urUnit Planning – Skeleton Lesson Sequence Form for Task 1

Pre-Assessment
UNIT STANDARDS: UNIT TARGETS: Describe the Pre-Assessment:

C.7.1 Compose I can understand the Teacher will read the content slide that is displayed on the Smart Board to the class:
arguments to support overall purpose of “PRE-ASSESSMENT: Take out a blank sheet of paper and answer the following
claims with clear reasons persuasive writing. questions:
and relevant evidence.
 What is the purpose of a persuasive letter?
 What are the parts of a persuasive letter?
I can recognize the parts
 What is something that could be a topic for a persuasive letter?
of a persuasive essay.
We will discuss your answers in class.”

I can assemble an
appropriate topic for a Once students have written their answers, the teacher will conduct a 2-3 minute
persuasive essay. class discussion to allow students to volunteer to share their answers with the class.
Teacher will provide students with the correct answer to each question after the
discussion.

Resource:

https://docs.google.com/presentation/d/1Pt40-eFWsRsusbwxmLY2mTS_g9Fbi8f-
pRLEH0mlS1s/edit?usp=sharing

Skeleton Lesson Sequence

 Length of unit:___FIVE LESSONS____________________
Standard(s) Deconstructed Target(s) Formative Assessment Accommodations/ Instructional Sequence
Modifications

C.7.1 Compose I can understand the The formative assessment Differentiation by Procedures
arguments to support overall purpose of will be in the form of a Content
claims with clear reasons persuasive writing. Jamboard. The following
Complexity of the content
and relevant evidence. link will be displayed on Warm Up
is changed via the teacher
the students’ Google
reading the content slides 1. Students will enter the
Classroom.
aloud rather than classroom and observe
requiring the students to the opening assignment
read the slides on their posted on the Smart
https://
own. All students will be Board.
jamboard.google.com/d/
provided with one-on-one
1N3OlehKR0dEV2OmaXov 2. Teacher will read the
instruction as the lesson
H0lPKr- content slide that is
progresses via the teacher
dFUYjDQWLOGwx5hz0/ displayed on the Smart
conducting class
edit?usp=sharing Board to the class:
discussions and
addressing questions. For “Opening Assignment:
students with IEPs, What is a persuasive
content slides present writing letter? Take out a
enlarged text and also blank sheet of paper and
have the option of being write down your answer.
printed in the event that We will discuss your
students have an issue answers in class.”
preventing them from 3. Once students have
utilizing technology. written their answers, the
teacher will select a few
students and/or allow
Differentiation by Process students to volunteer to
The formative assessment share their answers with
will have clear the class.
expectations laid out on
4. Teacher will conduct a
the page of the Jamboard
2-3 minute class
where the assessment is
discussion to allow
to be completed.
students to volunteer to
share their answers with
the class.
Differentiation by
Product 5. Teacher will provide
students with the correct
Entry points can be
answer to each question
changed via the teacher
after the discussion. (5
addressing any words or
minutes total)
phrases with unknown
meanings as well as
addressing any questions
Main Lesson
during direct instruction.
5. Teacher will show the
class a series of Google
Slides
(https://docs.google.com/
presentation/d/1Pt40-
eFWsRsusbwxmLY2mTS_g
9Fbi8f-pRLEH0mlS1s/edit?
usp=sharing) that
demonstrate the
definition of “persuasive
writing”, the definition of
“opinion”, and various
purposes of persuasive
writing (questions will
consist of “have you ever
written a persuasive
letter”, “what is a strong
opinion that you have
about something
important to you”, “what
is a reason that you would
write a persuasive letter”,
etc.).

6. Teacher will pause

frequently throughout the
slides to collect questions
via classroom discussion
from students and assess
student comprehension.

7. Teacher will conduct a

short verbal review of
each content slide at the
end of the lesson before
presenting the formative
assessment to the class.
(15 minutes total)

Formative Assessment

8. Teacher will instruct

students to take out their
Chromebooks and follow
the Jamboard link
(https://jamboard.google.
com/d/1N3OlehKR0dEV2
OmaXovH0lPKr-
dFUYjDQWLOGwx5hz0/
edit?usp=sharing) that has
been added to their
Google Classroom.

9. Teacher will instruct

students to take 10
minutes to work on their
formative assessment and
then submit their work
and put away their
Chromebooks when
finished.

(10 minutes total)

Conclusion

10. Once all prompts are

submitted via Jamboard,
the teacher will take time
to discuss each “sticky
note” on the board with
all students in class.

11. Teacher will conduct a

short class discussion by
asking students if they
would like to share which
“sticky note” is theirs or if
 anyone has something to
add to their answer. (10
minutes total)

Resources:

https://
docs.google.com/
presentation/d/1Pt40-
eFWsRsusbwxmLY2mTS_g
9Fbi8f-pRLEH0mlS1s/edit?
usp=sharing

https://
jamboard.google.com/d/
1N3OlehKR0dEV2OmaXov
H0lPKr-
dFUYjDQWLOGwx5hz0/
edit?usp=sharing

C.7.1 Compose I can recognize the parts The formative assessment Differentiation by Procedures
arguments to support of a persuasive essay. will be in the form of a Content
claims with clear reasons Nearpod matching game.
Complexity of the content
and relevant evidence. The following prompt will Warm Up
is changed via the teacher
be linked on the students’
reading the content slides 1. Students will enter the
Google Classroom.
aloud rather than classroom and observe
requiring the students to the opening assignment
read the slides on their posted on the Smart
https://
own. All students will be Board.
app.nearpod.com/?
provided with one-on-one
pin=BFKJ5 instruction as the lesson 2. Teacher will read the
progresses via the teacher content slide that is
conducting class displayed on the Smart
discussions and Board to the class:
addressing questions. For “Opening Assignment:
students with IEPs,
What do you think a
content slides present
persuasive writing piece
enlarged text and also
should include? Take out
have the option of being
a blank sheet of paper
printed in the event that
and write down your
students have an issue
answer. We will discuss
preventing them from
your answers in class.”
utilizing technology.
3. Once students have
written their answers, the
The matching game teacher will select a few
formative assessment as students and/or allow
well as the example essay students to volunteer to
with highlighted parts can share their answers with
also be printed if needed. the class.

4. Teacher will conduct a

2-3 minute class
discussion to allow
Differentiation by Process students to volunteer to
share their answers with
The formative assessment the class.
will have clear
expectations laid out on 5. Teacher will provide
the page of the Nearpod students with the correct
where the assessment is answer to each question
to be completed. after the discussion. (5
 minutes total)

The matching game

formative assessment can
Main Lesson
also be printed if needed.
5. Teacher will show the
class a series of Google
Slides
(https://docs.google.com/
Differentiation by
presentation/d/1Pt40-
Product
eFWsRsusbwxmLY2mTS_g
Entry points can be 9Fbi8f-pRLEH0mlS1s/edit?
changed via the teacher usp=sharing) that
addressing any words or demonstrate the
phrases with unknown definition of “introduction
meanings as well as paragraph”, “body
addressing any questions paragraph”, “hook”,
during direct instruction. “thesis statement”, and
“conclusion paragraph”.

6. Teacher will pause

frequently throughout the
slides to collect questions
via classroom discussion
from students and assess
student comprehension.

7. Teacher will show

students an example of a
persuasive essay and use
a “Why Do You Think
That?” workshop to help
students become familiar
with the parts of the
essay. Teacher will use
the SmartBoard’s
“highlight” tool to
highlight certain parts of
the example essay and
call on students and allow
students to volunteer to
answer questions about
the highlighted selections.

Questions to be asked
during “Why Do You Think
That?” include:

 Is this a thesis
statement? Why
or why not?

 Is this a hook?
Why or why not?

 Is this a body
paragraph? Why
or why not?

 Is this an
introductory
paragraph? Why
or why not?

 Is this a
conclusion
paragraph? Why
 or why not?

 Is this a good
hook? Why or
why not?

 Is this a good
thesis statement?
Why or why not?

 Is this
introductory/bod
y/conclusion
paragraph written
correctly? Why or
why not?

 Overall, is this an
effective
persuasive essay?
Why or why not?

Teacher will allow

students to discuss their
thoughts after each
prompt and then share
the correct answers with
the class.

(25 minutes total)

Formative Assessment

8. Teacher will instruct

students to take out their
Chromebooks and follow
the Nearpod link
(https://app.nearpod.com
/?pin=BFKJ5) that has
been added to their
Google Classroom.

9. Teacher will instruct

students to take 3
minutes to work on their
formative assessment and
then submit their work
and put away their
Chromebooks when
finished. (5 minutes total)

Conclusion

10. Once all prompts are

submitted via Jamboard,
the teacher will take time
to review each slide that
contains the parts of a
persuasive essay on the
SmartBoard with all
students in class. (10
 minutes total)

Resources:

https://
docs.google.com/
presentation/d/1Pt40-
eFWsRsusbwxmLY2mTS_g
9Fbi8f-pRLEH0mlS1s/edit?
usp=sharing

https://
app.nearpod.com/?
pin=BFKJ5

C.7.1 Compose I can assemble an The formative assessment Differentiation by Procedures

arguments to support appropriate topic for a will be in the form of a Content
claims with clear reasons persuasive essay. Google Form. The
Complexity of the content
and relevant evidence. following link will be on Warm Up
is changed via the teacher
the students’ Google
reading the content slides 1. Students will enter the
Classroom.
aloud rather than classroom and observe
requiring the students to the opening assignment
read the slides on their posted on the Smart
https://docs.google.com/
own. All students will be Board.
forms/d/e/
provided with one-on-one
1FAIpQLSdY9FIZcRZeb_1Y 2. Teacher will read the
instruction as the lesson
2LfJW9CaFoypsRLhC_ldYe content slide that is
progresses via the teacher
BAHbiyLXAN0g/ displayed on the Smart
conducting class
viewform?usp=sf_link Board to the class:
discussions and
addressing questions. For “Opening Assignment:
students with IEPs, What would you like to
content slides present write a persuasive writing
enlarged text and also essay about? Take out a
have the option of being blank sheet of paper and
printed in the event that write down your answer.
students have an issue We will discuss your
preventing them from answers in class.”
utilizing technology.
3. Once students have
written their answers, the
teacher will select a few
Students with IEPs who
students and/or allow
may experience difficulty
students to volunteer to
using technology during
share their answers with
the topic selection prompt
the class.
will be permitted to
discuss the questions 4. Teacher will conduct a
verbally with their teacher 2-3 minute class
and/or peers and discussion to allow
participate in the think- students to volunteer to
pair-share exercise with share their answers with
their peers. the class.

5. Teacher will provide

students with the correct
answer to each question
Differentiation by Process after the discussion. (5
minutes total)
The formative assessment
will have clear
expectations laid out on
Main Lesson
the page of the Nearpod
where the assessment is 5. Teacher will show the
to be completed. class a series of Google
Slides
(https://docs.google.com/
The formative assessment presentation/d/1Pt40-
can be written on paper eFWsRsusbwxmLY2mTS_g
for students with IEPs 9Fbi8f-pRLEH0mlS1s/edit?
who may experience usp=sharing) that
difficulty with using demonstrate what is
technology. necessary when
developing an effective
topic for a persuasive
essay (students must
possess strong feelings
Differentiation by about the topic, students
Product must have extensive prior
Entry points can be knowledge about the
changed via the teacher topic, students must be
addressing any words or able to easily find
phrases with unknown arguments that support
meanings as well as the topic, etc.).
addressing any questions 6. Teacher will pause
during direct instruction. frequently throughout the
slides to collect questions
via classroom discussion
from students and assess
student comprehension.

7. Teacher will direct

students to locate the
topic selection handout in
their Google Classroom
(https://docs.google.com/
document/d/1EIhBR6ZsbX
G-3x7ifbFZxvJkqbnKm5t_-
DQsO6PqHtY/edit?
usp=sharing). This
handout can be printed as
necessary.

8. As students complete
the handout, teacher will
walk around the
classroom to assess
students' progress and
understanding of the
handout and provide
assistance when needed
(see differentiation
information about
students with IEPs).

9. Teacher will implement

a think-pair-share exercise
based on the topic
selection handout.

Steps for this exercise

include:

 Students will
think about a
potential topic by
completing the
handout.

 Once handouts
 are completed,
students will pair
with a partner.
Both partners will
discuss their
answers to the
questions on the
handout and
discuss what their
essay topic will be
based on their
answers.

 Students will
return to their
seats. Teacher will
select students
and allow
volunteers to
share their
newfound essay
topic and what
led them to
choose the topic.

(40 minutes total)

Formative Assessment

10. Teacher will instruct

students to follow the
Google Form link
(https://docs.google.com/
forms/d/e/1FAIpQLSdY9FI
ZcRZeb_1Y2LfJW9CaFoyps
RLhC_ldYeBAHbiyLXAN0g/
viewform?usp=sf_link)
that has been added to
their Google Classroom.

11. Teacher will instruct

students to take 3
minutes to work on their
formative assessment and
then submit their work
and put away their
Chromebooks when
finished. (5 minutes total)

Conclusion

12. Once all formative

assessments have been
submitted, teacher will
take time to conduct a
short class discussion
about why their
persuasive essay topic is
important to them. (5
minutes total)
 Resources:

https://
docs.google.com/
presentation/d/1Pt40-
eFWsRsusbwxmLY2mTS_g
9Fbi8f-pRLEH0mlS1s/edit?
usp=sharing

https://
docs.google.com/
document/d/
1EIhBR6ZsbXG-
3x7ifbFZxvJkqbnKm5t_-
DQsO6PqHtY/edit?
usp=sharing

https://docs.google.com/
forms/d/e/
1FAIpQLSdY9FIZcRZeb_1Y
2LfJW9CaFoypsRLhC_ldYe
BAHbiyLXAN0g/
viewform?usp=sf_link

[The fourth lesson plan

would facilitate the
process of constructing a
rough draft of the
persuasive essay.]

[The fifth lesson plan

would facilitate the
process of proofreading
and editing the rough
draft of the persuasive
essay.]

Post Assessment
UNIT STANDARDS UNIT TARGETS Describe the Post-Assessment:

C.7.1 Compose arguments I can identify the parts,

to support claims with purpose, and potential
Teacher will read the content slide that is displayed on the Smart Board to the class:
clear reasons and relevant topics of a persuasive
“POST-ASSESSMENT: Take out a blank sheet of paper and answer the following
evidence. essay.
questions:

 What have we learned about the purpose of a persuasive essay?

 What are the specific parts of a persuasive essay? (Hint: there are three
types of paragraphs and two types of sentences.)

 What is the topic that you have selected for your persuasive essay? What
led you to choose this topic? (Hint: think about the handout that we
completed in class.)

We will discuss your answers in class.”

Once students have written their answers, the teacher will conduct a 2-3 minute
class discussion to allow students to volunteer to share their answers with the class.
 Teacher will provide students with the correct answer to each question after the
discussion.

Resource:

https://docs.google.com/presentation/d/1Pt40-eFWsRsusbwxmLY2mTS_g9Fbi8f-
pRLEH0mlS1s/edit?usp=sharing

Works Cited

Armstrong, P. (2010). Bloom’s taxonomy. Vanderbilt University.

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#:~:text=Familiarly%20known%20as%20Bloom’s%20Taxonomy,Analysis
%2C%20Synthesis%2C%20and%20Evaluation.

Building a better argument. Annenberg Classroom. (2020, April 2). https://www.annenbergclassroom.org/resource/building-better-argument/

Kentucky academic standards. (n.d.). https://education.ky.gov/curriculum/standards/kyacadstand/Documents/

Kentucky_Academic_Standards_Reading_and_Writing.pdf

PBS LearningMedia. (2021, February 24). Argumentative essay: Narrow your research topic. PBS LearningMedia.
 https://ket.pbslearningmedia.org/resource/66491289-4532-454d-980b-4954b87f6b04/argumentative-essay-narrow-your-research-topic/

Yee, K. (2020, August 3). Interactive techniques (Kevin Yee) - university of south Florida. University of South Florida.
https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf

Research-Based Instructional Strategies

Active learning: Nearpod matching game, topic selection handout

Differentiated Instruction: Enlarged text, printed documents in favor of online documents, highlighted text

Collaborative learning: Jamboard

Think-Pair-Share: Paired group activity using the topic selection handout

Why Do You Think That: Discussion regarding the parts of a persuasive essay when presented with a sample essay