1: Lesson Planning Form for Accessible Instruction Calvin College Education

Program
Teacher

Sarah Hartwell (Mrs. Culver, a pseudonym)

Date

_Subject/ Topic/ Theme

Persuasive writing

Grade __Second___

I. Objectives
How does this lesson connect to the unit plan?
This lesson introduces the aspect of persuasive writing. The unit is about persuasive
writing with a main focus on Pilgrims.
Learners will be able to:

Identify the main character of the story I

Wanna Iguana through filling out the
story map worksheet.

Identify what the main character wanted

in the book I Wanna Iguana through
filling out the story map worksheet.

Identify how the main character was

able to persuade his mother through
group discussions and on the story map
worksheet.

Evaluate how effective the main

characters notes to his mom were
through a group discussion and at the
end of the lesson write it on the back of
the story map.

cognitiveR U Ap An
E C*
U

physical
sociodevelopment emotional

U
E

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
(Note: Write as many as needed. Indicate taxonomy levels and connections to

applicable national or state standards. If an objective applies to particular learners

write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

A little knowledge about Pilgrims, and also on writing.

Pre-assessment (for learning):
The pre-assessment KWL about Pilgrims that was filled
out previously.
Formative (for learning):
The story map worksheet.
Formative (as learning):
Summative (of learning):

What barriers might

this lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for
your students to do this
lesson?

Provide Multiple
Means of
Representation

Provide Multiple
Means of Action
and Expression

Provide
Multiple
Means of
Engagement
Provide options for Provide options for Provide options
perception- making
physical actionfor recruiting
information
increase options
interestperceptible
for interaction
choice,
Reading the book
relevance,
aloud, the story
value,
map, showing the
authenticity,
pictures and text.
minimize
threats
The main
character is
about the
students age.
Common
request to get a
pet.
Provide options for Provide options for Provide options
language,
expression and
for sustaining
mathematical
communicationeffort and
expressions, and
increase medium
persistencesymbols- clarify &
of expression
optimize
connect language Handwrite on the
challenge,
The story map.
story map.
collaboration,
New vocabulary:
mastery-

persuade,
persuasive.

Materials-what
materials (books,
handouts, etc) do you
need for this lesson and
are they ready to use?

How will your

classroom be set up for
this lesson?

oriented
feedback

Provide options for Provide options for Provide options

comprehensionexecutive
for selfactivate, apply &
functionsregulationhighlight
coordinate short &
expectations,
Filling out the story long term goals,
personal skills
map worksheet
monitor progress, and strategies,
helps with
and modify
self-assessment
comprehension of
strategies
& reflection
the story that was
read.
The book, I Wanna Iguana, by Karen Kaufman Orloff.
Persuasive Text Story Map. Words for Persuasive writing
worksheet (want, need, love, let me, I promise, in my
opinion, in fact, on the other hand, I believe, you should,
we could, I should, I want to, for example, my belief is,
because, I think.)
The classroom will be set up normally, with the desks in
three column groupings with two desks per row. If needed
we might read in the back on the carpeted area.

III. The Plan

Time
2 min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important
higher order thinking questions and/or prompts.
(either write up on the board or Students should be siting
say out loud these questions)
in their seats quietly
Can we please go out for
unless called upon
recess early? or Can we use
the iPads more than once for
word work time?
Ask: What would Mrs. Culver
say to these requests? (Maybe
even ask for her input.)
These next couple of weeks we
are going to be talking about

Development
(the largest
component or
main body of
the lesson)

20 mins

persuasive writing. These two

questions would be great to talk
Raise your hands with your
thumbs up for these questions:
How many of you have wanted
a pet before? How many have
asked or tried to convince your
parents for a pet? (If a student
says no, come up with another
example that the student could
identify with.)

Students should be in
their seats and quiet
unless asked for
responses (such as the
hand raising.)

You could try to persuade your

parents as to why you should
have that pet. In this book, I
Wanna Iguana, the main
character Alex wants a pet.
Here I have a list of words that
can be used when writing
persuasively. They are: want,
need, love, let me, I promise, in
my opinion, in fact, on the
other hand, I believe, you
should, we could, I should, I
want to, for example, my belief
is, because, I think.
If you hear any of these words
while I read this book I want
you to raise your hand quietly
until I get to the end of the
page. (Call on students if they
have their hands up.)
(Read the story, pausing to ask
these questions throughout:
What do you think the word
compassionate means? (Yes, it
means that you are concerned,
show kindness and love to an
individual who might be
suffering. Would a six foot
Iguana be able to fit in your
rooms? Do you think an iguana

Students should be
actively listening to the
story.

would make a good brother?

What do you think a trial basis
is? Do you think Alexs Mom is
going to get the iguana for
Alex?) (Also, be on the lookout
for the persuasive writing
words.)

2
Closure
minutes. (conclusion,
culmination,
wrap-up)

That was a great book and good

example of how to persuade
someone to get a pet. Throughout
the book Alex and his mother
wrote little notes to each other.
Alex tried to persuade his mom
to let him have his friends pet
iguana. He gave some examples
of how he would help out when
his mother gave him reasons not
to have the iguana.
We have two minutes left. I
Students respond when
want to hear what some of you needed or stay seated
wrote for the third question.
quietly at their desks.
Can I have three volunteers?
(Respond appropriately to each
students response.)

Your reflection about the lesson, including evidence(s) of student learning and
engagement, as well as ideas for improvement for next time. (Write this after
teaching the lesson, if you had a chance to teach it. If you did not teach this lesson,
focus on the process of preparing the lesson.)
Overall I was happy with this lesson. There were some things that could be improved
on, as always. The introduction went well, it got the students thinking and active before
the lesson fully started. The students liked the two questions I posed to Mrs. Seif.
While reading I asked some questions. It was good to ask questions but next time ask
about what they think adorable and sensible are, and why they think that Alex was
adorable and sensible. When I asked the questions and a student would answer I tended
to focus on that particular student. Its important to make sure that everyone is paying
attention to who is talking so I should also watch the group of students while the
student is talking so that I can include everyone. It was pointed out to me that I got side
tracked when talking to the students. I was talking about a page in the book when a
student asked me about another word in the story. If I were to do this lesson again I
would make sure that I clarified the third question. When the students were working on
their worksheets I had a lot come to me and ask me about that question, so I addressed
the question and what I wanted them to do.