Student Teaching Portfolio

Winchester Thurston School: Grade 5

September – November 2008

Kate Lord

COPYRIGHT © 2008 Katherine E. Lord

ALL RIGHTS RESERVED
 INTRODUCTION

Toward the end of my student teaching, I was

invited to compose a Language Arts lesson and
was given the freedom to select a topic of my
choice. Throughout my experience at
Winchester, I was exposed many times to the
school’s motto:

“Think also of the comforts and rights of others”.

Inspired by this phrase, I created a lesson that

Language Arts introduced the procedures of the five paragraph
The Persuasive Essay persuasive essay and implemented a mock
scholarship contest.

Going beyond the objectives listed in the lesson

plan, a main goal was to bring the student’s
attention to the actions of their peers and also
bring awareness to their own actions as they
were consciously being observed by others.
 PERSUASIVE ESSAY WRITING
The “Caught Being Good” Scholarship Contest
Taught by Kate Lord
November 10th through 14th, 2008

RATIONALE:
The purpose of this unit is to introduce the all attributes of 5
paragraph persuasive essay including, terms, writing process, and
purpose.

OBJECTIVES:
Knowledge- Recall terms associated with the persuasive essay

Language Arts Comprehension- Classify a statement to be fact or opinion and

determines under which supporting topic the statement should go.
LESSON PLAN
Application- Constructs a 5 paragraph essay using all writing
tools, as explained in class.

Create- Expresses fact successfully within the 5 paragraph essay

using detailed examples and transitional phrases.

MATERIALS :
The “Persuasive Essay” handout, “Bridging the Gap” handout,
“Tree Diagram” worksheet, “Graphic Organizer” worksheet,
“Caught Being Good” assignment slip, Essay Rubric, Scholarship
and “You’ve been Spotted” certificates.

PROCEDURE
Motivational Activity:
To begin, introduce the new unit to the class by defining the word
persuasive. Explain that we will be talking about how to write a 5
paragraph persuasive essay.
Sequence of instruction (will span 3 days):
Begin day one, by reading aloud the persuasive writing handout
(see attached). Students should highlight important terms and
points for later reference. Briefly go over the “Bridging the Gap”
hand out (see attached) and transitional phrases when appropriate.
Once the students are familiar with the concept, introduce the
assignment (see attached). Inspired by the school’s motto,
students will choose a classmate whom the feel “thinks also of the
comforts and right of others”. Students will compose a persuasive
essay about this outstanding peer. A “scholarship” of chance
coupons will be awarded at the close of the unit.
As a class, discuss the procedure of the tree-diagram (see
attached). Students will use this to organize their thoughts in the
early stages of writing. Once students understand, allow them to
work individually with the tree diagram, brainstorming ideas about
their candidate. Instructor should observe and field any questions
at this time.
On day 2, introduce how to use the graphic organizer (see
attached) with the class. The purpose of this diagram is to
prepare the students to write in paragraphs as they expand their
thoughts into sentences. Once students understand, allow them to
work individually with the graphic organizer, building upon their
initial ideas from the tree diagram. Instructor should observe and
field any questions at this time. Packets should be collected at
the end of the period and checked for understanding.
On day 3, Students who are clear about the process thus far, may
handwrite a rough draft in their writing journal and then type a
final draft. No proof reading is necessary. Those who need
clarification can be conferenced with before they proceed with
drafting their essay.
As essays are graded, keep a tally for those who were written
about. (Scholarships are awarded for the student(s) with the
highest grade and for the student(s) most written about).

CHECK FOR UNDERSTANDING:
Take advantage of opportunities to review terms and ask
questions. “What should we include in a closing paragraph?”,
“Who can give an example of a fact?”, etc.
Observe independent work and intervene as necessary- encourage
other students to answer the questions of their peers.
Before students begin to draft their essay, collect packets to read
over each student’s progress and comment or conference as
necessary.
ASSESSMENT:
Essays will be graded using the attached rubric. Scoring is based
upon the brainstorming process and inclusion of specific attributes
of a 5 paragraph essay as discussed in class.
CLOSING:
Once the essays are graded, take time to award students in front of
their classmates using the attached certificates. To encourage
discussion and boost self-esteem, the “you’ve bee spotted”
certificate can also be used for those who were written about at
least once.
OPTIONS FOR DIFFERENTIATION:
Extra Help: Encourage students to ask questions. Students can
be assisted individually as necessary.
Advancement: Students in need of more of a challenge can edit
their composition with a goal to utilize more advanced or creative
vocabulary.
Physical challenge: In the future, if motor skills are affected,
this particular student’s brainstorming can be dictated to the
instructor or another student to be written down in the graphic
organizer. This student may also compose their final draft using
a method that is more favorable to the student.
NATIONAL STANDARDS:
NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS
Students use spoken, written, and visual language to accomplish
their own purposes (e.g., for learning, enjoyment, persuasion, and
the exchange of information).
NL-ENG.K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for different purposes
PA STATE STANDARDS
1.6.5. GRADE 5 D.
 Due to the student’s unfamiliarity in persuasive
writing, preparation was extensive. I knew that
in order for their final essays to be a success, we
would need to spend ample time covering the
material as a class.

The information you are about to see, was

organized into packets for each student . I was
careful not to reveal too much at the beginning
Language Arts as I did not want the size of the project to
LESSON MATERIALS overwhelm them.

As we read over the research, I instructed the

students to highlight noteworthy information. In
addition, the pace of the unit was based on the
students comprehension of the material during
which, I answered questions throughout and
made myself available for individual
conferencing.

THE PERSUASIVE ESSAY
Persuasive writing attempts to convince the reader that the point of
view or course of action recommended by the writer is valid. To
accomplish this, the writer must determine their position and
support their stance with strong facts and examples. The
persuasive essay is five paragraphs in length and is organized in a
particular way; as I will explain.
First, think through your position. Clearly define it. Compose a
strong “topic sentence” that will begin your essay and declare your
position. This sentence should be fact based and should not be
based on opinions or emotions.
On a separate sheet of paper, brainstorm ideas that support your
feelings about the topic. Highlight the three that you feel are the
strongest. These will become your “supporting topics”. Each of
these will be the focus of a paragraph in your essay.
Just as you did before, make a new brainstorming list for each of
your supporting topics. Again, highlight the three that are the
strongest. These are your “supporting ideas” and will be used to
defend your stance.
Think about how you are going to end the essay. What effective
way can you clarify your stated position? How can you clearly
summarize the supporting ideas? Write down these ideas to form
your “closing paragraph”. Do not introduce any new points at
this time.
TIPS TO SUCCESS:
•Take time to formulate the sentences and organize ideas. If the
reader loses the logic of you position, you have lost the advantage
in a persuasive essay.
•Be sure to vary sentence structures so that the essay is not one
long list of reasons.
•Be sure that the supporting paragraphs explain your ideas.
Giving examples is a good technique of support.
•Do not resort to name-calling. This is never effective.
•To promote understanding, be sure that there are transitions
between paragraphs. Look to your “Bridging the Gap” handout
for ways to use transitional phrases.
•Go back and reread the essay when you are finished. Try to think
of it through the eyes of someone who takes the opposite
position. Make any changes necessary.
•Be sure that there are no spelling, punctuation, capitalization,
tense, or other errors that could distract the reader away from the
strength of your position.

BRIDGING THE GAP
How transitional phrases can help make the connection
Using transitional words and phrases can help papers read more
smoothly. They provide logical organization, understandability,
and improve the connections between thoughts.
Transition words indicate relationships, whether within a sentence,
paragraph, or paper. This list illustrates "relationships" between
ideas, followed by words and phrases that can connect them.
In your writing, consider using some of the words or phrases
listed below, to help blend your thoughts into sentences and your
sentences into well written paragraphs.
To put two thoughts into one sentence:
also, again, as well as, besides, coupled with, furthermore, in
addition, likewise, moreover, similarly
For demonstrating the results of action:
accordingly, as a result, consequently, for this reason, for this
purpose, hence, otherwise, so then, subsequently, therefore, thus,
thereupon, wherefore
For making broad statements:
as a rule, as usual, for the most part, generally, generally speaking,
ordinarily, usually
Used when giving an example to support a thought:
chiefly, especially, for instance, in particular, markedly, namely,
particularly, including, specifically, such as, for example, for
instance, for one thing, as an illustration, illustrated with, as an
example, in this case
To demonstrate an important point:
above all, chiefly, with attention to, especially, particularly,
singularly
For making well, exceptions:
aside from, barring, besides, except, excepting, excluding,
exclusive of, other than, outside of, save
Used when rephrasing or summarizing:
in essence, in other words, namely, that is, that is to say, in short,
in brief, to put it differently
For comparing and contrasting thoughts or scenarios:
contrast, by the same token, conversely, instead, likewise, on one
hand, on the other hand, on the contrary, rather, similarly, yet,
but, however, still, nevertheless, in contrast
To wrap up a paragraph or paper:
after all, all in all, all things considered, briefly, by and large, in
any case, in any event, in brief, in conclusion, on the whole, in
short, in summary, in the final analysis, in the long run, on
balance, to sum up, to summarize, finally
  

ASSIGNMENT TREE DIAGRAM

The “Caught being good” Chance Coupon Scholarship* Organize Your Thoughts and Plot Key Essay Points

Winchester’s school motto is:

Think also of the comforts and rights of others.

Among your 5th grade classmates, who best represents the lower
school in this way and why?

*The chance coupon scholarship will be awarded to the highest

graded essay based on the rubric provided.

Rough Draft Due: Friday, November 7th

Final Draft Due: Monday November 10th

The following diagram was used in the early brainstorming

stages. Its purpose was to organize the students thoughts and
visually demonstrate how each point was connected.
  

TERMS: Graphic Organizer: page 1

Topic Sentence/ Opening Paragraph:

Your topic sentence will reveal your position in a fact based
statement. The remainder of this paragraph will include your three
supporting topics, thus, supporting your stance.

Supporting Topics:
Together, three supporting topics create the body of your opening
paragraph. Individually, each one becomes the topic sentence for
its own paragraph.

Supporting Ideas:
Each supporting topic paragraph should be defended by three
supporting ideas. Supporting ideas are your “soldiers” within your
argument therefore, before you begin writing, make a list of all
ideas and choose your strongest points. They are spread
throughout your essay to defend your stance.

Closing paragraph:
Your closing paragraph is a time to summarize and restate your
thoughts, putting an emphasis on important points. Your closing
paragraph is not a place to introduce new ideas.

After completing the Tree Diagram, students were encouraged to

transfer their ideas onto this graphic organizer. The purpose was
to prepare them for writing paragraphs and help them visualize
the role of the transitional phrase.
  

I felt that it was important to recognize students who were written

about. As I was grading their finished work, I recorded each
student who became the subject of their peer’s essay.

It was interesting that during the process, the students became very
private about who they had chosen to write about. To save
anyone the embarrassment of sharing what they felt was private, I
decided to spark conversation amongst them. I made sure that
each student ,who was written about at least once, received the
following certificate:

During a short 20 minute period on the last day of my placement,

Naturally, each was curious about who had written about them and
I encouraged them to ask around and find out. It was my hope that
they would share with each other what they wanted to and on their
own terms.
I revealed the winners of the scholarship. Four students received
certificates for their high scores and two students were
recognized for “thinking also of the comforts and rights of
others”.
The certificates were signed by my self and my two cooperating
teachers, Kay Simon and Brian Swauger. I called the students up
one by one to receive a certificate and 25 chance coupons as their
classmates and teachers applauded their efforts.
 Thank you for your kind attention,
this concludes “Part One”.

•Please continue with parts one continued,

two, and three which are attached
separately.

COPYRIGHT © 2008 Katherine E. Lord

ALL RIGHTS RESERVED