experience within the community. The students will also work on
self-advocacy and self-awareness skills throughout this lesson, helping them to develop and
implement these skills in a variety of different educational settings.
LESSON DELIVERY
Introduction # of minutes:___10__
(Anticipatory set,
thinking device, advance -Prior to the start of the lesson, the teacher will triage and check in with the students about their day and
address any concerns and issues at this time.
organizer, lesson -The students will review the weekly schedule and what to expect after triage, as this reduces anxiety
“hook”) and stress.
-The hook of the lesson will be discussing their ideas for improving the community, and then tell them
how they will get these ideas on paper to be presented to individuals that can possibly put the
ideas/improvements into motion.
-The students will also review how important persuasive writing is and how they will use this skill in
other areas of school and in their lives outside of school.
-The students will then review, complete, or make changes/additions to the concept map/graphic
organizer prior to beginning the writing process.

Description
UDL principle & description (at least 1):
 Provide Multiple Means of
Representation: Provide options for
Rationale
Explain your reason for choosing the UDL
principle
 The students will use the knowledge,
information, ideas, and concept
LESSON PLAN THREE 5

comprehension through activating and maps/graphic organizers from lesson one

supplying background knowledge. to continue building and improving their
 Provide Multiple Means of persuasive writing skills.
Engagement: Provide options for self-  The students will be provided an overview
assessment and reflection. of the expectations and will have time to
review their concept maps and make
National Center on Universal Design for additions/changes prior to beginning the
Learning, 2017 persuasive writing product.
Lesson activities # of minutes:____25_____
(Content, methods,
strategies, procedures, -The students will then take their completed and revised concept maps/graphic organizers and begin the
persuasive writing product.
formative assessment) -Students that are struggling with writing can have access to a computer to type it on Google Docs and
share the completed assignment with me.
-The students will be instructed about the expectations of the writing assignment (length, content,
organization, punctuation, spelling, and etc.).
-The students will be informed about the relevance of the persuasive writing activity and that their
completed projects will be shared with the school board for consideration of their ideas about making
improvements to the community.
-The students will be observed by the teacher and teaching staff, and questions and concerns will be
addressed during this time.
-The students will complete their writing projects and these will be collected to be assessed and
reviewed by the school board.

UDL Description Rationale:

Representation  The students will highlight the relevance of the persuasive writing
 Provide activity. The teacher will also provide supporting information,
Options for details, and how the information will be shared with other
Comprehensi community members.
on: Highlight  The students will process the information contained within their
patterns, concept maps/graphic organizers and summarize this information
critical and put only the most relevant information within their writing.
features, big
ideas and
relationships.
LESSON PLAN THREE 6

 Provide
Options for
Comprehensi
on: Guide
information
processing,
visualization,
and
manipulation.

National Center on
Universal Design for
Learning, 2017
Expression &  The students will be guided in appropriate goal setting throughout
Action the lesson, as they will have multiple opportunities to construct their
 Provide persuasive writing papers using feedback from the teacher and peers.
Options for  Students that have difficulty with writing will be provided the option
Executive to type their persuasive writing papers, as this will ensure that they
Functions: have the necessary resources and tools to complete the writing
Guide project.
appropriate
goal setting
 Provide
Options for
Physical
Action:
Optimize
access to
tools and
assistive
technologies.

National Center on
Universal Design for
Learning, 2017
LESSON PLAN THREE 7

Engagement  Feedback will be provided throughout the lesson and activities,

 Provide which will allow the students to master the skill of persuasive writing
Options for and sharing it with others.
Sustaining  The students will understand the relevance of persuasive writing and
Effort and how it can impact their lives and the lives of their peers and families.
Persistence: Their ideas will be presented to school board members, and therefore
Increase presents the students with an authentic learning opportunity to make
master an impact on their community.
oriented
feedback
 Provide
Options for
Recruiting
Interest:
Optimize
relevance,
value, and
authenticity

National Center on
Universal Design for
Learning, 2017
Closure # of minutes:____5____

-Closing will include asking questions to check for understanding (i.e. in what ways might you use
persuasive writing outside of school?, why is it important to support your claims in the persuasive
writing samples with facts?, or what impacts can successful persuasive writing have on community
members?).
-The completed persuasive writing samples will be collected to be reviewed and assessed.
-Ask the students about their confidence level using persuasive writing.

UDL principle & description (at least 1):

 Provide Multiple Means of Engagement: Provide options for recruiting interest through asking
questions that deepen understanding and relevance of the project.
LESSON PLAN THREE 8

 Provide Multiple Means of Action and Expression: Enhance capacity for monitoring progress
through the use of implementing the newly acquired persuasive writing strategies and techniques.

National Center on Universal Design for Learning, 2017

LESSON PLAN THREE 9

References

Kansas Social, Emotional, and Character Development Model Standards (SECD). (2012). Retrieved from:

http://www.ksde.org/Portals/0/CSAS/Content%20Area%20(M-

Z)/School%20Counseling/Soc_Emot_Char_Dev/SECD%20FINAL.pdf?ver=2014-10-08-095527-790

National Center on Universal Design for Learning. (2017). Retrieved from:

http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice