| Lesson Plan ID: |
4954 |
| Title: |
Decisions, Decisions, Decisions! |
| Overview/Annotation: |
Students will read and discuss the story, Ira Sleeps Over, by Bernard Waber and write a persuasive paragraph about the story, using a Think-sheet to guide the writing. |
| Content Standard(s): |
| ELA(2) | 8. Organize sentences into a paragraph to address a topic or tell a story. | | ELA(2) | 9. Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression. | | ELA(2) | 10. Use concrete nouns and action verbs in written communication. | | ELA(2) | 11. Write words and sentences legibly with proper spacing in manuscript. | | ELA(2) | 14. Respond to various types of literature read aloud. | | ELA(2) | 15. Select appropriate voice tone, gestures, and facial expression to enhance meaning. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will write a persuasive paragraph using the writing process strategies. |
| Additional Learning Objective(s): |
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| Approximate Duration of the Lesson: |
31 to 60 Minutes |
| Materials and Equipment: |
The book, Ira Sleeps Over, by Bernard Waber, Think-sheet P-1 from Makes Sense Strategies CD, one for each student (see attachment) |
| Technology Resources Needed: |
Computer, printer, Microsoft word software, Adobe Acrobat Reader 5.0 software (free download) |
| Background/Preparation: |
Check out the book from the library and pre-read. Duplicate Think-sheet P1 for each student. |
| Procedures/Activities: |
1.)Read aloud and discuss with students the story Ira Sleeps Over, by Bernard Waber, stopping at page 26.
2.)As a class, discuss why or why not Ira should take Tah Tah with him to Reggie's house.
3.)Using Think-sheet P1 (see attachment), students will write the reasons that they think Reggie should or should not take his teddy bear with him.
4.)Read the rest of the book to the class and instruct students to decide if there are any further reasons that should be added to their Think-sheets, and then to add a conclusion.
5.)Students will then use their Think-sheets to help in writing a persuasive paragraph.
6.)Students will use the persuasive writing rubric (see attachment) to self-assess their paragraphs.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
L4Rub.pdf
P1.doc
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| Assessment Strategies: |
Teacher will use a rubric (see attachment) to assess the persuasive paragraphs. |
| Extension: |
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| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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