Wilkes University Lesson plan TEMPLATE

(Revised 2020)

PART 1: Lesson Content

Teacher Candidate: Chelsea Heckman Grade: 2nd Grade
Date of lesson: 8/7/2021 Subject: Writing- Persuasive
Goal or purpose of lesson (NAEYC 5a)
A statement or overarching idea that is broad and applicable to similar topics.
• Students will write an opinion piece to persuade a reader to support their viewpoint.
Essential question (200 level) (NAEYC 5a)
An open-ended question based on the goal aimed to be thought provoking and generate student inquiry. Essential questions should be broad
enough to be considered over time and in multiple contexts.
• How is writing used to persuade or change others’ ideas or opinions?
Standard(s): (NAEYC 5c) Objective(s): (NAEYC 5c)
What are the standard(s) addressed in this lesson? Include number and What the students will be able to do - Specific knowledge and
text of each standard being addressed in the order they occur in the performances, developmental outcomes, expected student actions.
instructional delivery. Refer to http://www.pdesas.org INCLUDE (and use color coding): CONTENT (what are the students
learning – look to the standard), ACTION (how will the students
demonstrate their learning), MEASURE (how well they need to do it)
NOTE: Degree of mastery does NOT need to be in a percentage.
Standard(s): Objective(s):
• Standard - CC.1.4.2.H Identify the topic and state an opinion. • Students will be able to state and support their opinion on a
• Standard - CC.1.4.2.I Support the opinion with reasons that specific topic using the OREO technique with at least two on-topic
include details connected to the opinion. examples.

Assessment Plan: (NAEYC 3b)

How will the teacher candidate know students have achieved the objectives? Describe the entire assessment plan including prior to beginning the
lesson, during the lesson, then following up after the lesson. For the prompt “Rationale”- provide a brief description of why the particular
assessment was chosen. For the prompt “How will this inform instruction,” provide a brief description of what information this assessment will
provide the teacher.
Pre-Assessment Checking for Understanding Post-Assessment
How will the teacher candidate gather results (Formative assessment) (Can be a formative or summative
of students’ prior understanding, skills, and How will the teacher candidate assess assessment)
beliefs either formally or informally? children's emerging knowledge and skills How will the teacher candidate assess
during instruction-- Are they building children’s knowledge and skills after
knowledge? instruction? How will the teacher candidate
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know they learned and performed what was

targeted?
The teacher will…. Create a chart as a group The teacher will…. Ask students to share their The teacher will…. Collect the students work
where students will state their opinions on a writing at different points throughout the when they are completed and review them
specified topic. Students will also give a reason activity as they complete their OREO individually. The teacher will check that they
as to why. worksheet. The teacher will ask guiding and have a clear opinion on a topic, have a reason
supporting questions to gauge understanding. that connects to the topic, and two examples to
Rationale: This informal assessment will allow support that reason. The teacher will also
the teacher to see if a student can form an Rationale: As the students are working ensure that the end or restated opinion is the
opinion and give a reason why to support that independently, they are forming their own same as the first opinion.
opinion. The first step to writing is selecting a opinions and reasons to the topic. When the
topic. By doing this activity as a group with an teacher asks them understanding questions, she Rationale: When the teacher is checking their
open discussion, they teacher can assess who will be able to see if they are on topic or if completed work, she is able to get a full idea of
will need more support as the lesson continues. more support is needed in identifying opinions the child’s thoughts as well as their
versus facts and making sure that their understanding of the task, which in this case
How will this inform instruction? examples back up their reasons. includes comprehension, persuasive writing,
and paper structure.
Based on the student responses, the activity How will this inform instruction?
may need to go a different direction. Instead of How will this inform instruction?
continuing to writing about their opinion, there Based on the student’s feedback, the teacher
may need to be a focus shift on opinion versus may need to pause and review how the Based on how the children do, the teacher will
fact. worksheet works again or how an opinion be able to determine next steps for the overall
piece is constructed. This will gauge the next lesson. She will know if there needs to be more
steps in the writing process as well. time spent on editing and revising, or if most
students are ready to work on spelling accuracy
and publishing.

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PART 2: Lesson Implementation

Resources/Materials: (NAEYC 1c)
What materials will the teacher candidate use? List all books, materials, technology/media and materials used in lesson and/or as a resource.
USE APA formatting. Provide a brief description of how the resources/materials meet the four critical features (health/safety, respect for diversity,
supportive, and challenging)
• Palatini, M. (2009). The Perfect Pet. Katherine Tegen Books.
• Chart Paper
• Markers
• OREO Worksheet (1 per child)
• Pencils
• Opinion Sentence Starters Poster
• Noise Canceling Headphones
• Tablet
• Other Pet Books

The noise canceling headphones are there to support students who need silence to focus, especially when working in a group. Dividers will also be
available to support students who may be easily distracted and need that separate space while still with a group. Both of these materials are
respecting the diversity of the students as well as supporting their individual needs. Providing each student with their own worksheet and pencil
allows for health to be an importance, but it also supports safety because students will not need to fight over materials or be in another student’s
space. The Opinion sentence starters poster will not be needed or used by every student. Students who do not use this are being challenged to
problem-solve on their own.

Management of Classroom Environment and Teaching Strategies Utilized (Integrated throughout the teacher’s step-by-step plan):
(NAEYC 4b)
The teacher candidate will provide a brief explanation of the student behaviors expected, how the teacher will communicate these expectations and
what consequences are involved throughout the lesson. Provide a brief explanation of all strategies, tools, resources and/or methods the teacher
candidate will use to manage the students throughout the lesson. Consider the groupings that have been chosen (small group, large group,
individual), transitions, and/or how to maintain focus and engagement with the content and materials throughout.
Physical arrangement: How will the teacher candidate arrange themselves and the students (location in the classroom, seating, groupings)?
Explain how the groupings will be determined (i.e. small groups – heterogeneously mixed)

For this lesson, children will be gathered in small groups, which were selected by the teacher based on ability level. The teacher will be working
with the proficient ability group at a U-shaped table consisting of about five children.
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Expectations: What expectations will the teacher candidate have for the students? How and when will they be communicated those to students?

Students will be expected to follow the classroom rules and be respectful classroom citizens. There will be a lot of sharing and opinions being
discussed and it is important for students to show respect towards each other. Students will also be expected to complete the work that is in front of
them and follow directions. The teacher will give step-by-step instructions at each point in the process. The rules are also posted in the small group
area for students to reference if needed.

Processes and procedures: What processes & procedures will the teacher candidate use (i.e. how will transitions be managed? how will students
be chosen? how will attention be gathered and/or refocused? how will materials be distributed/prepared?) How and when will they be
communicated to students?

To transition into small groups, the small group transition music, which is played daily will play. Student groups will be listed on the white board
in the front of the room as well as said orally by the teacher. Each small group area will also be labeled with the student’s names for easy access.
Students will be selected for each small group prior to the start of class that day. The teacher will select them based on their ability levels from
previous assessments. If students begin to lose focus, a callback will be used in which the teacher says something that the students must respond.
As a visual aid, the teacher may put up her “attentoscopes” to her eyes and focus her attention on where it should be. Students will follow this
action. Materials will be passed out as needed throughout the activity as outlined in the step-by-step plan below.

Strategies, tools, resources, methods: What strategies, tools, resources and methods will the teacher candidate use (i.e. behavior charts,
warnings, timers, technology, positive behavior supports)?

A visual timer will be set on the interactive board to give students a general time remaining for small groups. The teacher will have her watch to
keep track of the time as well, but there will not be a timer directly with the small group in order to avoid them feeling rushed during the activity.
Students will be verbally praised throughout the activity for sharing and for doing great work. To encourage and support positive behavior,
students will all start with their name on the green, which is for students following directions and demonstrating positive classroom and group
behaviors. If a student starts to become off task, a warning will be given, but if after two warnings, their name will move down. Students can move
back up to green as soon as directions are being followed.

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Consequences and alternate plans: What will occur if students do not meet the expectations and/or require a more extensive management plan?
What will students do it they complete the task quickly?

If students continue to struggle to meet the expectations, they will have a one-on-one session with the teacher at a later point to complete the work.
Before this, the teacher must assess the situation to ensure all of their needs are being met. It they are not, the teacher will provide the student with
adaptations to better support them. If students complete the task before their peers, they may be encouraged to draw illustrations to connect their
words to a picture.

Learning Experience – Step-by-step plan: (NAEYC 5b)

Provide a sequence of the lesson illustrating how all objectives are met within the allotted (yet flexible) time frame. Show the logical flow
including an engaging opening, designed learning experiences, ongoing checking for understanding, and closure. This step-by-step plan should be
illustrating exactly what you plan to do in teaching this lesson. Be thorough. A substitute should be able to carry out the lesson from this plan.

Process Steps Teacher Students

guided by the What questions (include Higher Order Thinking) will the What will students do? What tools will students use? Where in
5 E’s teacher candidate ask? What will the teacher candidate do, the classroom are the students? How will students be grouped?
say, and/or write? What tools will the teacher candidate use?
Engage The teacher will begin by reading the story, A Perfect Pet, by Students will be active listeners during the small group story
“the opening” Margie Palatini. This story discusses a variety of different pets read. After the story, students will participate in a discussion
and what the child thinks is the perfect pet. The teacher will about the different pets in the story. Students will give their
ask students what their favorite type of pet is. This will initiate opinions of which pet is their favorite by writing their names
a discussion among the group to allow students to hear the on the chart under the appropriate pet.
different opinions. The teacher will define and discuss with
children what an opinion is, which is a belief that they have
towards a certain topic. The teacher will have a piece of chart
paper with a list and picture of the animals in the book on top
with a space for other options next to that. The teacher will ask
the students to write their name under the pet that is their
personal favorite. This will model selecting the topic in the
pre-writing phase.
Explore The teacher will show the students the OREO technique Students will ask questions for further understanding of the
“active learning” worksheet. Students will receive a copy once it has been OREO technique for persuasive writing. They will follow
reviewed. The O stands for opinion, R is for reason, E is for along with the teacher as she reviews the worksheet. Once

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example, and O is for opinion again. The layout of the students have an understanding, they will receive their own
worksheet is a giant Oreo cookie with space for them to write copy of the OREO worksheet to complete based on their
in each layer. This is the first step to writing their opinion answer to the question on the chart about which pet is the best.
piece because it lays out the structure of the writing in a visual Students must write their name at the top of the paper first,
way. The teacher will model with an example on a different which is a classroom expectation. Students will then fill out the
topic to avoid students copying the work. The example may be form by first stating their opinion, giving a reason, writing two
on her favorite food. In the first O, she would write examples to back up the reason, and restate their opinion.
“watermelon is the best food”. In the R section, she might right Students will need their pencil in addition to the worksheet.
that “watermelon is healthy for you”. The E section should be The book will be available to them to reference if needed.
an example that backs up the R. So, in this case, it might be Students may also use adaptive tools to focus, however
that “watermelon is made up of 90% water”. Children will be students will be encouraged to remain at the small group table
asked to provide two supporting examples. The last O section so that the teacher can support them.
will repeat the opinion in the first O part. The teacher will
check for understanding and give each child their own
worksheet to complete about what pet is the best, which will
be written on top of the paper as a prompt. This part will
highlight the drafting part of the writing process.
Explain The teacher will instruct by giving a written and verbal Students will follow along with the teacher through the
“how will the example of a different topic, such as the best food. The teacher example. Students may reference the sentence starter chart to
teacher instruct?” will have a chart available of opinion sentence starters to help them in getting started in completing their worksheet. The
support students who may need extra assistance in getting students will be encouraged to ask the teacher for help if
started with an opinion. This list will include, I think… I needed but are also expected to try the task independently.
feel… I know… In my opinion… The best thing about… Students should focus on the comprehension aspect and clean
Etc.…The teacher may provide more examples and use the up the spelling and punctuation later on in the writing process.
book as a guide. The teacher will also bring students back on
topic by referring to what they wrote on the chart as the best
pet.
Elaborate As students are working on their OREO worksheet, the teacher Students will continue to work on their OREO worksheet as
“ongoing checks will check in on the connections between their topic, their the teacher supports other students. When the teacher asks the
for understanding” reason, and their examples. If there is a disconnect, the teacher student to share what they have so far, students are expected to
will ask the student to read her what they have so far. The read what they have written on their paper to the teacher. As
teacher will elaborate and ask questions to support the student the teacher asks question to clarify, students will engage in
in finding where the disconnect is. The teacher will use and conversation in order to process and understand how a

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have the student as well use the book to find examples and persuasive writing paper is written. Students may need to pull
reasons if needed. The teacher may ask the child to pull on information from prior knowledge in which they must use
prior experiences and knowledge of the pet in order to make critical thinking skills to recall information. If needed, students
connections. If needed, a tablet and other books will be may be asked to use the tablet or other resources to find factual
available as well. This is part of the revision stage of writing. information. Students will also be encouraged to use problem-
solving skill to find information rather than the teacher giving
them an answer.
Evaluate When all students are finished with their worksheet, they will At the end of the activity, students will be expected to put their
“closure” share their opinion with the rest of the small group using pencils down and be attentive listeners to their peers. Their
proper opinion phrases. The teacher will collect their worksheets should be in front of them, but their eyes should be
worksheets to assess for understanding and accuracy to the on their peer. When it is their turn to share, they will read or
assignment. Editing and publishing will take place at a later summarize what has been written on their paper on their
time. personal opinion of the best pet. When complete, the students
will hand in their work and transition to the next activity in the
schedule.
Differentiation of instruction: (NAEYC 4c)
How will teacher candidates differentiate the lesson (content, process, product, affect) for a variety of learners (including gifted & talented,
special needs, ELL?) What strategies, supports, methods will the teacher candidate use and explain why? Must include a minimum of TWO ways
to differentiate.
How do you plan to differentiate? Why is this necessary?
• For ELL students, the teacher will need to work more closely When students are ELLs, writing is often the last skill that is developed. They
with them during this activity. The teacher will have a verbal first have to think of the thought, spell it, comprehend it, and then write it
conversation with the student and write down their words down. The students are still doing the work but are focusing more on the
exactly as they speak it. The ELL will then copy the words comprehension aspect of writing first rather than doing both the
exactly onto their own paper. comprehension and physically writing at the same time.
• For students who have special needs and may not be My differentiation example for students with special needs is for the students
developmentally ready to write, they will be given an who need the maximum support. It is not ethical to ask them to write when it
adapted version of the OREO worksheet. Instead of blank is above their current ability level. Teachers must scaffold and by providing
spaces for the students to write in, there will be pictures with those students with a different version of a worksheet, they will still work on
written words and fill in the blank spaces alongside of them. their skills, but in different ways.
Students will have to cut and paste, which is still going to
develop those fine motor skills.

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Home/extension link: (NAEYC 2c)

PreK-4 students: How will the teacher candidate connect this plan to children’s home lives and/or community resources around you?
Middle/secondary students: What homework or extensions to the lesson?
Students will be encouraged to have a debate at home about a topic during a mealtime or another time that works best for the family. This
information will be given to families through a letter home as well as through the online classroom portal. A list will be sent home with different
topic ideas for them to take about. This might include animals, sports, food, time of day, and other debatable topics. Students will also be sent
home with the opinion sentence starter worksheet to use during their debate. This is a great way to involve families in the child’s learning, but also
work on reading skills in addition to comprehension of opinion versus fact in real-world experiences.

PART 3: Lesson Reflection

Reflection (Complete after the lesson is done): (NAEYC 4d)
Answer the questions that pertain to the level of the course for which this lesson is being completed.
100-Level Education Courses: These reflection questions are to be answered for lesson plan
● What went well? assignments that do not have a field component so teacher candidates
● What did I learn about planning and teaching? are not teaching their planned experience.
● What did my students learn?
● How do I know they learned? • What did you feel was the strongest part of the lesson? Why?
● What changes and/or improvements will I make in an I feel that the strongest part of my lesson is using the OREO
effort to be more effective with this particular group of worksheet as a visual and simple way to break down, what could
students? otherwise be, a challenging concept. Some students may struggle
● If I were to teach this lesson again, what would I keep with an open-ended prompt, and this layout allows them to have
the same and what would I change and why? structure to follow in the beginning stages of writing.
(NOTE: Your answers should provide a brief explanation of WHAT • How does the lesson specifically promote positive student
HAPPENED to prompt this reflection – for example, do not just state outcomes?
“I learned how important it is to be prepared” – you should also state This lesson promotes positive student outcomes because it allows
what occurred in the lesson that inspired this reflection.) students to be responsible for their own work. The teacher will
check in on them for understanding, but by having a guide that
200-Level Education Courses: In addition to the questions listed they can refer to, will help hold themselves accountable. It also
above for 100-level Education courses, respond to the following supports individuality and allows students to know that their
questions: opinions are valued and important.
● How did I differentiate instruction to meet the needs of • If you were to conduct this lesson with students, what do you feel
my students? the students would enjoy most? Where do you feel they would be
● If I were to teach this lesson again, how could I further
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differentiate to better meet the needs of the students? most challenged?

300-Level Education Courses: In addition to questions listed above I feel that students would most enjoy sharing their opinions with
for 100- and 200-level Education courses, respond to the following the other students. In my experience, young students like to be
question: right and have a say. This activity gives them to opportunity to
● What classroom management strategies and techniques share their opinions in a safe and respectful environment. I feel
did I implement? Were they effective? students would be the most challenged in connecting examples to
their reason. It is easy to come up with why something is the best,
but backing it up with a fact, which is a newer concept at this
age, can be difficult.
• What are some questions you feel students may have after the
lesson and what do you think you could do to provide further
exploration, explanation, or examples?
There would need to be further discussions on the next steps in
the writing process for sure. However, I think that students may
need more explanation and conversation about fact versus
opinion. I would plan more activities that sort fact and opinion to
cover this confusion.