Lesson Plan Day 3 Grade Level: 4 Length of Instruction: 30 minutes Standard(s) Addressed (Common Core) CCSS.ELA-LITERACY.W.4.1.

B Provide reasons that are supported by facts and details. CCSS.ELA-LITERACY.W.4.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. Number of Students: 7 Instructional Location: Classroom

Content Objectives -Students will be able to structure their persuasive essay using an OREO graphic organizer.

Mentor Texts: Title: I Wanna Iguana Genre: Non-fiction Materials: -Graphic organizer for each student -SMART Board anchor chart (powerful words)

Language Objectives -Students will be able to use details and evidence to support their three main arguments in their essay. -Students will be able to list 4-6 powerful words that may help them phrase their arguments. Writing Focus: Persuasive Essay

Add any relevant information that is essential to understanding the context of your lesson: All students have an opinion statement and three main arguments to support their opinion statement. They began filling these in on their OREO graphic organizer with their most important argument in their third body paragraph.

Prerequisite Skills: Students learned the difference between valid and invalid arguments. They also have discussed ways to persuade their audience, and in the last lesson, they worked on identifying counter arguments from their audience and how to use these to support their own main arguments. Enduring Understandings (Big Idea): -To persuade someone is to try and convince them to allow you to get what you want. -Powerful words can help make an argument stronger. Essential Questions: -What are some powerful words that we can use to help persuade our argument?

MINILESSON Setting the Purpose: We are all becoming professional essay writers. Part of being an effective writer is being able to use power-packed words in our writing. Connect to prior learning: Last week we spent a lot of time thinking of more powerful words to use in our essays. We also practiced adding details to our writing. Instead of saying good, you all thought of better examples to use to describe something that you consider good. Introduce and explain: -Students need to understand the how/why When we are trying to persuade someone through our persuasive essays, we need to add as many power-packed words wherever they fit in as possible. If you were reading a persuasive essay, which of these two sentences do you think would help convince you more? 1. I think school uniforms are a good idea because they look nice and are comfortable. 2. I think school uniforms are a magnificent idea because they look stunning and feel comfortable. I only changed two words in this sentence, and already you can notice how different the impact of this sentence feels. Your essays will

sound really well put together, and they also will leave a greater impact on your audience. Teaching: Explicit Instruction of Strategy- What, Why, When Today we will begin our writing lesson by brainstorming a list of possible powerful words that we can use to become more effective writers. Modeling- How Think back to my example of the two different sentences. Instead of using the words good and nice, I used magnificent and stunning. -Share examples (mentor texts or students own writing) Invite students to share any powerful words they can think of, and have them write them down on the SMART Board presentation. After the class is out of powerful word ideas, change the presentation to the prepared list of powerful words. -Provide information-present additional information on how to apply in writing and/or clarify misconceptions When we practice adding powerful words to our writing, Im not saying that anyone has to completely change their writing. When you start adding powerful words into your writing, you should first think about which words are already in your essay that you can make more powerful, and you should also make sure that the words you choose make sense in your sentence. Active Engagement (Guided Practice) Engage students in a quick practice of the new strategy (teacher supervises) * Participant Structures: Whole group, small group, partners Which of these words on my list or from the list that you all created might help you write your persuasive essay? Allow students to share out powerful words. Link to Independent Writing Reiterate to students how the strategies demonstrated and practices can be utilized in their own writing. Find at least five words that might help you write more effectively for this essay and write them down in your persuasive word box on the front of your graphic organizer. While youre writing your essay, you can look back on this list to help remind you which words might be a better choice than some of the weaker words that we tend to use often.

Independent Writing -Explicitly describe what the students and teacher will be doing during this time? Students will continue either finishing their OREO organizer or working on their flash draft. If students finish drafting early, they can be given a self-assessment checklist to check for specific pieces of their essays. Sharing Time -What will be the focus of your sharing time? How will you structure the sharing? (Authors chair, partners) Once again, students are welcome to bounce ideas off their table partners and share what they have written so far as long as they continue to be productive the entire time. Teacher-Student Conferences Who will you hold conferences with? What will you ask during your conference? How will you record the information you gather? I will hold more extensive conferences with Grace and Naviah, since they should be at a point where a more in-depth conversation can take place as compared to the introductory lessons.

Assessment(s): -Formative, Summative, and Self-Assessment Once students finish their flash draft, they will fill out a self-assessment to see which aspects of their essay are present, in progress, or missing. I then will fill out an identical checklist for them to give them a progress report on their first draft. This will help both me and them see how they are doing and which pieces of their essay they should focus on during the revision process. Lesson Extension: If students finish drafting their essay and do not have a writing partner to work on revising, then they can walk around and offer assistance to their peers. Differentiate Instruction: Students who take longer to move through the writing process will be spending more time with me to help push them along and keep them engaged. Students who rush through the writing process may also need to meet with me to make sure they are following the necessary steps and doing their best work.

Brief Reflection Notes: -This day somehow felt a lot less productive than the past two days. I keep expecting my students to make more progress in their writing than they have been. -Im still struggling with how short of a time our writing block is, and I keep reminding myself that I cannot force the students to move further in the process. I still want them to take their time and do their best writing. -Naviah and Brianna need almost constant encouragement to continue working on their organizers. -I have really noticed how strong of writers my students are becoming. I tell them often how proud I am of them, and they react well to these comments. -I actually stopped the lesson at one point to have them think about how they started off with our very first writing project and to just look at what they are producing now. (I had a moment.) -My conferences with Grace and Naviah went really well, and they were both very open to sharing what they thought would be challenging in this unit. They both also set goals for themselves, and we thought of ways to help them reach their goals.