5 Day Lesson Plan Final

COEPD LESSON PLAN TEMPLATE
Teacher Candidate: Ms. Miranda Martin

Content Area: ELA 8th Grade Specific Lesson Topic: Persuasive Length (timing) of Lesson: 50 Minutes
Letters (Choosing a Claim)
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA. 8.4: Cite the textual evidence that most strongly supports an analysis of what the informational text says explicitly as well as inferences drawn from that text.
ELA. 8.12: Determine how an author’s point of view or purpose in an informational text and analyze how the author acknowledges and responds to conflicting evidence or
viewpoints.
ELA. 8.20: Write arguments to support claims with clear reasons and relevant evidence.
- Introduce claim(s), acknowledge and distinguish the claim(s) from alternative or opposing claims, and organize the reasons and evidence logically.
- Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
- Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
- Establish and maintain a formal style.
- Provide a concluding statement or section that follows from and supports the argument presented.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to analyze statements and different points of view on differing claims.
- Students will be able to compare and contrast two different stances on a specific claim.
Formative Assessment: I will be able to formally assess how my students understood the two video clips that portray both sides of the argument regarding what time a
typical school day should begin by looking through their ELA folders once they have been turned in.
PREPARATION
Materials/Resources:
Students Will Need:
- Writing Utensil
Teacher Preparation:
- Copies of Blank Venn-Diagram
Technology Needed:
- Smartboard Connection to YouTube to Show 2 Videos
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
Procedural Steps Questions Differentiated Instruction
Activating Strategy/ Time
Introduction 10:00- - As students enter the classroom, they will begin
10:05 working on the Bellringer that will be written on the
whiteboard: “Do you think school should begin at a
later time of day? If so, what time? If not, why not?”
Core Instruction Time
10:06- - Class discussion on the Bellringer
10:20 - Allow students with different views speak and - What time of day do you believe
explain their thoughts school should start?
- Hand out assignment sheets for the persuasive
letters to the Board of Education - My hypothetical student
- Explain to students that we are going to work on with mild autism prefers to
writing persuasive letters – in specific, we are going sit in the floor when
to write letters to the Board of Education to voice watching videos – he may
our opinions on whether we believe school should sit in the floor by the
continue starting at the time it does now or later in Smartboard
the morning – students will need to include facts - What statements did you hear that
from credible resources in order to support the claim persuade you to think school
they choose should start later in the morning?
- What statements did you hear that
10:21- - Video Clip that supports school starting at a later persuade you to think school
10:30 time of day should start at the same time it
already does?
10:31- - Video Clip that supports school starting at the same
10:40 time that it currently does
Closure Time
10:41- - As our closing activity, students will work on filling - What strategies are being used to - My hypothetical student
10:50 in a blank Venn diagram that includes facts that they get us to see this perspective? with mild autism may take
heard from the two video clips that were watched - What about the other perspective? this assignment home to
during class - Which side of the argument do work on
- A slide will be projected on the Smartboard that you think you agree with more?
shows a Venn diagram that simply says “school
starting later” on the left side, “school starting at the
same time” on the right side, and “similar views” in
the center section
- Students will leave this Venn diagram in their ELA
folders that stay in the classroom bin labeled for
their class period
Contingency Time
- If there is time left at the end of the class period,
students will get extended time to work on their
Venn diagrams
- If class discussion takes longer than anticipated after
the Bellringer, students will be given the Venn
diagram before the video clips are played so they
may work on them while listening to the video clips
Letters – Research
WV Standard(s):
See Day 1 – Per Professor Nolte

- Students will be able to analyze various articles with opposing perspectives.
- Students will be able to compare and contrast the facts in various credible resources.
Formative Assessment: While students are working on reading the printed articles and taking notes in their Venn diagrams, I will circulate the room to formally assess
whether individual students have taken a sufficient number of notes and looked at enough of the articles. If I notice that a student is struggling, I can stop, ask them where
they are at, and help them choose which articles would be most beneficial for them.
PREPARATION
Students Will Need:
- Writing Utensil
Teacher Preparation
- Blank Graphic Organizers for Letter Formats
- ELA Folders for Students in Class Bin (assignment sheets inside)
- 10 Copies of each of the 6 articles that students will analyze – 3 for each point of view
Technology Needed:
- Classroom Desktop Computers up and running (all 5)
Introduction 10:00- - Students will retrieve their ELA folders from their
10:05 classroom bin and complete the Bellringer in their
daybook that will be written on the whiteboard:
“After watching yesterday’s video clips that show
both sides of the argument, which stance do you
want to support in your Letter to the Board of
Education?”

10:06- - Class discussion on the Bellringer - Which side do you support?
10:10 Why?
- What evidence supports your
10:11- - Explain to students that today’s class period will be claim? - My hypothetical student
10:45 spent doing research on the topic of what time with mild autism has a
school should begin lower reading level and I
- There will be 6 different articles provided for them have printed separate
to look in print copy (10 copies of each article have articles that are written
been printed so that there are plenty copies for from a more simplified
students to look at the same articles) language via Newsela
- Ask students to take out the Venn diagram they
began working on yesterday
- Explain to the students they will be adding to their
Venn diagrams as they read the articles in class
today
- While students read the articles, they will take notes
on the Venn diagram and cite where their
notes/quotes came from (from which printed source)
- Explain to students that they should focus primarily
on the articles that support where they stand on the
topic but should also look at the opposing views
from the other articles so they can possibly include
some of these details in their letter in order to gain
credibility from more research
- Explain to the students what each source supports
and where they are available on the table at the front - Which articles have you found
of the classroom most helpful? - My hypothetical student
- Students may take more than one article at a time - Where did you find these articles? with mild autism has a
but must only have 2 at a time so there are enough - Are there any articles that you separate graphic organizer
to go around find confusing and need help that is written in bold font
reading? and includes specific
requirements for each
*10:40 - Let students know they have 5 more minutes to take - Do you have questions that are sentence in the letter to best
notes and need to begin putting the articles back in still unanswered after reading the help him organize his
their stacks on the table at the front of the class articles? thoughts
- Pass out blank graphic organizers for letter formats - He may also take his copies
of the articles with him to
work on in his free period
or at home
Closure Time
10:46- - Assign homework: Students will need to complete
10:50 the graphic organizer based on the notes they have
taken in their Venn diagrams
- They may take their Venn diagrams home but must
leave their ELA folders in the classroom bin for
their class period
Contingency Time
- If a student has a question they want information
about regarding the stance they are taking for their
letter that is not found in any of the provided
articles, they may use one of the 5 classroom
desktop computers to look up the information they
are looking for
- If there is time left at the end of class or research on
the articles takes less time than anticipated, students
will be able to begin working on their graphic
organizers in class
Letters – Rough Drafts
WV Standard(s):

- Students will be able to write a rough draft of their persuasive letters.
- Students will be able to analyze information and cite it in their persuasive letters.
Formative Assessment: I will be able to formally assess based on their answers to the questions they answer on the index cards at the end of class. These will tell me where
the students stand on the assignment, how they feel about the research they have done, and whether or not I need to help them find more research on a specific detail they
would like to include or know more about.
PREPARATION
Students Will Need:
- Writing Utensil
- Homework (Graphic Organizers)
- ELA Folders (with assignment sheets inside) From Classroom Bin
- Loose-leaf Paper
Teacher Preparation Needed:
- Articles from Day Before (in case any students need to review one of the resources)
- Index Cards – 1 for each student
Technology Needed:
- Classroom Desktop Computers up and running (in case any students need to look up information)
Introduction 10:00- - Students will complete the Bellringer that is written
10:05 on the whiteboard in their daybooks: “What do you
think is the most important tips to keep in mind
when trying to persuade someone to side with you?”

10:15 - I will interject any tips that I have that are not said
by the students (ex: not attacking the opposite view,
stating claims with confidence and clear language,
including credible resources, etc.)
10:16- - Explain to students that they are going to begin - My hypothetical student
10:40 writing a rough draft of their letters to the Board of prefers to work alone and
Education may sit in the floor or at the
- They will be required to work silently for 10 - What questions do you have for large table in the back of
minutes – if they are working diligently for this me before you get started? the room
time, they may begin to work with a partner - If he does not complete the
- Make students aware that this rough draft will be rough draft in class, he may
homework if not completed in class - Does anyone need to look at an take it to work on in his
article again? free period before taking it
10:41- - Students will get the class back in order, return to - How can we work independently home
10:44 their original seats, and place their ELA folders and together to pursue this
back into their class bin project?
*10:40 - While students are wrapping up, I will pass out a

blank index card to each student and remind the
class they are to finish their rough drafts for
homework so they are ready for peer review
tomorrow
Closure Time
10:45- - Ask students to use the blank index cards to write - What questions do you have for
10:50 down the answers to the following questions that me before we dismiss?
will be written on the whiteboard:
1. How much of your rough draft did you get
completed in class?
2. Do you think you have done enough research to
defend your point of view for your persuasive
letters?
3. If you could look up more information, what
would you look up?
Contingency Time
- If students need more research to support their
claims, they may review the artifacts that were used
the day before
- If students would like to look up information about
a specific detail during class, they may use the
classroom desktop computers
- If there is leftover time at the end of class, students
will continue to work on their rough drafts
- If students take advantage of being able to work
with a partner, they will return to their assigned
seats and work individually
- If students are working diligently before the 10
minute time span, they may be allowed to work with
partners early
Letters – Peer Review
WV Standard(s):

- Students will be able to revise a peer’s persuasive letter.
- Students will be able to offer feedback and beneficial suggestions/ideas.
Formative Assessment: As students work in their pod groups to review each other’s persuasive letters, I will circulate the room and listen to the conversations that are
taking place. If a group seems to be off track, I will stop and help guide them to get on point with their peer review. I will also listen to see if any student seems to be
further behind than the rest of the class. If there is a student that is struggling, I will pull them aside to work with me long enough to get them up-to-speed with their peers.
I will also be able to formally assess the students’ progress by looking through their ELA folders that now contain all of the work they have concluded so far on the
persuasive letters. This will allow me to specifically see where each student is and where I need to assist individual students tomorrow.
PREPARATION
Students Will Need
- Writing Utensil
- Loose-leaf Paper
- ELA Folders from Classroom Bin
Technology Needed:
- Smartboard
Introduction 10:00- - Students will complete the following Bellringer - While the class is working
10:05 (written on the whiteboard) in their daybooks: “How on their Bellringer, I will
do you feel about your rough draft letter? What specifically check in on my
questions do you have for me before we begin our hypothetical student with
peer review workshop?” mild autism to see what
questions he may have
- I will ask if he would like
to work alone or in a group
for today’s peer review
10:10 - Offer feedback to any questions that are asked
10:11- - Explain to students how today’s peer review

10:17 workshop will work
- The following steps will be projected on the
Smartboard:
10:18- You will work with one of your pod group
10:45 members (you may only choose 1 partner, no
larger groups) to give feedback on each other’s
persuasive letters to the Board of Education - What questions do you have for - My hypothetical student
1. Read your partner’s persuasive letter through me? with mild autism may work
once without taking any notes or any discussion - What ideas do you see in your alone, sitting in the floor, or
2. On your sheet of loose-leaf paper, write down partner’s letter that are very at my desk
your initial thoughts after reading the letter strong and persuasive? - He will be allotted an extra
(What did the letter make you think/feel? Does - What suggestions can we make to day to turn in his final draft
your partner persuade you to side with our partners to help them so that I can have this
him/her?” strengthen their letters? evening to review his letter
3. Read your partner’s persuasive letter again. This myself
time, look for grammar, spelling, and structure
mistakes
4. After this second read, answer the following the
3 questions on the loose-leaf paper that you will
return to your partner with their rough drafts
~ On a scale 1-10, how persuasive was this
letter?
~ How do you believe this letter could be more
persuasive? Suggest some ideas for your partner
~ If you were the member of the Board of
Education that was reading this letter, what
would your reaction be?
5. Return your partner’s rough draft and the loose-
leaf paper you wrote on
6. Spend the rest of this allotted time discussing
each other’s persuasive letters
Closure Time
10:41- - Students will be asked to return all papers to their
10:45 partners and move the desks back to their original - What questions do you have for
rows. me?
- Students will be asked what questions they have - How can I help you be more
before being dismissed persuasive in your letters?
- Students will be reminded that they will begin
working on their final drafts tomorrow
Contingency Time
- If students finish early with their peer review
workshop process, they can work with a second
partner to get/offer feedback for/from another peer
- If students get too disruptive, they will move back to
their original seats and be left to revise their own
persuasive letters
Letter – Begin Final Draft
WV Standard(s):

- Students will be able to incorporate beneficial suggestions and ideas from peers into their persuasive letters.
- Students will be able to cite information from resources included in their persuasive letters.
Formative Assessment: I will be able to formally assess students’ progress by going through their ELA folders that have all of their papers and drafts for their persuasive
letters. I will be able to look at all of the final drafts and see where each student stands and how I can help them make final corrections before the letters will be sent to the
Board of Education.
PREPARATION
Students Will Need:
- Writing Utensil
- Loose-Leaf Paper
- ELA Folders from Classroom Bin
Technology Needed:
Introduction 10:00- - Students will write on the following Bellringer
10:05 prompt (written on whiteboard) in their daybooks:
“How do you feel about your persuasive letter
review from your partner? How will you improve
your persuasive letter as you begin working on your
final draft in class today?”

10:15 - Students will get the opportunity to ask any
questions before beginning on their final drafts
- Students will look over their revised draft and
comments
10:16- - Students will work independently on writing their - My hypothetical student

10:45 final drafts of their persuasive letters with mild autism will be
- I will walk around the classroom to check in on - How are you effectively using the allowed to listen to his
individual students information from the articles and music while working on his
- I will make my way to each student to see where resources in your letters? final draft
they stand and ask how I can assist them - What other ways can we use this - He will also be allowed to
- I will remind students to include cited evidence information beyond our take a break in the middle
from the articles and resources they analyzed classroom? of the class period to walk
and get a drink of water and
use the restroom
Closure Time
10:46- - Students will be told to wrap things up and put all
10:50 papers and drafts, including their final drafts, in - What questions do you have
their ELA folders and place them in the classroom before we dismiss for the
bin to be continued on Monday weekend?
Contingency Time
- If students have multiple questions and the class
discussion on the bellringer takes longer than
anticipated, the discussion will be continued
- If final drafts are not completed in class, they will
be worked on during class on Monday

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COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Ms. Miranda Martin

Learning Objective(s) a.k.a. SWBAT(s):

Core Instruction Time

Learning Objective(s) a.k.a. SWBAT(s):

Core Instruction Time

*10:40 - While students are wrapping up, I will pass out a

Learning Objective(s) a.k.a. SWBAT(s):

10:11- - Explain to students how today’s peer review

Learning Objective(s) a.k.a. SWBAT(s):

Core Instruction Time

10:16- - Students will work independently on writing their - My hypothetical student

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