BARRY UNIVERSITY

Adrian Dominican School of Education

Lesson Plan
Name: Ryan Williams Date: 25 October 2016

Content Area(s): Language Arts/Math Grade Level: 7 Allocated Time: 45 minutes

Topic: Persuasive Letters
Math Science Technology SS/ELLs
Context 1: (In one or two sentences, describe characteristics of the students (K-12) and the setting)

The class consists of twenty two students with tables put together in clusters of four to six. There are two English language learners
within the class whose native languages are Russian and Spanish but generally have a good command of the English language. In the
classroom, there are two black boards, one in the front and one on one of the sides of the room. In addition, there is a smart board in
the front of the classroom.

Overarching Standards: (Next Generation Sunshine State Standards, including Access Points for ESE students (K-12); national
content standards; and TESOL/ESL. Reminder: If more than one content area is embedded into this lesson plan, interdisciplinary
standards need to be noted.)
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.

MAFS.7.NS.1.3
Solve real-world and mathematical problems involving the four operations with rational numbers.

Instructional Objectives/Learner Outcomes: (After teaching the lesson, this is what you expect learners to know or demonstrate.
This should be stated clearly and aligned to the overarching standards noted above.)
Students will be able to:
Evaluate reports and data
Write arguments to support their reasoning.

Assessment: (Identify traditional, nontraditional (alternate), formal, and/or informal methods used to monitor and measure student (K-
12) learning, aligned to outcomes/objectives, contextual setting, including adaptations. Attach copies of assessments.)
Informal:
The teacher will test students comprehension through a list of discussion questions after reading the letter.

Formal:
The teacher will collect the students written arguments for their proposed plan to assess their ability to support an argument.
Materials/Equipment/Resources: (List all materials, equipment, and resources needed for both the teacher and the students (K-12).)
Materials needed for teacher: Materials needed for students (K-12)
Smart Board Letter Sheet
Digital Copy of Worksheets Data Chart
Blank Sheet of Paper
Calculator
Chromebooks

Vocabulary: (List key terms and content vocabulary to facilitate understanding.)

Budget
Letter-Format
Compound/Complex Sentence

Instructional Procedures:
Introduction
Teacher: Good morning class, today were going to look a little deeper into something very important here in Florida
that we may not always think about. We often have a lot of bad storms that often destroy houses and force us to rebuild.

1
The yellow highlighted items are areas for candidates growth in planning.

Page 1 of 2 Revised 07/09

 BARRY UNIVERSITY
Adrian Dominican School of Education
Lesson Plan
But have you ever thought about who rebuilds them? Today were going to put ourselves in the shoes of someone
planning the rebuilding of homes after a disaster.
Step-By-Step Procedures (Embed the following to your step-by-step outline. Attach copies of all handouts noted.)
Teacher passes each student a copy of the letter needed for the assignment.
Teacher reads the letter out loud with the students.
Teacher then asks the readiness questions to the class and discuss their answers.
o What is the problem?
o Who is the client?
o What is the client asking you to do?
o What things do you need to include in your solution?
o Do you think there is more than one correct answer? Why or why not?
Teacher breaks up students into groups of two (they will work with their preassigned partner that has already been
strategically chosen) and passes out the data sheet of housing options.
Teacher: Now, I want you to turn to your partner and discuss the different options of housing that could be chosen and
why you believe it is the best option. Students discuss for approximately 5 minutes.
Teacher circulates the classroom to hear the dialogue among the students.
Teacher: Now that you have some ideas of which option is the best for you, I want you to individually write a persuasive
response to the letter arguing which option will be best. In this response, you MUST include at least 4 compound or
complex sentences. You may start prewriting on paper first and then take a chromebook to write your letter.
The teacher then allows the students to share their responses with the class explaining why the option they chose was the
best solution.

Closure
Commend class on their hard work and plans.
Ask the class if it was difficult choosing their option and if it opened their eyes to how much planning goes into
rebuilding things.
Reference Information: (Provide reference citation for all resources used. Give credit where credit is due!)
Cpalms.org
http://www.cpalms.org/Public/PreviewStandard/Preview/6051
http://www.cpalms.org/Public/PreviewStandard/Preview/5469
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/48625

Two-Part Reflection:
PART I: Using collected student (K-12) assessment data, reflect on (1) students (K-12) learning based on learner
outcomes/instructional objectives, noting signs of difficulty; and (2) changes to enhance student (K-12) learning. The reflection must
address ELLs and ESE factors separately.
In my opinion, the students did a very good job on the project based on the work I was able to see. Overall, the class did an excellent
job both in doing work and asking questions that allowed them to further develop a solution to their given problem. One issue I saw
that the majority of the class have was in the prewriting stage which they took a long time on due to the fact that they were writing a
draft rather than main points. If I were to do the lesson again, I would better clarify from the beginning what I mean by prewriting.
Another change, which I made to the lesson plan after implementation, is the incorporation of the Chromebooks that the students were
already used to. I originally had in the plan that they write by hand, however the class was more accustomed to the technology,
especially for letter writing.
PART II: Identify the competencies and skills ( http://www.firn.edu/doe/sas/ftce/ftcecomp.htm) that you used as you implemented
this lesson. What gaps existed? How can I improve my practice and these competencies and skills, through professional development?
I feel my greatest competency in implementing my lesson is my awareness of the class. By this, I mean to say that when circulating
the classroom, I was very attentive and interactive with students, especially in their processing and planning. In addition, I was very
comfortable when working with the students and feel I did an excellent job in fostering their thought process without simply giving
answers. Although I dont feel like I had any wide gaps in my skills and none were noted by my observer, I believe that even my
strongest skills can always be improved and thus will challenge myself to be a self-aware teacher every time Im in the classroom.

Page 2 of 2 Revised 07/09