Dear+Mrs.+LaRue+Lesson+Plan

= Dear Mrs. LaRue Lesson Plan =

= I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // =
 * **Petrozza ** ||  ||   ||   ||
 * Lesson Objective Students will discuss what makes a good persuasive argument. ||
 * Formative Assessment  (planned for use in this lesson) Students will answer the question, "What makes a good persuasive argument?" and students will begin to brainstorm thier own ideas. ||

**II. Context for Learning ** – //What factors will influence my instructional decisions? How will my instruction respond to these factors? // (Ex. IEP Accommodations,, Social Concerns, Etc.) |||| **Differentiated Practices for this Lesson ** ||
 * **Specific Individual or Small Group Needs **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Lucas struggles with expression his ideas through writing. He also has trouble focusing and staying on task. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">During the read aloud,Demetrius and Alicia will have his bumpy seat and be placed up front so he can see the pictures clearly which will hopefully help him follow along. When it comes to brainstorming, Abpve children will have assistance writing his ideas in his journal. ||

<span style="font-family: "Arial","sans-serif"; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: "Arial","sans-serif"; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: "Arial","sans-serif"; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: "Arial","sans-serif"; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: "Arial","sans-serif"; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // =
 * **<span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Specific Diversity / Multicultural Factors **
 * < Perspective-Taking |||| Students will be asked to look at both the pros and the cons of Ike's school. ||

Students will listen while //Dear Mrs. LaRue Letters from Obedience School.// After reading, we will discuss how the book was an example of persuasive writing and how it was effective. Students will be sent to seats to brainstorm ideas for their own persuasive writing.

= <span style="font-family: "Arial","sans-serif"; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: "Arial","sans-serif";">– //<span style="font-family: "Arial","sans-serif"; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: "Arial","sans-serif"; font-size: 10pt;">after ////<span style="font-family: "Arial","sans-serif"; font-size: 10pt; font-weight: normal;">teaching) // = = = Students were able to explain why the book was a good example of persuavsive writing. They were also able to find the persuasive voice located through out the book. I read this book last semester with my second graders. The fourth graders also enjoyed this book but they were able to see the humor more so than the younger students. They could see how the dog was exaggerating to his owner. Fourth graders definitely have a sense of humor.