Writing Lesson Plan Template

CAEP K-6 Standards

Brooke Sherrow

LESSON RATIONALE: Because my Unit Big Idea centers around students being detectives of their learning, this activity
will be useful in allowing students to investigate what they know and how to prove what they believe using proof and
reasoning skills to defend their case.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Unit (broad terms): Upon completing this lesson, students will be able to write and explain why they
think the wolf was innocent or guilty.
B. Objective(s)— Given a stem to begin their story, students will write their own persuasive stories using their
proof and ideas on if they think the wolf was innocent or guilty in “The True Story of the 3 Little Pigs.”
C. Standard(s): 5.W.3.1 Write persuasive compositions in a variety of forms that – clearly present a position in an
introductory statement to an identified audience, support the position with qualitative and quantitative facts
and details from various sources, including texts, use an organizational structure to group related ideas that
support the purpose, use language appropriate for the identified audience, connect reasons to the position using
words, phrases, and clauses, provide a concluding statement or section related to the position presented.
II. Management Plan-
 Time per lesson element:
o Anticipatory set: 5 minutes
o Mini-Lesson: 5 minutes
o Lesson presentation: 10 minutes
o Drafting/Writing: 30 minutes
o Sharing: 5 minutes
o Closure: 5 minutes
Total: 60 minutes
 Use of space:
o Students will write their persuasive essays at their desks
o I will circulate around the room to see how the students are doing and conference with them
 Materials:
o “The True Story of the 3 Little Pigs” by Jon Scieska
o Writing Template Page
o Drafting Template Page
o Student notebook
o Pencil
 Expectations and Procedures: Students will work quietly at their seats while writing their persuasive
pieces. I will circulate around the room to answer any questions and conference with students to assess
how they are doing and make note of their progress. If students are not on task or causing a disruption,
Dojo points will be taken. I will give students reminders of how much time we have before we share with
the class. (Example: “Keep working on your essays, in about 10 minutes we will do a class check on our
progress and decide if we need more time or if we are almost ready to share”).

PLAN FOR INSTRUCTION

III. Adaptation to Individual Differences and Diverse Learners-- I do not have any students in my class with
identified learning disabilities or Individualized Education Plans (IEPs). My teacher has told me the students struggle
with completing assignments on time, which means many of them have to stay inside at recess so they can finish
their work. If the students need extra time or help to complete the stations or lessons, I will help the students during
recess time if it is needed (per teacher’s request). A way I could adapt this lesson for diverse learners would be
providing prompting cards that have ideas about how they could write/finish their story to further promote their
thinking process. If needed, I could also have a student explain to me why they think he was innocent or guilty, and
then help them write their essay.

Anticipatory Set:
“Class, you won’t believe it! Today I went to check my mail at my campus mailbox, and I got a letter from The Big Bad Wolf!
He wrote to me from his jail cell! Let’s see what he said!”
(Read letter from wolf to class)

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“Can you believe it? He needs helping getting out! But that might not be so easy, because some people think he’s guilty, like
The Three Pigs, and some think he’s innocent, like his grandmother! So what do you think? Should we help him? Or should he
stay in jail? Let’s write some reasons on the board why we think he is innocent, and why we think he is guilty?”
(Draw a chart on the board, one side labeled INNOCENT and one side labeled GUILTY)
“Who can give me a reason for why they think he is innocent? Let’s list them here.”
(Call on 2-3 students)
“Great ideas! Now, who has some reasons as to why they think he is guilty, and should stay in jail?”
(Call on 2-3 students)
“Good job class! Keep this in mind, as we will come back to them in a few moments.”

Purpose Statement: “Today, you are going to write persuasive essays where we are providing reasoning and ideas on why
we think the wolf was innocent or guilty. Persuasion is an important skill that you will use in life, such as trying to persuade
your parents why you should get a later bedtime or a new pet.”

Lesson Presentation (Input/Output):

Mini-lesson (Whole Group):
 “Like previously mentioned, today, we are going to work on coming up with ideas to support and persuade why we
think the wolf was innocent or guilty in this story. When we consider the ideas in the story that allow us to
determine whether or not we think the wolf is innocent, similar to the ideas you gave on the board, we can better
prove our reasoning in our essay.”
 “Think about everything that occurred throughout the story, and why certain parts happened the way they did,
then take a stance on whether you think the wolf was innocent or guilty. When we think about writing a persuasive
essay, we know that our goal is to persuade our readers and try to get them to believe the same way we do by
providing reasoning and proof to support our stance.”
 “For example, some of you might think he was innocent because it was just a sneeze that caused the first two pigs’
houses to fall down. Others of you might think he is guilty for trying to break down the third pig’s door. There are
many different ideas throughout the story that will support your argument, so don’t forget about the Read Aloud
we did not too long ago and the list on the board as you are drafting and thinking about how you are going to write
your essay. Before you start writing, it would be helpful to draft a list of reasons that support why you think the wolf
is innocent or guilty. I will provide a sheet for you where you can draft some of these ideas. This will help guide your
writing as you list your reasons within your essay.”
(Show my example of draft and persuasive essay)
 “Here is an example I wrote on why I think the wolf is innocent. Use this as a guide, and frame your own ideas on
why you think he should be in jail, or free from jail. After we have all spent some time writing, I might ask some of
you to share your essay with the rest of the class.
 “I will leave my example for you to reference if needed at the front on the board. If you have any questions on the
task, raise your hand and I will come answer your question. Remember, we are working with ideas that support the
reasons why you think the wolf is innocent or guilty – think of it like you are a detective giving the evidence for your
case. Give me a thumbs up if you understand the instructions?
(Wait for students to signal that they are ready)
 I will now pass out your drafting sheets. Once you have some ideas on how you want to write your story, fill this in
on the drafting sheet. Then, raise your hand when you think you are ready, and I will give you the writing sheet.
Once you have the writing sheet, you may begin writing!”

Writing:
During this time, I will walk around the room as students are writing to monitor their progress and find out where they
stand on if they think the wolf is innocent or guilty. As I do this, I will ask students to tell me their supporting
reasons/ideas as to why they choice innocent or guilty. I will read student responses as I am conferencing and then make
a mental note on essays that can be shared in front of the class. If students finish early, I will have them turn to their
neighbor to discuss their ideas and peer edit.

Sharing:
When students have completed their writing, we will come back together as a class. I will take an inventory of the class
and the stance they took on their writing
 By a show of hands, how many of you think the wolf was innocent?
(Wait for student responses)
 How many of you think he was guilty?
(Wait for student responses)
 Thank you for your responses and for working so hard to prove your reasoning! As I was walking around the room,
there were some essays that I think should be shared. Would these students share their essays with us?

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(I will choose one student who wrote about the wolf being guilty and one student who wrote about the wolf being
innocent)

IV. Check for understanding.

If my students seem to be struggling with the concept of writing a persuasive piece, I will individually conference
with that student and ask them personally if they think the wolf is innocent or guilty. I will ask them to verbally give
me their ideas on why they chose the stance they did, then write those down in a list for them to reference. If they
need further instruction, I will help them write their piece as they verbally tell me what to write on the page. If
multiple students seem to be struggling with this concept, I will have a reteach session with a group where we talk
about the reasons for proving if the wolf is guilty or innocent.

V. Review learning outcomes / Closure:

“You all did such a great job writing your persuasive pieces today! If you did not finish, we will devote more time to
working on these so they will be ready to publish soon. We know we can use persuasive writing pieces to convince or
persuade our readers on our opinion on why something happened the way it did and give our proof or ideas to
support that claim. You all have worked hard and thought critically to prove your point.

PLAN FOR ASSESSMENT:

Formative Assessment: As I walk around the room to conference with students on their writing, I will be formatively
assessing their work to ensure they are comprehending the material and the directions of what we are writing about. I
will ask questions to guide the students in their writing and answer questions if they have any.
Summative Assessment: I will use assessment as I collect student writing and read their essays to see if they understand
the assignment. We will continue to work with persuasive pieces and writing essays to support their reasoning as well to
further build these skills.

REFLECTION AND POST-LESSON ANALYSIS

1. Were students able to draft a list of reasons to support their stance?
2. Were all students given enough time to write their essay?
3. Did my personal examples help my students in beginning their writing process?
4. What were my strengths and weaknesses within the lesson?
5. Is there anything I could have changed in order to promote further learning?

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 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
Relationship to of how planning is children grow and children grow and children grow and develop
Science Content related to how children develop across the develop across the across the developmental
grow, develop, and learn. developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
CAEP K-6 1.a that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Goals/ Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains
Objectives/ poorly written and/or correlated with learning objectives that connect clearly stated content
Standards have little or no goals and standards. The goals and standards with objectives. Objectives are
connection to learning connection between lesson activities and logically connected to
goals or standards. Little objectives and lesson assessments. appropriate goals and
connection exists activities and standards and are
INTASC 4 between objectives and assessments is weak or consistent with lesson
lesson activities and unclear. activities and assessments.
CAEP K-6 3.c
assessments. Instructional planning is
based on individual
student needs.

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 The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
Candidate
Lesson The candidate’s lesson is
Presentation not developmentally
appropriate.
Explicit
Instruction of The candidate’s lesson
Trait does not use
appropriate modeling
and guided practice.
The lesson presentation
includes little
InTASC 5 opportunity for students
CAEP K-6 3.f to engage in relevant
and active learning.
The candidate’s plan is
not differentiated for
subsets of students or
Differentiated
individual students.
Instruction
Conference Plan
CAEP K-6 3.d
The connection between
the anticipatory set and
lesson objectives and
content is weak or
unclear.
A statement of purpose is
included in the LP, but
has little power to
motivate students and
capture their
imaginations.
The Developing
Candidate
Instructional
opportunities are
provided in this lesson;
however, they are not
adapted to individual
students.
The Developing
Candidate
The candidate’s lesson is
somewhat
developmentally
appropriate.
The candidate’s lesson
includes the basic level of
modeling.
The lesson presentation
includes activities that
encourage student
participation, but lack
purpose or depth.
The candidate’s plan is
differentiated according to
a subset of learners and
includes modifying
content or instructional
processes.
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The anticipatory set is
clear and direct and
focuses students’
attention on the lesson.
The statement of purpose
is clearly connected to
the content of the lesson
and is presented in terms
that are easily
understood by students.
The Competent
Candidate
Instructional
opportunities are
provided in this lesson.
The opportunities are
developmentally
appropriate and/or are
adapted to individual
students.
The Competent
Candidate
The candidate’s lesson
demonstrates an
understanding of
developmentally
appropriate practice.
The candidate’s lesson
includes both modeling
and guided practice.
The lesson presentation
includes relevant activities
that encourage student
participation and critical
thinking.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
The anticipatory set
connects the current
lesson with previous and
future learning and
focuses students’ minds
and attention on the day’s
lesson.
The statement of purpose
has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.
The Accomplished
Candidate
Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidate’s understanding
of individual learner
characteristics and how
these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Accomplished
Candidate
The candidate’s lesson
demonstrates strong
developmentally
appropriate practice
including a variety of ways
to teach content.
The candidate’s plan
includes multiple ways to
model and guide practice.
The lesson presentation
supports student
motivation through
relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of

Little or no provision is
included to check for
Check for student understanding
Understanding or to reteach concepts
that elude students
InTASC 4
during the initial
presentation.
A guided practice section
is included in the lesson
plan, but the connection
with the lesson
presentation is weak
and/or unclear.
The lesson plan includes a
plan and the means to
check for student
understanding of the
lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
materials.
Plans to check for student
understanding of the
content are an integral
part of the lesson, and
include frequent questions
and other actively
engaging forms of
formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
Sharing elements of the lesson.

InTASC 4
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
Writing Plan of the lesson. to result in lesson mastery match lesson objectives.
InTASC 5

Plan for Assessment

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The lesson plan does not Formative and summative A plan for formal and Formal and informal
Formal and include formative asessment activities are informal assessment assessments strategies
Informal assessment activities, or included in the lesson, but throughout the lesson is are a seamless and
Assessment there is little or no they are not well included. The assessment integrated part of the
correlation between correlated to and/or do strategies are uniquely lesson. The assessments
CAEP K-6 3.a planned assessment not cover the full range of designed for the are highly correlated to
InTASC 6 activities and lesson goals LP goals and objectives. individual students. the learning objectives
and objectives. Any The assessment strategies and promote continuous
assessments included are do not promote intellectual, social,
not developmentally development of each emotional, and physical
appropriate for the individual student. development of each
students. student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment
practices, and student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students
to achieve the expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.

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Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Lesson Plan Elements B D C A Score

Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4

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