**This lesson will not be taught in my practicum classroom**
Writing Lesson Plan Template
CAEP K-6 Standards
LESSON RATIONALE
Students need to know how to write and organize an argumentative text in order to
practice supporting their beliefs so that they can advocate for what they believe in.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)— Students will understand how to write an argumentative text and be able
to give reasoning.
B. Objective(s)— After completing the mini lesson, students will understand the parts
included in an argumentative text.
After writing an argumentative letter to the principal, students will be able to advocate
for something they believe in with through reasoning.
C. Standard(s): 6.W.3.1 Write arguments in a variety of forms that – ● Introduce
claim(s), using strategies such as textual analysis, comparison/contrast and
cause/effect. ● Use an organizational structure to group related ideas that support
the argument. ● Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or text. ●
Establish and maintain a consistent style and tone appropriate to purpose and
audience. ● Use appropriate transitions that enhance the progression of the text and
clarify the relationships among claim(s) and reasons. ● Provide a concluding
statement or section that follows from the argument presented.
II. Management Plan-
Time per lesson element: Anticipatory set- 5 minutes, minilesson- 15-20 minutes,
Prewriting- 3 days, drafting- 2 days, revising- 2 days, editing and revising again- 2
days, sharing and publishing- 1 day
Use of space: For the anticipatory set and minilesson students will be seated at their
desks. For the writing process, students will be allowed to sit in the room wherever
they are most comfortable. Writing conferences will take place at the back kidney
table.
List of materials: Picture of the playground and whiteboard for anticipatory set and
mini lesson, guiding paper for prewriting, Chromebook for research and to type final
letter on.
Expectations and procedures: Students will be expected to engage with this topic as
it is already something they are passionate about. I will expect them to brainstorm
with their neighbor when asked and show their understanding through thumbs up,
middle, or down when I check for understanding. During the writing process, I
expect students to put hard work and time into their writing. This will show in
writing conferences which I will use to check in with each student and how the
writing process is going.
PLAN FOR INSTRUCTION
1 Revision Date: October, 2018
III. Adaptation to Individual Differences and Diverse Learners—
In Mrs. Roth’s homeroom most of the students are on track for the sixth grade. A
couple students have ADHD. In this case I will just need to keep a close eye on the
students and give them opportunities to move around or take a walk when they are
getting distracted or distracting others because writing can be a struggle to stay on
task with.
IV. Lesson Presentation (Input/Output)
Anticipatory Set:
I will show students a picture of their playground outside and ask “what do you see?”
I expect to get some very aggravated responses as students have continued to be
upset about recess being taken away from them and replaced by a study hall. If
students feed off of each other and students get too out of hand I will shut the
conversation immediately. I will recognize their anger and sadness with the fact that
the teachers and principals have taken recess away from them and ask “so what are
you going to do about it?” I will give students think time and time to brainstorm how
they might be able to solve this problem. If they do not come to the conclusion
themselves, I will suggest “how about if we try to right a kind letter to Mrs. Dewitt
(the principal) in the form of an argumentative letter, which does not mean in an
angry arguing way, and see if we can advocate why we should get our recess back.”
Purpose Statement:
“We are going to learn how to write an argumentative text because it causes us to
back up our own reasoning so we have to be knowledgeable about what we are
advocating for and make decisions about what is most important to our claim or
request.”
Minilesson:
“So we have all learned at some point how to write a letter to someone, but lets
review it. What comes first?” Allow students time to respond with the greeting. I will
then model this on the board with an example of ‘Dear Mrs. Dewitt,’. I will ask
students “what comes next?” With which they respond with the body which is
where we put all that we want to write. I will ask how we end a letter and the will
respond with a salutation which I will again model by writing ‘sincerely, Emily
McDonald.’ “This is part of the organization of our next writing piece because our
letter is organized a certain way and it does not change much. However our next
task is talking about the organization of the body of our letter which will be
organized in an argumentative way. So let’s talk about what exactly that means.
“An argumentative writing contains three important aspects. We need to first have
claims or reasons as to why we want what we want- in this case claims or reasons as to
why we want recess back. After we introduce our claims we have to support our
claims. We cannot just give reasons and then move on- we have to support it with
reasoning as to why this makes sense. After we do both of these things we need to
conclude our argumentative letter with a really strong concluding statement. We need
to end the letter that sums up our argument in a strong manner.” As I explain these
three important aspects, I will also be jotting them down on the board as a
reminder.
2 Revision Date: October, 2018
“Okay before we practice this let’s talk about who Mrs. Dewitt is. So tell me who is
she?” I will give students time to ponder this question and then ask them to tell a
neighbor who she is. I will bring students back together and ask students to share
what they talked about. I will make sure students understand she is their principal
and they are not writing a letter to their friend to fight with them. Mrs. Dewitt is
someone who deserves their respect and that should be visible in their letter. “Also,
while you are writing an argumentative letter to Mrs. Dewitt about why you want her
to give her your recess back, I will bet she could write us an argumentative letter that
would explain why recess was taken away from you. So there are two sides to this
argument and that is okay. We are allowed to stand up for what we believe in and
hope for changes to be made but we have to respect that there are two sides. Sound
good?”
“Alright, lets practice the argumentative form! I want you all to take a minute and
think about a claim or reason for you to get recess back and a claim that can be
backed up with a couple of supporting ideas.” Give students a minute to think and
then have them talk to a neighbor about it. Bring students back together and ask for
an example. Write the example on the board and then ask students to talk to their
neighbor and brainstorm ways we could support our claim. After a few minutes
bring them back in and ask for examples and write those on the board. Finally have
them brainstorm a concluding sentence that could go with this one claim. After they
talk to their neighbors ask for an example and remind them the concluding
statement for their letters will be a means to conclude all of their claims together
and not just one individual claim.
After we do one practice round, I will ask students how they feel about this process
by giving me a thumbs up if they feel good and could do it on their own. A thumbs in
the middle if they could use a little more practice. And a thumbs down if they have
no idea what they are doing. I will use this as a gauge of the classroom and if needed
we will do one more practice round like above and then do the thumbs up middle, or
down again. At that point I will spend individualized time with the students who are
still struggling.
Writing
“Now that we have practiced, you guys can start the prewriting process! Think about
why we are writing this- we want change to occur which means we need to be
convincing. If these argumentative letters are going to be convincing, then you have to
take time and put hard work into this, right? So we aren’t going to rush through this.
Prewriting will probably not be finished today and it may not be finished tomorrow or
the next day. This new and it is not always easy and I am here to support you in that.
As you go through your prewriting I also want you to think about further research you
could do on one of your claims that might help support it in an even stronger way. For
example, I will bet you could find research that supports why students your age need
recess in school. By having other opinions by professionals, your argument will be so
much stronger. I have a paper that may help guide you as you prewrite. You are
welcome to use it but you do not have to. I want you to have at least three claims with
at least two reasons to support each claim. Once you finish prewriting you will meet
3 Revision Date: October, 2018
with me so we can talk about what you have. Are there any questions? Then let’s get
started!”
Once students finish their prewriting, I will conference with each student so they
can share their claims and supports with me. I will check that they are supported
and well thought out. In each conference we will also talk about a logical way that
they could organize their paragraphs and separate their ideas now that they have
the necessary aspects that go into the organization of an argumentative piece of
writing. I will also mention how it works to cite others work if the student has done
extra research.
After students move into drafting their argumentative letter, we will talk about what
kinds of things to look for when revising such as transitions and ideas flowing from
one to the next. If necessary, I will do individual conferences for revising too
depending on the quality of work I am seeing from the students.
After revising has been completed they will edit each other’s papers for errors in
conventions such as punctuation and grammar.
Sharing (Whole Group)
After everyone has finished their argumentative letter I will ask for a couple if
students to share theirs with the class. It is powerful to read what you are
advocating for and to cheer others on who are advocating for the same thing.
V. Check for understanding.
By employing the thumbs up, middle or down after the practice in the mini lesson, I
will be able to reteach the whole class if necessary and after that I can work with
individuals or small groups who are still not understanding how to organize an
argumentative text with the three aspects.
Writing conferences are also a great time for me to check in with students and see if
they still might not be understanding something. By having writing conferences
after prewriting, I can catch any misunderstandings before they go too far.
VIII. Review learning outcomes / Closure
To close out this lesson, their work will be published. I will give every student an
envelope and we will talk about how to address the envelope to Mrs. Dewitt and
give them to her for her to read and look at. I will encourage students to be hopeful
for change but while also remembering there are two sides to the argument.
PLAN FOR ASSESSMENT
During writing conferences, I will take anecdotal notes on each student to assess
how prewriting went. This will help me see where their understand is and will help
me see growth when I look at the final draft of their argumentative letter.
I will have a copy of every students final draft of their argumentative reading. I will
look for growth from the first writing conference and line the papers up with the
objectives to be sure they understand what it looks like to advocate for something
they believe in through argumentative writing.
4 Revision Date: October, 2018
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Was the anticipatory set an effective way to introduce the topic and get them excited
about this writing activity or did it just distract them?
8. Were students able to follow the organization of the argumentative letter well with
proper instruction and support or was more needed?
5 Revision Date: October, 2018
Prewriting Guide
Claim #1
Claim #2
Claim #3
Reasons to support Claim #1
1.
2.
Additional research found:
Reasons to support Claim #2
1.
2.
Additional research found:
Reasons to support Claim #3
1.
2.
Additional research found:
Concluding Statement/paragraph (ties in all claims)
6 Revision Date: October, 2018
7 Revision Date: October, 2018
