21st Century Classroom Lesson Plan

Idaho State Department of Education Students Come First Developed According to the Charlotte Danielson Framework and Universal Design for Learning (UDL) Charlotte Danielson Framework - This lesson plan incorporates all of the components found in Domain 1: Planning and Preparation of the Danielson Framework for Teaching,: 1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting Instructional Goals; 1d: Demonstrating Knowledge of Resources; 1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning.

http://www.danielsongroup.org/article.aspx?page=frameworkforteaching
UDL This lesson plan incorporates the primary components of Universal Design for Learning (UDL) which is an educational approach with three primary principles including; 1. 2. 3. Multiple means of representation, to give diverse learners options for acquiring information and knowledge, Multiple means of action and expression, to provide learners options for demonstrating what they know, Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

Lesson plans created by educators for submission into Idahos Learning Management System (LMS) Schoolnet must include these components. For information on Universal Design for Learning including a tutorial and model lessons access the Center for Applied Special Technology (CAST) website at;

http://www.cast.org/
Blooms Revised Taxonomy This lesson plan includes Blooms Revised Taxonomy as a component. *Note: Not all areas are required for every lesson. * Indicates Optional areas to be included only if applicable to the specific content/grade level lesson. This lesson plan template is based upon the CAST UDL Lesson Plan Builder but includes extra fields specific for submission into Idahos Schoolnet Learning Management System and must be completely filled in ( unless labeled * for optional) to facilitate entry into a searchable state-wide and national online database. Educators are not limited to the space provided as the table will expand to fit the entries. Name: Mackenzie Cofer District Name: Cassia County District Number: 151 School Phone: (208) 878-6608 Email: (not published) mackenziejcofer@eaglemail.csi.edu School Name: Mountain View Elementary School Address: 333 W. 27th St. Burley, Idaho 83318 Administrator Name:

Lesson Overview
Unit: Persuasive Writing Lesson Title: I want a pet please Subject: *Subheading: Writing (Persuasive) Duration: 45 minutes Grade Level(s): 3 Course: Language Arts/ Writing Big Idea or Focused Investigation: Persuasive Writing Enduring Understandings: Persuasion and opinions in writing Essential Question/s: What is an opinion? Why do I want a pet? How can I help other people understand my opinions?

CAST2006

Adapted from http://lessonbuilder.cast.org

Description
Lesson Description: Describe the primary nature (e.g. hands-on, inquiry, project based etc.), whether interdisciplinary or single-subject and how it relates to a broader unit. Being clear, descriptive, and specific will help to develop the online keyword searches within Schoolnet. Make sure you provide enough information on this lesson plan that it can be replicated. Description: Students will listen to four stories Prudence wants a pet by Daly, Cathleen, and Stephen Michael King. Should we have pets? by Lollis, Sylvia, and Joyce W. Hogan. I wanna iguaga by Orloff, Karen kaufman, and David Catrow. The perfect pet by Palatini, Margie, and Bruce Whatley. They will use these stories as the basis of learning about writing an opinion/persuasive letter to their parents. By hearing a variety of stories on the same topic, students will gain familiarity with the genre, understand a strong argument and develop an appreciation for sharing opinions with each other. They will use their newly acquired understanding of opinion writing to produce their own opinion/persuasive letter. Students will present their drawings and letters to the class and parents. The writing prompt

If you could have any pet in the world, what would you choose? Write a letter to your parents telling them which pet you would like to own. Give several reasons why the pet you have chosen is the best choice. Convince your parents that you will be a great pet owner.

Goals and Objectives (Framework Domain 1c: Setting Instructional Goals)

Goals and Objectives: The overall goal, as well as objective, outlining the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer. Unit/ Lesson Goal/s: Students will be able to write an opinion piece on a topic or texts, supporting a point of view

with reason

Lesson Objectives:
Students will be able to use reasoning and persuasion in their writing Students will be able to listen to stories Students will be able to discuss What pet they want and why Students will be able to identify their reasoning Students will be able to write a letter to their parents supporting their point of view Students will be able to create a visual for their audience

Standards
Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content standards from two or more subject areas and or grades. (Use the drop down menu provided for each if submitting online within Schoolnet or use the internet links provided to access then copy and paste into the document) Idaho State Content Standards: CCSS. Writing.W.3.1 Write opinion pieces on topic or texts, supporting a point of view with reasons. Common Core State Standards (English Language Arts and Mathematics): CCSS. Writing.W.3.1 Write opinion pieces on topic or texts, supporting a point of view with reasons. *National Education Technology Standards: *Professional Technical Standards *English Language Development (ELD) Standards: Idaho Extended Content Objectives: (Standards for Students With Significant Cognitive Disabilities)

Learning Outcomes Begin with the end in mind (Framework Domain 1e: Designing Coherent Instruction)
Learning Outcomes: How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence? Create, Present, Perform, Exhibit, Report, Respond/Reflect. Students will be able to: Learning Outcome: Students will be able to write an informed letter showing reason and persuasion to support their opinions and point of view. *Learning Outcome:

CAST2006

Adapted from http://lessonbuilder.cast.org

Checking for Understanding Questions: Students will be able to explain the difference between fact and opinion Students will be able to state opinions with supporting details and reasoning

Blooms Revised Taxonomy

Which levels of Blooms Revised Taxonomy are targeted? Check one or more. (Use drop down online within Schoolnet or checkbox)

Remembering Understanding Applying

Analyzing Evaluating Creating

Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. Fact, opinion, reasoning, persuasion, letter, point of view Introduction/Anticipatory Set: Begin by reading Prudence wants a pet, Should we have pets, I wanna iguana, and the perfect pet. Then brainstorm with the class different ideas for a pet that they might want and why they would want that particular pet. Discuss possible arguments that might be brought up (an alligator might be dangerous to your family). Instructional Strategies: (e.g. Inquiry lessons vs. direct instruction. Whole class vs. small group.) This lesson can be introduced whole group and then differentiated into smaller groups for those students that need more help with writing or developing ideas. Build, Apply Knowledge: Reading the three books, writing of the letter *Higher Order Thinking Questions: Can you elaborate on the reasoning for choosing that pet, can you propose an alternative to this pet? *Provide Guided Practice: Writing a letter with the entire class together as a whole, and modeling the process for them before they do it alone. *Provide Independent Practice: Students creating their own letter with their own animal Wrap Up/Synthesis/Closure: Rubric

Essential Question: What is the purpose of a persuasive paper? Inquiry: Why would you need to give reasoning for an animal you would want?

Materials (Framework Domain 1d: Demonstrating Knowledge of Resources)

*Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video List as many as necessary. Title: (List the title of the website/s.) URL: (Copy and paste the Internet address here. You must include http://) Annotation: (Write a brief description of the website.) *Technology Tools and Equipment (Including UDL-Assistive Technology Software and Hardware): Examples of technology tools might include hardware as well as software; e.g. document camera, digital camera, tablet, iPad, iPod, Interactive Board, calculator, geotracking, etc. Examples of UDL -assistive technology; e.g. text to speech, speech to text, switch or adapted keyboard, screen reader or word prediction etc. (List as many as necessary) 1. Students will use the internet to look up three facts about pet care on the animal they are writing about 2. *Other Materials: Those required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, science equipment or supplies, art materials or equipment. (List technology items in the previous field.) (List as many as necessary) 1. books listed above 2. paper 3. crayons *Safety Considerations (e.g. for Science and Professional Technical Education Plans)

UDL - Differentiation According to Student Needs CAST2006 Adapted from http://lessonbuilder.cast.org 3

(Framework Domain 1b: Demonstrating Knowledge of Students)

Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning Principles to address diverse student needs including students with an IEP or 504, cultural linguistic needs e.g., ( ELL, SIOP) as well as providing opportunities for extension and remediation if indicated. UDL: Multiple means of; Action and Expression Engagement Representation ELL, SIOP: (Modifications to Instruction) Students will need to use all four components of a language objective. They will be given opportunity to listen, speak, read and write. ELL students will need to be given extra time for verbalizing their opinion before writing. May also be given a word bank to chose from for word choice. *Other Means of Differentiation: Extension: Modifications for students who already know or can do the primary learning objective, e.g. activities that apply the concept to new content or extend opportunities for further research and exploration. *1. Extension: Students who complete their letter and visual aid, can extend their knowledge by writing an opinion paragraph that addresses the possible arguments against their point of few. Remediation: Explain what may be done for students who need extra preparation or assistance before, during or after the lesson. *1. Remediation: Remediation includes meeting with struggling students in a small group setting where they can verbalize their arguments. The teacher could dictate what they say or record it and have them write their thoughts from the recording.

Assessment (Framework Domain 1f: Assessing Student Learning)

Assessment: (Optional) May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments. *Formative/Ongoing Assessment: observation, rubric *Summative/End Of Lesson Assessment: end product (letter) Educator Self-Reflection Please use this area to self-reflect on the successes and areas of improvement for your own planning purposes. (You may use this area then delete for submission online as the contents of the self-reflection section is not intended to be shared.) *Self-Reflection Successes and Areas of Improvement

Rubric for assessment of objective CommonCoreWritingRubricsFREEGrades.pdf 1972K View Download

CAST2006

Adapted from http://lessonbuilder.cast.org