University of Utah, Department of Special Education: Lesson Plan

Lesson plan 1
Content Area: Pre-writing Grade level: 5th grade Name: Breanna Tomlinson Date:
9/30/2017
Core Standard(s): 5th Grade Writing Standard 5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
IEP Goal(s):
Actual: J.C. will complete grade level writing assignments, with 20% current achievement, with 80% target
achievement.

Revised (SMART): By September 10, 2018 J.C. will be able to write a single paragraph argumentative essay with fewer
than 5 errors in grammar, spelling, and organization over 3/5 writing probes.

Instructional Objective(s): To demonstrate the importance of planning an essay and how to use a graphic organizer in
doing so.

Behavioral Objective(s): to maintain student’s attention by using choral response, highlighting activities, as well as
using a relevant topic.

Content (concepts, information, skills, new vocab, etc.): Student’s will need to know what an argumentative essay is

and when it is used, they will also need to have an idea of what a graphic organizer is as well as POW+TREE

Vocabulary: Opinion, reason, explanation, counterclaim.

Instructional Materials Needed:

 assortment of leveled argumentative essays

 blank graphic organizer for each essay
 Access to white board and dry erase markers.
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students’ attention:
a. Teacher: 5, 4, 3 , 2, 1 Dab.
b. Student: Students join teacher at the end of the dab students give teacher full attention

2. Academic review /Gather background knowledge

a. T: Yesterday we talked about opinion writing. Does anyone remember who uses opinion writing?
b. S: Everyone does!
c. T: When do we use opinion writing?
d. S: When we want to be heard
 e. T: Are there any other time?
f. S: When we are upset and want to explain it
g. T: What kind of audiences is opinion writing for?
h. S: Who ever we disagree with.
i. T: Does anyone remember our mnemonic for remembering the parts of opinion writing? As a class..
j. S: TREE
k. T: As a class lets read the parts of TREE
l. Whole class: Topic sentence Reasons at least 3Explanation for each reason and an Ending
m. T: Great job everyone I loved how we can read together

3. State instructional objectives

a. T: Today we will be looking over different essays looking for a topic sentence 3 reasons an explanation for each reason and an
ending. We will be filling in a graphic organizer that goes along with our mnemonic and also filling an 8 part peer review rocket
which we will be using throughout this lesson. So what will be looking for first?
b. S: A topic sentence
c. T: Then
d. S: 3 reasons
e. T: Next
f. S: An explanation for each reason
g. T: Finally
h. S: an ending
i. T: by the end of this lesson you will all be able to begin to prewrite an opinion paper using a TREE graphic organizer, and will
also understand the difference between a reason and an explanation, and be able to recognize a well written opinion paragraph
versus a poor one so that you will be better at reviewing both a peers paper as well as your own

4. Review behavior expectations

a. T: Since today we will be learning a brand new skill you need to have open ears, open minds, and be ready to write. So are our
ears open if our voices are on
b. S: No
c. T: Are our minds open if we are thinking this is too hard
d. S: No
e. T: Are we ready to write if we are fidgeting with our tools?
f. S: No.
g. T: So what can we do?
h. S: Ask questions
i. T: or
j. S: Take notes
k. T: or
l. S: offer ideas
m. T: Are we ready to learn something new.
n. S: Yes

5. Instruction
a. Model
i. T: Okay so everyone has a short paragraph in front of you as well as a TREE graphic organizer first I will read the paragraph
to you then we will identify what elements it has finally we will fill out a rocket. What will happen first?
ii. S: You will read it to us.
 iii. T: Here goes. I don’t think they should. They are stupid. No one likes them. Normal clothes are cooler. No one should have
to wear them. What do we need to do next?
iv. S: look for the parts of TREE
v. T: Great! Does this paragraph have a topic sentence?
vi. S: Not really
vii. T: I agree! Does this paper even state what it is going to be about?
viii. S: No
ix. T: No it doesn’t, so let’s move on to 3 reasons are there 3 reasons in this paragraph?
x. S: Kind of but you can’t tell what they are reasons for.
xi. T: very true but there are 3 right? The writer said: They are stupid. No one likes them. Normal clothes are cooler. Now is
there an explanation for each reason?
xii. S: No
xiii. T: is there an ending that summarizes what the paragraph was about?
xiv. S: Not really.
xv. T: so for this paragraph we will fill in 3 parts of our rocket. Now, I will read to you another opinion paragraph that is on the
same topic: I do not believe kids should have to wear school uniforms. First uniforms are not cool, they have very few
colors. Next, they are uncomfortable, the fabric is stiff and button up shirts feel as if they are choking you. Although
parents might say uniforms reduce bullying, however bullying builds character and schools are already taking part in
reducing bullying. Therefor kids should not have to wear uniforms because they are not cool and they are uncomfortable.
First of all I want to ask you which is a better paragraph?
xvi. S: the second
xvii. T: I agree with you. Why do you think that is
xviii. S: well we know what it is about
xix. T: anything else
xx. S: They explained what they were thinking
xxi. T: they definitely did! Which paper do you want to sound like when you write your opinion paper?
xxii. S: The second one
xxiii. T: yes you do. With this paper we do want to fill out our graphic organizer as we go along. When we fill in a graphic
organizer are not going to write in complete sentences, we only need to write down the main idea of the sentence so that if
we wanted to we could write a new paper that would have similar ideas but it would be in our own words are we ready?
Let’s go… Is there a topic sentence
xxiv. S: Yes
xxv. T: Read it to me
xxvi. S: I do not believe kids should have to wear school uniforms
xxvii. T: write the main idea on your graphic organizer. I will write Kids shouldn’t wear uniforms. Now, are there 3 reasons?
xxviii. S: Yes
xxix. T: what are they
xxx. S: uniforms are not cool
xxxi. T: right what is the next one
xxxii. S: they have few colors
xxxiii. T: that is not a reason that is the explanation that went with the not cool reason. So what was it?
xxxiv. S: an explanation
xxxv. T: good job. With that information do you want to look for another reason in the paper?
xxxvi. S: they are uncomfortable
xxxvii. T: right that is a good reason. What is the final reason? In this paper it is a bit tricky because it is not just a reason it is
counter claim which means the writer is telling you about another opinion and then telling you why it is not a good reason.
Can anyone figure it out?
xxxviii. S: Is it where they say that people think it will reduce bullying, but it doesn’t matter because it builds character and that
 schools are working on bullying
xxxix. T: great job it is. For my three reasons I would write not cool, uncomfortable, and people think it helps bullying. Now can
anyone tell me if there was an explanation to go with each reason?
xl. S: There are
xli. T: So to summarize the explanations I would write, few colors, stiff fabric, buttons and collars, builds character and schools
working on it. Finally is there an ending?
xlii. S: Yes it says: Therefor kids should not have to wear uniforms because they are not cool and they are uncomfortable.
xliii. T: that is right! Now summarize the main idea of this sentence. How many parts of the rocket do you think we should fill in?
xliv. S: all eight
xlv. T: Fill it in

b. Guided Group Practice

i. T: Now in small groups I want you to read a paragraph, next fill in a graphic organizer, finally fill in a rocket. What do I want
you to do first?
ii. S: Read the paragraph
iii. T: Next
iv. S: fill in the graphic organizer
v. T: do you need to use complete sentences
vi. S: No
vii. T: good. What will you do last?
viii. S: fill the rocket
ix. T: okay working in a group please use your cooperation skills and your quiet partner voices. GO!

c. Independent practice
i. T: Now I want you to practice these new skills by yourself. First read the paragraph then fill out the graphic organizer finally
color in the rocket. GO!

d. Error Correction Procedures

i. T: That is not correct the answer is… What the answer
ii. S: says correct answer
iii. T: ask for further in-put from student with the wrong answer

6. Wrap – up
a. Review key concepts/ Check for understanding
i. T: So class, what are the parts of TREE?
ii. S:Topic sentence, Reasons at least 3, an Explanation for each reason, and an ending
iii. T: Great! For our next writing group we will begin to fill out these graphic organizers to write our own papers

b. Review objectives
i. T: Why do we need to have all the parts of TREE in our opinion paragraphs?
ii. S: To make our opinion more convincing!
iii. T: Right. Will you do your best to write an opinion paragraph with all the parts of TREE?
iv. S: Yes!
v. T: Great! How can you make sure you have all the parts of TREE before writing your opinion paragraph
vi. S: With a TREE graphic organizer
vii. T: I like the sound of that! Are you able to check your paper and a peers pare for all of the parts of TREE?
viii. S: Yes!
 c. Clean up
a. T: please put all of these papers in your writing folder and we will move on.

Adaptations/Modifications/Accommodations: Students will be able to use a scribe or speech to text technology as

needed. There will also be longer response times as well as grouping. Teacher will also be available to help when ever
needed.

Reinforcement Procedures: Students will be working to earn pieces for a “Waffle party” each week they will be able to
earn a desired ingredient such as syrup, whip cream, and butter. They will earn these items through a simple teacher
student chart where if they are on task they will get a point but whenever they fail to follow directions the teacher will
earn a point.
Daily Evaluation
a. Before lesson: Choral responses and daily openers using asking for the parts of TREE
b. During lesson: choral responses and how they fill in worksheets as well as on task behavior

Post Evaluation (data-based decision making): the teacher will look over how accurate they were on both their group
and independent assignment to see if they are ready to move on to prewriting.

Follow-up Activities: As a class students will begin to fill out a graphic organizer and begin writing their paper.

Lesson Plan 2

University of Utah, Department of Special Education: Lesson Plan

Content Area: Writing Grade level: 5th Name: Breanna Tomlinson Date:10/2/17
Core Standard(s): Writing Standard 1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically
grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
IEP Goal(s):
Actual:

Revised (SMART): By November 10, 2017 B will be able to write a counter claim in an opinion essay 2/3 attempts.
By November 10, 2017 when writing an opinion essay B will use transition words when introducing his reasons,
claims, counterclaims and concluding statements in 2/3 attempts.

Instructional Objective(s): For students to be able to know, understand and use all the elements of opinion writing
accurately.

Behavioral Objective(s): For students to be able to plan, organize and implement writing with some assistance.

Content (concepts, information, skills, new vocab, etc.): Transition words

Instructional Materials Needed: POW+TREE graphic organizer, pencil, paper, dry erase board and markers, about 15

different opinion writing, a grading rubric.

Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
7. Get Students Attention
a. Teacher: 5,4,3,2,1 Dab.
b. Student: Students join teacher at the end of the dab students give teacher full attention

8. Academic review /Gather background knowledge

a. T: Recently we have been reading and analyzing opinion writing using a mnemonic. Remind me what our mnemonic is.
b. S: POW+TREE
c. T: what does POW mean
d. S: Pick an idea Organize your notes, and Write more
e. T: what does TREE mean
f. S: Topic sentence, Reasons at least 3 Explanation to go with your reasons, End
g. T: Well I think you are ready. We have reverse engineered graphic organizers, we have identified the importance of all these
elements, and you have helped me fill out a graphic organizer. We have written papers as a class and in pairs. You are now all
ready to write your own opinion paragraph.

9. State instructional objectives

a. Today you will prewrite and write your own opinion paragraph

10. Review behavior expectations

a. T: Okay because this is an independent writing I expect very quiet voices when collaborating and whispering to yourself when
writing. I want see pencils on paper and gears in your mind moving. So should I hear you talking to a collaborator on the other
side of the room
b. S: No
c. T: what should I hear
 d. S: quite voices
e. T: or
f. S: whispering

11. Instruction
e. Model (previous lesson)
i. T:
ii. S:

f. Guided Practice (previous lesson)

i. T:
ii. S:

g. Guided Group Practice (previous lesson)

i. T:
ii. S:

h. Independent practice
i. T: T: So today you will all pick a topic out of a hat, next you organize your notes by creating a pros and cons chart then you
will start to write using your TREE graphic organizer after that you need to check out with a peer, be sure to have your
transition words already picked out. Once you have checked out with a peer they need to initial your graphic organizer.
Finally you will write your paragraph. So what are we going first?
ii. S: picking a topic out of a hat.
iii. T: what are we doing next?
iv. S: organize our notes using a pros and cons chart.
v. T: Then you will
vi. S: fill out a TREE graphic organizer
vii. T:After that you will
viii. S: check with a peer
ix. T: what should you have done
x. S: picked transition words
xi. T: what do they need to do once they have reviewed your graphic organizer
xii. S: initial our graphic organizer
xiii. T: Finally you
xiv. S: will write our paragraph
xv. T: Does this have to be 100% independent?
xvi. S: No
xvii. T: will I be hare to answer questions?
xviii. S: yes
xix. T: what if you are having a hard time thinking of pros and cons can you ask a willing partner?
xx. S: yes
xxi. T: I think you are ready. Are you?
xxii. S: YES!
xxiii. T: Get set. I want to see sharpened pencils out. I will walk around with the hat and your first chart please come up front for
your graphic organizer when you are ready for it. GO!

i. Error Correction Procedures

i. T: That was not what I was looking for here is the correct answer what was the correct answer?
 ii. S: correct answer
iii. T: great job! Want to try again?

12. Wrap – up
d. Review key concepts/ Check for understanding
i. T: fist to five how does everyone feel about their opinion paragraphs?
ii. S: shows fist to five
iii. T: Were you able to pick a topic?
iv. S: shows fist to five
v. T: Did you find 3 reasons to support your topic?
vi. S: shows fist to five
vii. T: Did you find an explanation for each reason?
viii. S: shows fist to five
ix. T: Were you able to make an ending that restated your reasons and your opinion?
x. S: shows fist to five

e. Review objectives
i. T: Today you were able to prewrite a paragraph, and write a paragraph using the mnemonics POW+TREE so that you can
more easily write opinion paragraphs in the future.

f. Clean up

Adaptations/Modifications/Accommodations: Some students will work in a small group with the teacher, they may
receive a chart with some pro and cons already written and the use of a template to fill in instead of just having to
write an entire paragraph. Students can also have extended time or simplified projects as needed

Reinforcement Procedures: Teacher will walk around the room giving praise for positive behaviors as well as giving out
tokens for classroom economy

Daily Evaluation
c. Before lesson: previous assignments from unit
d. During lesson: Response from POW+TREE choral responses, pro/con chart, and TREE graphic organizer

Post Evaluation (data-based decision making): Opinion paragraph

Follow-up Activities: Students will evaluate their paper using the SCAN mnemonic

Lesson Plan 3

University of Utah, Department of Special Education: Lesson Plan

Content Area: Writing grade
Grade level:5th Name: Breanna Tomlinson Date:
10/9/17
Core Standard(s): Writing Standard 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
IEP Goal(s):
Actual: B will write a persuasive/informational paragraph with correct grammar, punctuation, spelling, introduction,
transition words, and 2 details, with 80% accuracy on teacher rubric over 3 consecutive probes.

Revised (SMART): By November 10, 2017 when writing an opinion essay B will use transition words when introducing
his reasons, claims, counterclaims and concluding statements in 2/3 attempts.

Instructional Objective(s): Students will be able to use SCAN to write a better paragraph then they did in a prior lesson
so that they are better able to self-evaluate their own writing.

Behavioral Objective(s): For students to spend time looking at a previous assignment to identify what areas they need
to improve on to make a stronger paragraph

Content (concepts, information, skills, new vocab, etc.) SCAN as a mnemonic

Instructional Materials Needed: paragraph they previously wrote, white board and markers, SCAN hand out

Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
13. Get students’ attention:
a. Teacher: 5,4,3,2,1 Dab
b. Student: (students join and give teacher attention on Dab

14. Academic review /Gather background knowledge

a. T: Over the last few weeks we have been working on POW+TREE a opinion writing mnemonic. What does P stand for?
b. S: Pick an idea
c. T: O?
d. S: organize notes
e. T: W?
f. S: write more
g. T: T?
h. S: Topic sentence
i. T: R?
j. S: Reasons
k. T: How many
l. S: at least three
 m. T: E?
n. S: Explanation
o. T: How many?
p. S: on for each reason
q. T:E?
r. S: Ending
s. T: You’ve got it! We have created paragraphs as a class, and in groups, and last week you wrote your first independent
paragraph. Now it is time to make it better

15. State instructional objectives

a. T: Today I am going to introduce you to a new mnemonic SCAN which will help us edit our paragraphs and make them stronger!
16. Review behavior expectations
a. T: T: Since today we will be learning a brand new skill you need to have open ears, open minds, and be ready to write. So are
our ears open if our voices are on
b. S: No
c. T: Are our minds open if we are thinking this is too hard
d. S: No
e. T: Are we ready to write if we are fidgeting with our tools?
f. S: No.
g. T: So what can we do?
h. S: Ask questions
i. T: or
j. S: Take notes
k. T: or
l. S: offer ideas
m. T: Are we ready to learn something new.
n. S: Yes

17. Instruction
j. Model
i. T: So I have my paragraph that I wrote with you up on the board. The first part of Scan is the S stands for “Does it make
sense?” What does S stand for?
ii. S: Does it make sense?
iii. T: So what I like to do and what you will be doing to check if your paragraph makes sense is read it aloud to someone. I will
read my paragraph allowed to you… Did it make sense?
iv. S: (call on an individual that can critique anything and take their advice if possible)
v. T: Great input next is the C which stands for “Is it connected to my belief?” What does C stand for
vi. S: Is it connected to my belief
vii. T: So I need to read through my paragraph again and make sure that all of my reasons are connected to my belief and
sense we used TREE we should be okay but let’s read through it again anyway… So were all my reasons and explanations
connected to my belief?
viii. S: yes
ix. T: Now let’s move on to A which stands for “Can I Add more?” what does A stand for?
x. S: Can I add more?
xi. T: Amazing! So I am going to read my paragraph again. UGG! Do I really have to read it again? I’ve already read it twice I
think I have it memorized? What should I do
xii. S: read it again!
xiii. T: do I have to?
 xiv. S: YES!
xv. T: why?
xvi. S: to see where you can add more!
xvii. T: right! I do need to read it again because we my intention is different. This time when I read it again I will be looking to see
if I can add more information so let’s read it again to see where we can add more… Where can I add more information?
xviii. S: you have enough.
xix. T: I don’t agree. I think that a writer could always add more information. All more information can do is make my opinion
look stronger and help my friends see my point of view so maybe I can add more to an explanation, or give another reason
altogether? You can always write more! Finally we made it to N which is “Note error?” What is N?
xx. S: Note errors.
xxi. T: Right again! Well we just spent a lot of time looking at the content of our paragraph. What kind of errors do you think I
should be looking for now?
xxii. S: Capital letters
xxiii. T: good idea! What else?
xxiv. S: punctuation
xxv. T: Absolutely! Anything else?
xxvi. S: spelling
xxvii. T: we will be looking for all those things. Do you think we will have to read our paragraphs again?
xxviii. S: No!
xxix. T: Think again. We will be reading them a fourth and maybe a fifth time! I will have to reread as many times as I need to to
make sure my paper is the best it can be. So will I have to read my paper again?
xxx. S: Yes
xxxi. T: how many times will I have to read it?
xxxii. S: as many times as you need to!
xxxiii. T: Absolutely! So let’s read mine again… Can you spot where I may need a capital letter?
xxxiv. S: Yes
xxxv. T: come up and show me
xxxvi. S: (comes up and underlines letter)
xxxvii. T: where could I use some punctuation? Come up and show me
xxxviii. S: (student places some punctuation with some teacher direction if needed)
xxxix. T: do I have any spelling errors?
xl. S: yes
xli. T: circle the words I should double check.
xlii. T: Great job everyone now I am going to go work on my final draft while you get into pairs and start to SCAN your paper.
Partners be sure to give each other honest but kind feedback. Are you ready to SCAN?
xliii. S: Yes!
xliv. T: Great begin!

k. Guided Practice
i. T:
ii. S:

l. Guided Group Practice: Students will work with a partner to apply SCAN to their papers. The teacher will walk around the room
helping where they are needed
i. T:
ii. S:

m. Independent practice: Students will not be expected to apply SCAN for opinion writing independently but may on future writing
 units.
i. T:
ii. S:

n. Error Correction Procedures

i. T: I think that may have tricked you. The answer is… what the answer?
ii. S: (student replies with the correct answer)

18. Wrap – up
g. Review key concepts/ Check for understanding
i. T: So what do we use SCAN for?
ii. S: For editing
iii. T: Great! What is the S
iv. S: Does it make sense?
v. T:C?
vi. S: Is it connected to my belief?
vii. T: A?
viii. S: can I add more?
ix. T: and N
x. S: Note errors.
xi. T: wow you learn so fast!

h. Review objectives
i. T: Today you all have learned a new strategy for editing your writing. Do you think this helped you improve your paragraph?
ii. S: Yes!
iii. T: are you going to use it the next time you write
iv. S: yes
v. T: I’m so glad let’s put our paragraphs away for now and tomorrow we will work on publishing!

i. Clean up

Adaptations/Modifications/Accommodations: Scribe for visually impaired, more time, word spelling

Reinforcement Procedures: 5 positive to every redirect and teacher vs student “T” chart. Each time students are on
task they get a point each time they are off task the teacher gets a point.

Daily Evaluation
e. Before lesson: opinion paragraph
f. During lesson: completed opinion paragraph

Post Evaluation (data-based decision making): extended writing CBM prompt to measure lesson gains
Follow-up Activities: Student’s will be given the opportunity to write out their final paragraph on either a nice paper or
on a computer.