Crissy Turner - Information Literacy Lesson Plan

Crissy J. Turner
FRIT 7231
Key Assessment Description
Instructional Design Project
Part I: Identification of Learning Problem
My target audience is a class of seventeen third graders. They are a heterogeneous mix
of regular education students and special education students. They all are from different
socioeconomic backgrounds, the most being low socioeconomic background. They are all in the
age range of eight years old to eleven years old.
Students have difficulty writing a persuasive paper using the writing process. Persuasive
writing is a writing that tries to convince someone to feel the way you do. It was identified by
the Third Grade Writing Assessment scores. There is an important need for the instruction
because students must meet or exceeds the Fifth Grade Writing Assessment when they are in the
fifth grade. Preparing them in third grade will hopefully improve the writing assessment when
they take it in a few years. The discrepancy between the current state and the desired state is that
students do not know how to use the writing process to develop a persuasive writing that meets
or exceeds the standard.
The goal of my instruction is for students to be able to use the writing process to develop
a persuasive writing that meets or exceeds the standards. Students will participate in activities
that are about the writing process. Students will use those practice skills to compose a writing
that involves all five stages into writing that will meet or exceed the writing standard.
Part II: Learner Analysis
1. Introduction: The students that I will be teaching are third grade students at Worth
County Elementary School. In this class of 17, there are 11 boys and 6 girls. There are 7
special education students, 3 Early Intervention Students (EIP – a program designed to
help struggling learners) students, and 7 regular education students. Ninety percent of
these students qualify for free or reduced lunch. Of the seven special education students,
one is deaf, two have a specific learning disability, one is developmentally delayed, two
are Other Health Impaired (OHI – a disability based on a medical diagnosis), and one is
autistic. This information was acquired by reviewing their Individual Education Plan
(IEP), permanent folders, and class roster. Interest Inventory and Learning Style
Questionnaires were given at the beginning of the year. Most information was mainly
from observation of the teacher.
2. Entry Level Skills and Prior Knowledge:
Entry Characteristics:
Prerequisite skill & knowledge:
Students will be able to use a sentence correctly.
Students will be able to use capitalization and punctuation correctly.
Students will be able to write a topic sentence with details.
Students will be able to form a paragraph.
Students will be able to use basic keyboarding skills.

Students will be able to use the Internet.
Prior Experience:
Students have all participated in Daily Language Review (DLR) which skills like
conventions, editing, and revising are reviewed daily.
Students have all participated in Writer’s Workshop in which the Writing Process
is reviewed daily.
3. Attitudes Toward Content and Academic Motivation: Even though these students
have been taught the Writing Process since kindergarten, most feel inadequate when it
comes to writing. They seem unsure of what to do even with repeated directions. They
lack in motivation unless it is just to get finished. Often they question, “Is this enough?”
and there is only one or two paragraphs written. Most of these children struggle with
writing their ideas down, therefore, they tend to rely on the teacher or other students for
ideas.
4. Educational Ability Levels: Out of 17 students, 35% of students read on or above grade
level while the other 65% read below grade level. Of the remaining 65%, these students
are either EIP students or Special Education students. Because of their disabilities, the
special education students have to have their word broken down in segments.
5. General Learning Preferences: At the beginning of the year, a learning style
questionnaire was given. Most students (75%) learn kinesthetically, while the others
learn visually (15%) and auditory (10%). (See attached.)
6. Attitude Toward Teachers and School: Most of the students in this class have a good
attitude towards teachers. According to their Interest Inventory given at the beginning of
school, a majority of the students said that they love school and were ready to go back to
school. Students do receive marks on our classroom clipboard, but that is due to being
off task or not following directions. They are very seldom written up for problems in the
classroom, but three of them are written up for infractions on the bus consistently. Most
students have pleasant attitudes.
7. Group Characteristics (including social characteristics and relevant cultural
information)
Most students have average social characteristics. They all communicate with others, get
along with others, and work well together. The one student who is autistic does have
social problems often wanting to work by himself. He has to be prodded to work with
others and often corrected to show him how to work with others even though he is
accepted by his peers, and they enjoy working with him. The deaf student in our class is
of the Asian descent. He was abandoned when he was an infant and not adopted until he
was eight years old. He has been in the United States for three years. He has an
interpreter who is with him most of the day. He does have a language barrier because of
his deafness, but does participate with the class daily.

Name _____________________________ Date ____________________ #______
Learning Styles Inventory
1. If I have to learn how to do something, I learn best when I:
(V) Watch someone show me how.
(A) Hear someone tell me how.
(K) Try to do it myself.
2. When I read, I often find that I:
(V) Visualize what I am reading in my mind's eye.
(A) Read out loud or hear the words inside my head.
(K) Fidget and try to "feel" the content.
3. When asked to give directions, I:
(V) See the actual places in my mind as I say them or prefer to draw them. (A) Have no
difficulty in giving them verbally.
(K) Have to point or move my body as I give them..
4. If I am unsure how to spell a word, I:
(V) Write it in order to determine if it looks right.
(A) Spell it out loud in order to determine if it sounds right.
(K) Write it in order to determine if it feels right.
5. When I write, I:
(V) Am concerned how neat and well-spaced my letters and words appear.
(A) Often say the letters and words to myself.
(K) Push hard on my pen or pencil and can feel the flow of the words or letters as I form them.
6. If I had to remember a list of items, I would remember it best if I:
(V) wrote them down.
(A) Said them over and over to myself.
(K) Moved around and used my fingers to name each item.
7. I prefer teachers who:
(V) Use the board or overhead projector while they lecture.
(A) Talk with a lot of expression.
(K) Use hands-on activities.
8. When trying to concentrate, I have a difficult time when:
(V) There is a lot of clutter or movement in the room.
(A) There is a lot of noise in the room.
(K) I have to sit still for any length of time.

9. When solving a problem, I:
(V) Write or draw diagrams to see it.
(A) Talk myself through it.
(K) Use my entire body or move objects to help me think.
10. When given written instructions on how to build something, I:
(V) Read them silently and try to visualize how the parts will fit together.
(A) Read them out loud and talk to myself as I put the parts together.
(K) Try to put the parts together first and read later.
11. To keep occupied while waiting, I:
(V) Look around, stare, or read..
(A) Talk or listen to others.
(K) Walk around, manipulate things with my hands, or move/shake my feet as I sit.
12. If I had to verbally describe something to another person, I would:
(V) Be brief because I do not like to talk at length.
(A) Go into great detail because I like to talk.
(K) Gesture and move around while talking.
13. If someone were verbally describing something to me, I would:
(V) Try to visualize what she was saying.
(A) Enjoy listening but want to interrupt and talk myself.
(K) Become bored if her description got too long and detailed.
14. When trying to recall names, I remember:
(V) Faces but forget names.
(A) Names, but forget faces.
(K) The situation that I met the person other than the person's name or face.
Scoring Instructions: Add the number of responses for each letter and enter the total below. The
area with the highest number of responses is probably your primary mode of learning. Because
most people learn through a mixture of all three styles, read all of the learning suggestions given
and select those you feel will work best for you.
Visual – Auditory - Kinesthetic
V = _____ A = ______ K = ______

Part III: Task Analysis
Once I started preparing for this lesson, I first read over the standards and decided on what steps
would be taken to ensure it was carried out effectively. I began by having students to define
what they thought persuasion meant. I next had them participate in an activity that would help
them understand reasons for persuasion. Next, they brainstormed ideas to help determine
reasons for or against having recess every day. Next, they described their reason for or against
having recess every day. Then, they used their conventions skills that they have been learning all
year long. They helped a classmate and themselves by correcting their papers. Last, they typed
their final draft.
I will be serving at my SME for this lesson. I am a third grade teacher with fifteen years of
teaching experience. I have a Bachelor’s degree in Early Childhood Education, a Master’s
degree in Post-Secondary Education, a Specialist’s degree in Teacher Leadership, and is
presently taking classes for certification in the Media Specialist field. I have attended several
workshops on the writing process, and participate in weekly/biweekly meetings with other third
grade teachers who discuss the writing process. I will conduct the lesson and explain as needed
to students. I will conference with students online periodically throughout the writing process to
ensure understanding of the procedure.
Task:
1. Define persuasion.
1.1. Convincing others to think your way
1.2. Explain ways of persuasion
Describe persuasion.
Brainstorm ideas about
having/not having
recess daily.
Write a rough draft
with an
introduction, body, and
conclusion describing
reasons for or against
recess daily.
Review a partner's
rought draft as well as
review your own rough
draft. Make revising
and editing corrections
where needed.
After you have made
corrections, type your
final draft and submit.

2. Brainstorm reasons for having/not having recess every day.
2.1. Determine reasons
2.2. Examine rubric
2.3. Review Writing Process
2.4. Complete graphic organizer
3. Describe reasons for having/not having recess every day
3.1. Write introduction paragraph.
3.2. Write 3 paragraphs describing reasons for or against.
3.3. Write a conclusion.
4. Use revision and editing skills.
4.1. Revise and edit practice paragraph
4.2. Revise and edit partner’s rough draft
4.3. Revise and edit personal rough draft
5. Publish final draft.
5.1. Type and submit final draft
Part IV: Example of Instructional Objectives
Terminal Objective 1: Students will define persuasion.
Enabling Objectives:
1A: To define persuasion as trying to convince others to think the way you think about
something.
1B: To explain ways someone might try to persuade you.
Terminal Objective 2: Students will brainstorm reasons for having/not having recess every
day.
2A.To determine reasons why they chose the book they chose
2B.To examine the persuasive essay rubric.
2C. To review the first step in the Writing Process.
2D. To complete a graphic organizer that will aid in the first step of the writing process.
Terminal Objective 3: Students will write a paragraph describing reasons for having/not
having recess every day.
3A: To write his/her introduction paragraph by stating his thesis statement.
3B: To write his/her next three paragraphs using the three reasons and facts that go with each
reason.
3C: To write his/her conclusion that summarizes the three reasons that support his/her thesis.
Terminal
Terminal Objective 4: Students will correct his/her writing using conventions skills.

4A:To revise and edit a paragraph written by the teacher.
4B. To revise and edit a partner’s rough draft.
4C: To revise and edit his/her own rough draft.
Terminal Objective 5: Students will publish the final draft of his/her paper.
5A: To type the final draft using Microsoft Word or Word Pad.
Classification of Instructional Objectives
Content
Performance
Recall Application
Fact 1,
Concept 2, 2a, 2c, 2b,
Principles and Rules
Procedure 1a, 1b, 2d, 3, 3a, 3b,
3c, 4, 4a, 4b, 4c, 5, 5a
Interpersonal
Attitude
Terminal and Enabling Objectives Common Core
Georgia Performance Standards (CCGPS)
1 ELACC3W1
1a ELACC3W1
1b ELACC3W1
2 ELACC3W1a
2a ELACC3W1
2b ELACC3W5
2c ELACC3W5
2d ELACC3W5
3 ELACC3W5
3a ELACC3W5
3b ELACC3W5
3c ELACC3W5
4 ELACC3W5
4a ELACC3W5
4b ELACC3W5
4c ELACC3W5
5 ELACC3W5
5a ELACC3W5

Part V: Development of Assessments
Lesson 1: What is
Persuasion?
List favorite book and
reasons why on
discussion board.
Compare and contrast
answers on classroom
blog.
View PowerPoint about
ways people try to
convince others.
Lesson 2: What is
Prewriting?
Think about their
reasoning for choosing
the book they chose.
Review writing rubric.
Read about the first
step of the writing
process.
Complete the
Persuasion Map.
Lesson 3: What is
Drafting?
Read about the second
step of the writing
process.
Compose an
introduction paragraph,
three paragraphs that
describe reasons and
facts, and a conclusion
paragraph.
Lesson 4 – What is
Revising and Editing?
Tutorial about revising.
Practice revising and
editing.
Publishing?
Tutorial about how to
use a word processor.
Goals Students will determine
that not everyone has
the same opinion or
point of view.
Students will view
different ways people
try to convince others.
Students will determine
that in order to
persuade someone to
believe something that
they do, they will have
to write a persuasive
essay using the Writing
Process.
that in order to
persuade someone to
Process.
that in order to
persuade someone to
Process.
that in order to
persuade someone to
Process.
Objectives Terminal Objective 1:
Students will define
persuasion.
1A: To define
persuasion as trying to
convince others to think
Terminal Objective 2:
Students will
brainstorm reasons for
having/not having
recess every day.
2A. To determine
Students will write a
paragraph describing
reasons for having/not
having recess every
day.
Students will correct
his/her writing using
conventions skills.
4A: To revise and edit
a paragraph written by
Students will publish
the final draft of his/her
paper.
5A: To type the final
draft using Microsoft

the way you think about
something.
1B: To explain ways
someone might try to
persuade you.
reasons why they chose
2B. To examine the
persuasive essay rubric.
2C. To review the first
step in the Writing
Process.
2D. To complete a
graphic organizer that
will aid in the first step
of the writing process.
3A: To write his/her
introduction paragraph
by stating his thesis
statement.
3B: To write his/her
next three paragraphs
using the three reasons
and facts that go with
each reason.
3C: To write his/her
conclusion that
summarizes the three
reasons that support
his/her thesis.
the teacher.
4B. To revise and edit a
partner’s rough draft.
4C: To revise and edit
his/her own rough draft.
Word or Word Pad.
Assessments Discussion Board
Rubric
Online Newspaper
Worksheet
Discussion Board
Answers
Persuasion Map
Student’s Rough Draft Teacher’s Paragraph
Partner’s Rough Draft
Student’s Rough Draft
Student’s Final Draft
Persuasive Writing
Rubric
UDL Multiple Means of
Representation
Multiple Means of
Representation
Multiple Means of
Expression
Multiple Means of
Expression and
Multiple Means of
Engagement
Multiple Means of
Representation
Multiple Means of
Engagement

Discussion Board Rubric
Criteria Exemplary
= 3
Proficient
= 2
Limited
= 1
Unsatisfactory
= 0
Score
Critical Analysis Discussion posting
shows an excellent
understanding that
the discussion
question was
understood.
Discussion posting
showsa good
understanding that
the discussion
question was
understood.
Discussion posting
shows some
evidence that the
discussion question
was understood.
Discussion posting
shows little or no
evidence that the
discussion question
was not understood.
Professional
Communication
and Etiquette
Written interactions
on the discussion
board show respect
and interest in the
viewpoints of
others.
on the discussion
board show a good
respect and interest
in the viewpoints of
others.
on the discussion
board show some
respect and interest
others.
on the discussion
board show no
respect or interest
others.
Conventions Written responses
are free of
grammatical,
spelling, or
punctuation errors
(0 errors).
Written responses
have few
grammatical,
spelling or
punctuation errors
(1 or 2 errors)
Written responses
have some
grammatical,
spelling, or
punctuation errors
(3 or 4 errors).
Written responses
have many
grammatical,
spelling, or
punctuation errors
(5 or more errors).
TOTAL /9
Grade/Rating Scale
Points Grade Letter Grade Rating Points Grade Letter Grade Rating
9/9 100 A Superior 4/9 44 F Unacceptable
8/9 88 B Target 3/9 33 F Unacceptable
7/9 77 C Acceptable 2/9 22 F Unacceptable
6/9 66 D Unacceptable 1/9 11 F Unacceptable
5/9 55 F Unacceptable

Name:______________________________Date: _______________________________
PERSUASIVESTRATEGYDEFINITIONS
Definition Example
Claim–yourmain point
BigNames–experts and important
people that support yourside of
the argument
Logos– usinglogic, numbers, facts, and data
to support your argument
Pathos– appealing to your audience’s
emotions
Ethos–making yourself seem
trustworthy and believable
Kairos- buildinga sense of urgency
for your cause
Research– using studies and
informationto make yourargument
seem more convincing; you can use
words, graphs, tables, illustrations

PERSUASIVE WRITING ASSESSMENT
Grade/Rating Scale:
20 – 24 points – Target 17 – 19 points – Acceptable Below 16 points – Unacceptable
Excellent (4) Good (3) Satisfactory
(2)
Needs
Improvement(1)Introduction
(Organization)
The introduction is
inviting, states the
main topic, and
previews the
structure of the
paper.
The introduction
clearly states the
main topic and
previews the
structure of the
paper, but is not
particularly inviting
to the reader.
The introduction
states the main
topic, but does not
adequately preview
the structure of the
paper, nor is it
particularly inviting
to the reader.
There is no clear
introduction of the
main topic or
structure of the
paper.
Sequencing
(Organization)
Details are placed in
a logical order and
the way they are
presented
effectively keeps the
interest of the
reader.
Details are placed in
a logical order, but
the way in which
they are presented
sometimes makes
the writing less
interesting.
Some details are not
in a logical or
expected order, and
this distracts the
reader.
Many details are not
in a logical or
expected order.
There is little sense
that the writing is
organized.
Conclusion
(Organization)
The conclusion is
strong and leaves
readers with a
feeling that they
understand what the
writer is arguing for.
The conclusion is
recognizable and
ties up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion. The
paper just ends.
Accuracy of
Facts (Content)
All supporting facts
are reported
accurately.
Almost all
supporting facts are
reported accurately.
Most supporting
facts are reported
accurately.
No facts are
reported or most are
inaccurately
reported.
Commitment
(Voice)
The writer
successfully uses
several persuasive
strategies to try to
show why the reader
should care or want
to know more about
the topic.
The writer
successfully uses
one or two
persuasive strategies
to try to show why
the reader should
care or want to
know more about
the topic.
The writer attempts
to make the reader
care about the topic,
but is not really
successful.
The writer makes no
attempt to make the
reader care about the
topic.
Cooperation Partners
successfully
collaborated and
cooperated with one
another to write a
persuasive essay.
Partners
collaborated and
cooperated with one
another to write a
persuasive essay.
Partners needed
minimal problem
solving help from
the teacher.
Partners wrote a
persuasive essay
together. Partners
needed a great deal
of help from the
teacher to solve
cooperation issues.
Partners were
unable to
successfully
complete their
essay. Partners had a
difficult time
cooperating and
collaborating.
TOTAL /24

Lesson 1: What is Persuasion?
Objective 1: The student will define what persuasion means.
something.
Assessments: After watching a PowerPoint, students will complete a worksheet over ways
people try to convince you. Students will then read online about the Writing Process.
UDL Principles: Multiple means of representation will be used. The PowerPoint and Writing
Process website may be read or listened to audibly.
Lesson 2: What is Prewriting?
Objective 2: Students will brainstorm reasons for having/not having recess every day.
2A. Using the online website,
http://www.readwritethink.org/files/resources/interactives/persuasion_map/, the students
will think about their topic, thesis statement, reasons that support their statement, facts
and examples for each reason, and a conclusion.
Assessments: Students will enter information into an online persuasion map.
UDL Principles: Multiple Means of Representation will be used. The persuasion map that is
online may be read or listened to audibly.
Lesson 3: What is Drafting?
Objective 3: Students will write a paragraph describing reasons for having/not having recess
every day.
3A: To examine the persuasive essay rubric from the Georgia Department of Education.
3B: To write his/her introduction paragraph by stating his thesis statement.
3C: To write his/her next three paragraphs using the three reasons and facts that go with
each reason.
3D: To write his/her conclusion that summarizes the three reasons that support his/her
thesis.
Assessments: Students will write their first draft.
UDL Principles: Multiple Means of Expression will be used. If needed, prompts will be made
for students who find difficulty in describing reasons for or against daily recess.
Lesson 4 – What is Revising and Editing?
Objective 4: Students will correct his/her writing using conventions skills.

4A: The student will email his/her paper to his/her partner for suggestions of revisions
and editing and will consider the thoughts and ideas suggested from the partner.
4B: The student will correct his/her essay.
Assessments: Students will revise and edit their partner’s rough draft as well as their own.
UDL Principles: Multiple Means of Expression and Multiple Means of Engagement will be
used. If needed, students will be allowed to use software that aids in revising and editing their
paper.
Lesson 5 – What is Publishing?
Objective 5: Students will publish the final draft of his/her paper.
5A: To type the final draft using Microsoft Word.
Assessments: Students will type their final draft of his/her paper.
UDL Principles: Multiple Means of Representation and Multiple Means of Engagement will be
used. If needed, students will be allowed to use software that types voice commanded text and
also watch a tutorial on how to use Microsoft Word and WordPad.
Part VI: Instructional Sequence
Sequence Description Objective
1 Define persuasion. 1
2 Produce the first stage of the writing process. 2
3 Produce the second stage of the writing process. 3
4
Complete the fourth and fifth stages of the writing
process.
4
5 Produce the fifth stage of the writing process. 5
This sequence builds on concepts in a world-related order. The learner will proceed through the
instruction just as a teacher would proceed through planning a lesson. This sequence also
alternates reading and group discussion with hands-on activities to maintain high learner
motivation and involvement. Finally, this sequence allows the learner to self-generate questions
that most likely are addressed by the next step in the sequence.
Lesson 1: What is Persuasion?
Objective 1: The student will define what persuasion means.
something.
Initial Presentation: Have students to think about their favorite book and reasons why it is their
favorite book. Have them list their reasons on the discussion board. For students with

disabilities, allow them to use a K-W-L chart or other charts needed to access prior knowledge
(Carr & Thompson, 1996).
Generative Strategy: Have students type their favorite book and reasons why it is their favorite
book in their classroom blog. Continuing with the discussion board, allow students to compare
their answers briefly with each other. Direct students to understand that people all have reasons
for thinking their book is the best. Next, have students watch an online PowerPoint from the
website, http://www.readwritethink.org/classroom-resources/lesson-plans/convince-developing-
persuasive-writing-56.html?tab=4#tabs, which gives ways people try to convince others of
something that they believe in. When they are finished with the PowerPoint, have students read
an advertisement from any online newspaper. Have students complete the worksheet from the
website, http://www.readwritethink.org/files/resources/lesson_images/lesson56/strategy-
definition.pdf. For students with disabilities, allow them to read along with the audio version of
the PowerPoint (Ebro, Rasmussen, and Spelling 1996).
Lesson 2: What is Prewriting?
Objective 2: Students will brainstorm reasons for having/not having recess every day.
2A. Using the online website,
http://www.readwritethink.org/files/resources/interactives/persuasion_map/, the students
will think about their topic, thesis statement, reasons that support their statement, facts
and examples for each reason, and a conclusion.
Motivational Strategy: Guide students to think about their reasoning for choosing their favorite
book. Have them answer the question on the online discussion board. Guide students that one
way to convince others how they feel is to produce an argument for their belief. Have students
go use the website, http://www.readwritethink.org/professional-development/strategy-
guides/implementing-writing-process-30386.html#research-basis. They should read and discuss
the first step of writing which is prewriting. For students with disabilities, use audio story webs
or audio outlining tools (Lott, 1983).
Initial Presentation: Next, using their online webcam, instruct students that there are parts of a
persuasion map. Allow students to view the map located from the website:
http://www.readwritethink.org/files/resources/interactives/persuasion_map/. Describe each part
of the map and allow students to ask questions if needed. Now, instruct students that their
persuasive argument is where students should or should not have recess every day.
Generative Strategy: Next, instruct students to work independently on their persuasion map from
the website above. When they have finished instruct them to email it to the teacher. Also, have
them print it for their copy.
Lesson 3: What is Drafting?
Objective 3: Students will write a paragraph describing reasons for having/not having recess
every day.
3A: To examine the persuasive essay rubric from the Georgia Department of Education.

3B: To write his/her introduction paragraph by stating his thesis statement.
3C: To write his/her next three paragraphs using the three reasons and facts that go with
each reason.
3D: To write his/her conclusion that summarizes the three reasons that support his/her
thesis.
Motivational Strategy: Now that students have completed their persuasion map, have them think
and brainstorm of how to present their argument. Have students write in one way they would do
it on the classroom blog. Guide students that the one way they will be doing it is by creating a
persuasive essay.
Initial Presentation: Using the website, http://www.readwritethink.org/professional-
development/strategy-guides/implementing-writing-process-30386.html#research-basis, discuss
the steps of the writing process. For students with disabilities, provide explicit prompts for each
step in a sequential process (Blankenship, Ayres, &Langone, 2005).
Generative Strategy: Before beginning the rough draft, have students examine the persuasive
essay rubric from the Georgia Department of Education. Next, using the website from above,
help students construct a persuasive essay based on the reasons, facts, and examples from the
persuasion map. Also, have student construct a conclusion paragraph. Guide students to use
transition words, describing words, etc. When finished, conference with students as needed. For
students with disabilities, introduce graduated scaffolds that support information processing
strategies (Boon, Burke, Fore III, & Spencer, 2006).
Lesson 4 – What is Revising and Editing?
Objective 4: Students will correct his/her writing using conventions skills.
4A: The student will email his/her paper to his/her partner for suggestions of revisions
and editing and will consider the thoughts and ideas suggested from the partner.
4B: The student will correct his/her essay.
Motivational Strategy: Now that students have written their essays, explain to them that
sometimes ideas are not clear and mistakes have been made. Have students read an article the
teacher has written with errors on it on purpose. Next, have them answer the following on the
discussion board: Tell students that they are going to make changes to the story two different
ways: first they are going to talk about ways to make the story even better, and then they can
make any corrections that they think are necessary. For students with disabilities, provide
spellcheckers, grammar checkers, and/or word prediction software (Joram, 1992).
Initial Presentation: Demonstrate on an online white board how to revise specific aspects of
their writing to make it more coherent and clear. You can model reading your own writing and
do a think aloud about how you could add more details and make it clearer. Teach students to
reread their own work more than once as they think about whether it really conveys what they
want to their reader. For students with disabilities, provide spellcheckers, grammar checkers,
and word prediction software (Joram, 1992).

Generative Strategy: Students will then review their own writing considering what was
discussed in the discussion question and what the teacher modeled online. Instruct them to read
over them and look for errors that need revision and/or editing. Next have students e-mail their
stories with their partners for their suggestions on how to make it better. For students with
disabilities, provide spellcheckers, grammar checkers, and word prediction software (Joram,
1992).
Lesson 5 – What is Publishing?
Objective 5: Students will publish the final draft of his/her paper.
5A: To type the final draft using Microsoft Word.
Motivational Strategy: Have students think about the possible ways to present their paper. They
could publish their works in a variety of ways, such as a class book, bulletin board, letters to the
editor, school newsletter, or website. For students with disabilities, provide Text-To-Speech
software (voice recognition), human dictation, and recording (Crealock&Sitko, 1990).
Initial Presentation: Instruct students that they are going to publish it using Microsoft Word.
The teacher will go over the basics of Microsoft Word. Students will watch a tutorial on
Microsoft Word and WordPad from the website http://www.sabrinasterling.com/.
Generative Strategy: Students will then use Microsoft Word to publish their persuasive essay.
References
Blankenship, T. L., Ayres, K. M., &Langone, J. (2005). Effects of computer-based cognitive
mapping on reading comprehension for students with emotional behavior disorders.
Journal of Special Education Technology, 20(2), 15-23.
Boon, R. T., Burke, M. D., Fore III, C., & Spencer, V. G. (2006).The impact of cognitive
organizers and technology-based practices on student success in secondary social studies
classrooms.Journal of Special Education Technology, 21(1), 5-15.
Carr, S. C., & Thompson, B. (1996). The effects of prior knowledge and schema activation
strategies on the inferential reading comprehension of children with and without learning
disabilities.,Learning Disability Quarterly 19(1), 48-61.
Crealock, C., &Sitko, M. (1990). Comparison between computer and handwriting technologies
in writing training with learning disabled students. International Journal of Special
Education, 5(2), 173-183.
Dalton, B., Schleper, D., Kennedy, M., Lutz, L., &Strangman, N. (2005).A universally
designed digital strategic reading environment for adolescents who are deaf and hard of
hearing.Final Report to Gallaudet University. Wakefield, MA: CAST.

Elbro, C., Rasmussen, I., & Spelling, B. (1996). Teaching reading to disabled readers with
language disorders: A controlled evaluation of synthetic speech feedback. Scandinavian
Journal of Psychology, 37(2), 140-155.
Joram, E. (1992). The effects of revising with a word processor on written composition.
Research in the Teaching of English, 26(2), 167-193.
Lange, A. A., McPhillips, M., Mulhern, G., & Wylie, J. (2006). Assistive software tools for
secondary-level students with literacy difficulties. Journal of Special Education
Technology, 21(3), 13-22.
Lott, G. W. (1983). The effect of inquiry teaching and advance organizers upon student
outcomes in science education.Journal of Research in Science Teaching, 20(5), 437-451.
Shephard, K. (2003). Questioning, promoting and evaluating the use of streaming video to
support student learning. British Journal of Educational Technology, 34(3), 295-308.

Part VII: Design of Instruction
Lesson 1: What is
Persuasion?
List favorite book and
reasons why on
discussion board.
Compare and contrast
answers on classroom
blog.
View PowerPoint about
ways people try to
convince others.
Lesson 2: What is
Prewriting?
Think about their
reasoning for choosing
Review writing rubric.
Read about the first
step of the writing
process.
Complete the
Persuasion Map.
Lesson 3: What is
Drafting?
Read about the second
step of the writing
process.
Compose an
introduction paragraph,
three paragraphs that
describe reasons and
facts, and a conclusion
paragraph.
Revising and Editing?
Tutorial about revising.
Practice revising and
editing.
Publishing?
Tutorial about how to
use a word processor.
Goals Students will determine
that not everyone has
the same opinion or
point of view.
Students will view
different ways people
try to convince others.
that in order to
persuade someone to
Process.
that in order to
persuade someone to
Process.
that in order to
persuade someone to
Process.
that in order to
persuade someone to
Process.
Objectives Terminal Objective 1:
Students will define
persuasion.
1A: To define
persuasion as trying to
convince others to think
the way you think about
Students will
brainstorm reasons for
having/not having
recess every day.
2A. To determine
reasons why they chose
Students will write a
paragraph describing
reasons for having/not
having recess every
day.
3A: To write his/her
Students will correct
his/her writing using
conventions skills.
4A: To revise and edit
a paragraph written by
the teacher.
Students will publish
the final draft of his/her
paper.
5A: To type the final
draft using Microsoft
Word or Word Pad.

something.
1B: To explain ways
someone might try to
persuade you.
2B. To examine the
persuasive essay rubric.
2C. To review the first
step in the Writing
Process.
2D. To complete a
graphic organizer that
will aid in the first step
of the writing process.
introduction paragraph
by stating his thesis
statement.
3B: To write his/her
next three paragraphs
using the three reasons
and facts that go with
each reason.
3C: To write his/her
conclusion that
summarizes the three
reasons that support
his/her thesis.
4B. To revise and edit a
partner’s rough draft.
4C: To revise and edit
his/her own rough draft.
Assessments Discussion Board
Rubric
Online Newspaper
Worksheet
Discussion Board
Answers
Persuasion Map
Student’s Rough Draft Teacher’s Paragraph
Partner’s Rough Draft
Student’s Rough Draft
Student’s Final Draft
Persuasive Writing
Rubric
UDL Multiple Means of
Expression
Multiple Means of
Representation
Multiple Means of
Representation
Multiple Means of
Representation
Multiple Means of
Representation
Multiple Means of
Engagement
Multiple Means of
Representation
Multiple Means of
Engagement

Copyright2006IRA/NCTE.Allrightsreserved.ReadWriteThink.orgmaterialsmaybereproducedfore
ducationalpurposes.Images©2006MicrosoftCorporation.Allrightsreserved.
Definition Example
Claim–yourmain point
BigNames–experts and important
people that support yourside of
the argument
Logos– usinglogic, numbers, facts, and data
to support your argument
Pathos– appealing to your audience’s
emotions
Ethos–making yourself seem
trustworthy and believable
Kairos- buildinga sense of urgency
for your cause
Research– using studies and
informationto make yourargument
seem more convincing; you can use
words, graphs, tables, illustrations

PERSUASIVEWRITINGASSESSMENT
Grade/Rating Scale:
20 – 24 points – Target 17 – 19 points – Acceptable Below 16 points –Unacceptable
Excellent (4) Good (3) Satisfactory (2) Needs
Improvement(1)
Introduction
(Organization)
Theintroductionis
inviting,statesthemai
ntopic,and
previewsthestructure
of thepaper.
Theintroduction
clearlystatesthemain
topicandpreviewsthes
tructureof
thepaper,butisnot
particularlyinvitingto
thereader.
Theintroduction
statesthemaintopic,b
utdoesnot
adequatelypreview
thestructureofthepa
per,noris it
particularlyinvitingto
thereader.
Thereisnoclear
introduction
ofthemaintopicor
structureof
thepaper.
Sequencing
(Organization)
Detailsareplacedinalo
gicalorderandthewayt
heyare
presentedeffectively
keepstheinterestof
thereader.
Detailsareplacedinalo
gicalorder,butthewayi
nwhichtheyare
presentedsometimes
makesthewritinglessi
nteresting.
Somedetailsarenot
inalogicalor
expectedorder,and
thisdistractstheread
er.
Manydetailsarenotin
alogicalorexpectedord
er.Thereislittle
sensethatthewritingis
organized.
Conclusion
(Organization)
Theconclusionis
strongandleavesread
erswith a feeling
thattheyunderstand
whatthewriteris
arguingfor.
Theconclusionis
recognizable and ties
upalmostallthelooseen
ds.
Theconclusionis
recognizable,butdoes
nottieupseveral
looseends.
Thereisnoclear
conclusion.Thepaperj
ust ends.
Accuracyof
Facts
(Content)
Allsupportingfacts
are reported
accurately.
Almostallsupporting
factsarereported
accurately.
Mostsupportingfacts
are reported
accurately.
Nofactsare reported
ormostare
inaccuratelyreported.
Commitmen
t (Voice)
Thewriter
successfullyusessever
alpersuasivestrategie
stotryto
showwhythereader
shouldcareorwantto
knowmoreabouttheto
pic.
Thewriter
successfullyusesone
ortwopersuasive
strategiestotryto
showwhythereader
shouldcareorwantto
knowmoreabouttheto
pic.
Thewriterattemptsto
makethereader
careaboutthetopic,bu
tisnotreallysuccessful
.
Thewritermakesno
attempttomakethere
adercareaboutthetop
ic.
Cooperation Partnerssuccessfully
collaboratedand
cooperatedwithone
anothertowriteapers
uasiveessay.
Partnerscollaborated
andcooperatedwith
oneanother to write
apersuasiveessay.Part
ners needed
minimalproblemsolvin
ghelpfromtheteacher.
Partnerswroteapersua
siveessaytogether.Par
tners
neededagreatdealof
helpfromtheteachert
osolvecooperation
issues.
Partners wereunable
tosuccessfullycomplet
etheiressay.Partnersh
adadifficult time
cooperatingand
collaborating.
TOTAL /24

Part VIII: Formative Evaluation Plan
1a. How will you collect learner evaluation of your online module?
I will collect learner evaluation of my online module by creating an online survey using Survey
Monkey. Students will be invited to the online evaluation via e-mail. Students will answer
the questions, and then the data will be delivered to me.
1b. What set up will you put into place so that an SME can evaluate your online module?
Since I am the SME, I have another writing teacher evaluate my online module.
2. Student Survey: http://www.surveymonkey.com/s/GKF75YG
SME Survey: http://www.surveymonkey.com/s/LQBLKSN
3. Data from the online student survey will be reviewed immediately. Charts will be created
using the online software. I will look for weaknesses and areas of improvement. I will then
look at the SME teacher rubric. I will also look for weaknesses and areas of improvement. I will
then make notes and find ways to improve my instruction. I will then create a narrative that has
my new goals and improve instruction for those areas.

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