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Task 1: Literacy Planning Task

Part B: Lesson Plans

Day 1, Lesson 1

Lesson Objective
After reading the literature passage, Leonardos Horse, students will collaborate to
complete close read questions to deepen their understanding of the main idea,
supporting evidence, and key concepts from the literature piece.
Common Core Learning Standards and Indicators
CCSS.ELA-LITERACY.RL.5.1: Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from the text.
Indicator: This will be evident while students complete the close read questions,
specifically when focusing on inference and synthesize questions.
CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a story, drama, or poem from
details in the text, including how characters in a story or drama respond to challenges;
summarize the text.
Indicator: This will be evident while students collaborate to complete their close
read graphic organizers, particularly looking at critical thinking questions and
synthesizing the big ideas.
Engaging the Learners
Students will participate in an engagement activity, I have, Who has? Each student will
be given a card that has both components, (a) I have, and (b) Who has? These cards
focus on the selection vocabulary words within Leonardos Horse. (e.g., Student One:
I have achieved, who has the word defined by a person who designs buildings?,
Student Two: I have architect, who has the word defined by made, shaped, or
formed?) This game continues until all students get a chance to speak and respond to
their vocabulary word and definition. The game cards are attached.
Materials
Reading Street Anthology, Leonardos Horse; Read Aloud, Leonardos Horse;
pen/pencil; close read graphic organizers; Smart board; I have, who has? Engagement
Game; Exit Ticket
Learning Strategies
Cooperative learning; Class discussion; Close read strategy; Graphic organizer; Readaloud; Reading to Writing Connection; Reading for Information
Exceptionality
For the students with speech and language impairment, the teacher will read
directions aloud and check for understanding. In addition, the teacher will
support these students within small-group instruction to guide them through the
close read questions.

For the student with attention deficit hyperactivity disorder, the teacher will
refocus and redirect the student when necessary, provide on-task focusing
prompts, and offer extended time.

For the underperforming students and struggling readers, the teacher will offer
guided instruction to complete the close read questions using small-group
instruction. These students will be paired in the same group with modified close
read questions that are aligned with their reading level and academic
performance.

For the over performing and enriched students, the teacher has provided them
with more challenging and critical thinking close read questions based off the
text. These students will be grouped in the highest performing group and will not
be provided with additional supports and instruction during the completion of the
close read collaborative work.

Differentiation of Instruction
The teacher understands that the class is made up of a diverse group of
learners, in which students possess different strengths, weaknesses, interests,
and academic abilities. The teacher utilizes Carol Tomlinsons theory of
differentiation. There are three tiers of graphic organizers: (1) Proficient/ over
performing students (2) Emergent/on-level students and (3) Basic/
underperforming students/struggling readers. These differentiated close read
questions are based on reading level and student performance in reading
comprehension. These questions are offered in three tiers, where I will be able
to circulate the classroom and provide my assistance where I see necessary,
especially focusing on the lower performing students. With the foundation of
reading comprehension, these students will have more knowledge and
confidence as they compose their persuasive speech from this reading and
writing connection

The students will be participating in a more student-centered lesson, where they

are in control of the end result, allowing for creativity, cooperative learning, and
the power of choice. These peer-led cooperative groups also reduce the
demands on the teacher, allowing the teacher to concentrate more on student
needs and specific supports. According to Johnson and Johnsons Cooperative
Learning Theory, cooperative teams allow students to work together to fulfill
shared goals and maximize their own and each others learning and academic
performance.

Developmental Procedures
1. Read-Aloud: The students will listen to the computer based read-aloud of
Leonardos Horse. They will just listen, absorbing the information without taking
notes.
2. Collaborative Close Read: Each student will be given a graphic organizer that
contains close read prompts from Leonardos Horse.
A. The students will be broken into several groups based on reading level and
academic performance. There are three tiers of close read questions, yet
within each tier they will be broken into pre-arranged groups of three to five
students. The teacher will convey that they must find their classmates with
the same colored paperthat is their assigned group.

Key Questions: What color paper do you have? Find your classmates
with the same color paper as you. Would you prefer to work individually,
in a partnership, or within a small group?

B. Once the students find their group, they must complete their graphic
organizer, which contains close read questions from Leonardos Horse. The
close read questions slightly vary based on academic grouping, but they
include questions based on the following skills: synthesis, evaluate,
inference, main idea and details, understanding character, and critical
thinking.
Key Questions: Using your knowledge of the Renaissance and the
attitude towards artists, make a prediction about what might happen to
Leonardo as he grows up.; Why did the author begin showing what young
Leonardo was like? In what ways was Leonardo different? How does
visualizing help you monitor or adjust your comprehension? Why didnt
Leonardo send the letter? Why does the duke put Leonardo in charge of
entertainment at the palace? How does Leonardo feel about caged
birds?
3. Class discussion: After the students partake in collaborative work and
complete their close read graphic organizers, the teacher will reconvene with the
class to respond to synthesizing big ideas and incorporating the unit theme. The
teacher will guide classroom discussion to tie all loose ends together and debrief.
Key Questions: Do you think this is an effective way to structure a
biography? Do you think Leonardo da Vinci wasted his time he spent on
the horse? How do inventors and artists inspire future generations? How
did Leonardo contribute to society?
4. Exit ticket: Students will be given an informal assessment as an exit ticket, using
the 3-2-1 techniques. Students must respond to the following prompts: (3) three
facts that they learned, (2) two questions they still have, and (1) make one stand:
Do you agree or disagree with Leonardos statement; I have wasted my hours?
Artifacts and Assessment (formal & informal)
The students will be assessed, informally, throughout the lesson. During the course of
collaborative work, the teacher will utilize observation to informally assess student
comprehension, engagement, and behaviors. In addition, the teacher will collect the
close read graphic organizers as work samples to further informally assess student
comprehension. The exit ticket will also be handed in as an informal assessment for the
teacher to assess student learning.
Independent Practice
Subsequent to completing this lesson in class, the students will be assigned two pages
in their Reading and Writing Notebook for independent practice, which covers two
imperative literacy skills, main idea and summarizing of Leonardos Horse.
Follow-up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention: The teacher will facilitate the cooperative learning
and review the close read questions in smaller groups at the round table. They
will discuss the responses more in-depth, directly referring to the text. If students

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still seem uneasy about reading comprehension, the teacher will have them
summarize the literature piece, including the main idea and logical order to the
sequence of events.

Academic Enrichment: If students reach this objective with ease, they will be
granted access to the classroom computers to further their research and
discovery on Leonardo da Vincis life, particularly focusing on his bronze horse.
They may find more information to support their argument for their persuasive
speech.

Day 2, Lesson 2
Lesson Objective
After a brief lesson on the components to an effective persuasive speech, students will
have the aptitude to complete their speech graphic organizer with 100% effort and
accuracy, which contains the following elements: take a stand, hook, thesis statement,
body paragraphs, text-based evidence, counter-argument, and conclusion.
Common Core Learning Standards and Indicators
CCSS.ELA-LITERACY.W.5.1.A: Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are logically grouped to support the
writer's purpose.
Indicator: This will be evident as students work their way through the completion
of their graphic organizer, building their argument about whether or not Leonardo
da Vinci wasted his hours. They will complete the boxes of the graphic
organizer, stating their opinion and creating a strong introduction.
CCSS.ELA-LITERACY.W.5.1.B: Provide logically ordered reasons that are supported by
facts and details.
Indicator: This will be evident when students complete the body paragraph boxes
of the graphic organizer. They must provide two reasons supporting their
argument, as well as two additional pieces of text-based evidence that sustain
each reason. Students must provide logically ordered reasons based upon facts
and details of the text.
CCSS.ELA-LITERACY.W.5.1.D: Provide a concluding statement or section related to
the opinion presented.
Indicator: Students must complete the conclusion portion of the graphic
organizer, relating back to their opinion on the specific argument that is
presented.
CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Indicator: Students must document page numbers of where they are pulling their
supporting evidence from the text. They must use details and facts directly from
the text to support their perspective.

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Engaging the Learners
Students will watch a four-minute YouTube video, reinforcing the story of Leonardos
Horse. This is great for students who may have been absent, students who struggle with
reading, and/or for students who want to deepen their understanding of the text. This
video is aligned with the text. Students may take notes and/or extend on the close read
responses from the previous day. Then, students will be given a K-W-L chart and be
required to fill out the K (what they already know about persuasive speeches) and the
W (What they want to learn about persuasive speeches) sections.
Materials
Persuasive Speech Graphic Organizer; pen/pencil; Leonardos Horse story; YouTube
video; KWL Chart; Smart Board; Persuasive Speech Smart Notebook Lesson
Learning Strategies
Class Discussion; Think, Pair, Share; Advanced Graphic Organizer; Demonstration;
Guided Writing
Exceptionality
For the students with speech/language impairment, the teacher will read the
directions aloud to them and continue to support them while completing the
graphic organizer. If the demands of this graphic organizer appear too
challenging, the teacher will modify the assignment by shortening the length
requirements.

For the student with Attention Deficit Hyperactivity Disorder, the teacher will allow
the student breaks to stand up and/or walk around to gain refocus on the
assignment. In addition, the teacher will monitor student progress and allow this
student additional time to complete the graphic organizer.

If the over performing and enriched students complete this graphic organizer with
ease, the teacher will provide a leadership opportunity for them, whereas they
can help with peer conferencing, editing, and additional assistance. They can
walk around the classroom and offer their support to classmates.

For the under performing students and/or struggling readers, the teacher will
frequently check for understanding and offer greater one-to-one attention during
the completion of the graphic organizer. If necessary, the teacher will have these
students work at the round table for smaller-group intervention to reinforce the
components of a persuasive essay and guide them through this writing
preparation tool. The teacher will also recommend coming for before or after
school help to strengthen their understanding and ability to formulate a
persuasive speech.

Differentiation of Instruction
The teacher understands that the class is made up of a diverse group of
learners, in which students possess different strengths, weaknesses, interests,
and academic abilities. The teacher utilizes Howard Gardners Multiple
Intelligence Theory to reach several different learning styles throughout the
lesson. This lesson reaches the following multiple intelligences: visual-spatial
(completing prewriting organizer), intrapersonal (individual work on graphic

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organizer), interpersonal (collaborative discussion), musical (YouTube video),
Linguistic (building an argument; composition).

The teacher utilizes a graphic organizer as a prewriting tool for students to

compose more inclusive writing. Ellis and Howard (2005) define graphic
organizers as visual devices, employing lines, circles, and boxes to organize
ideas, sequences, and outline writing. These graphic organizers contained a
series of boxes for students to organize their essential information and evidence
from the text to support their writing topic.

The teacher has analyzed the students personal and cultural assets and
discovered a common student need to have their voice heard. Therefore, the
teacher empowers students to take a stand and support their argument with
evidence from the text. The teacher values their thoughts and feelings and
inspires students to use writers craft to compose their arguments.

Developmental Procedures
1. Focus Lesson: The teacher will educate the students about the main
components to a persuasive speech/text. They will learn about creating hook
statements, including counter-arguments, and the proper paragraph structure.
They will be prompted to think, pair, and share to help communicate ideas with
their classmates.
Key Questions: What is authors purpose? What does it mean to
persuade? What does argumentation and rationalization mean? What is
a hook statement? Have you ever written a thesis sentence? How do
you acknowledge a counter-argument?
2. Persuasive Speech Graphic Organizers: Students will work independently to
complete their graphic organizer, which will aid them in composing their
persuasive speech. They must utilize their resources, Leonardos Horse and
their close read questions and responses, to assist in accumulating text-based
evidence, main ideas, and the content to their persuasive speech. For the
students who are struggling readers and/or have difficulty completing this task,
the teacher will conduct small group intervention support for students to share
their ideas, deepen understanding about persuasive text, and gain support for
writing.
Key Questions: What are some techniques to creating a hook? Looking
at our audience, what technique do you think will be most effective?
Where do you stand within this argument? What is your perspective?
What are two reasons for your argument? With these two reasons, find
supporting facts, quotes, and details from the text to make your argument
stronger. If you were on the opposing side, what might one of your
arguments be? How will you close this speech in a strong,
comprehensive manner?
3. Exit Ticket: The students will refer back to their KWL chart and complete the L
section, writing what they have learned about persuasive speeches. The teacher
will collect these KWL charts as an informal assessment.

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Artifacts and Assessment (formal & informal)
During day two of the lesson segment, students will be informally assessed several
times. After students complete their graphic organizers, building their argument, the
teacher will collect them to check for completion and further review their work. By the
end of the day, the teacher will return these graphic organizers with a check for
completion and additional notes to guide students with their writing, allowing for revisions
as homework. Also, the KWL chart will be collected prior to the lesson, as an informal
assessment to what students know, what they want to learn, and what they learned
during the second day of the segment.
Independent Practice
For independent practice, students must continue working on their graphic organizer and
building a strong argument. They should refer to the rubric and edit/revise their graphic
organizers, deepen their understanding, and organize their persuasive speech. This
homework assignment will lead them to greater success the following day, when they
must compose their final persuasive speech.
Follow-up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention: For the struggling readers and underperforming
students, the teacher will hold writing conferences at the round table to further
scaffolding the composition of their persuasive speeches. The teacher will assist
them in organizing their ideas and support them in the writing process, editing
their work and offering insight from the text.

Academic Enrichment: For the over performing and enriched students who
complete the graphic organizers thoroughly, they will be given an opportunity to
peer conference with their classmates who also finished. They will be sent out in
the hallway to share their writing, participate in peer editing, and discuss their
main arguments. In addition, I will also offer the students to circulate the
classroom and offer their assistance during the composition processsome
students learn best from their peers and I want to highlight that within the
classroom setting.

Day 3, Lesson 3
Lesson Objective
Students will compose a persuasive speech, utilizing their resources (graphic organizer,
close read questions, literature piece, and rubric), scoring a 3 or above on the
corresponding rubric.
Common Core Learning Standards and Indicators
CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
Indicator: This standard will be evident as students compose their persuasive
speeches, providing their opinion/perspective and supporting it with reasons and
information from the text.

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CCSS.ELA-LITERACY.W.5.1.A: Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are logically grouped to support the
writer's purpose.
Indicator: This will be evident in the introduction paragraph of the students
persuasive speeches, where they begin with a hook statement, tie in a transition
sentence, and logically organize the remainder of the speech with a thesis
statement.
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3 above.)
Indicator: This standard will be met during compositionstudents must use their
resources, specifically their prewriting organizer and the rubric to insure clear
and coherent writing appropriate to task, purpose, and audience.
Engaging the Learners
Teacher will read aloud a persuasive speech as a sample for students, exemplifying
tone, organization, active voice, and language conventions. The teacher will read this
exemplary model to excite students and provide additional motivation prior to their
composition.
Materials
Leonardos Horse; Close Read Questions; Persuasive Speech Graphic Organizer;
pen/pencil; paper; Rubric; Engagement persuasive speech
Learning Strategies
Independent Extended Response; Persuasive Writing; Guided Writing Process;
Resource-Driven Instruction; Rubric Evaluative Criteria; Power of Self-Assessment;
Student Reflection
Exceptionality
For the students with speech/language impairment, the teacher will read the
directions aloud to them and continue to support them through composition. The
teacher will revise their work and check for understanding throughout the writing
process. If these two students do not complete the extended response in the
allotted time, the teacher will encourage them to use their additional time that is
mandated on the IEPs.

For the student with Attention Deficit Hyperactivity Disorder, the teacher will allow
the student breaks to stand up and/or walk around to gain refocus on
composition. In addition, the teacher will monitor student progress and allow this
student additional time to complete the persuasive speech.

If, and when, the over performing and enrichment students compose their
persuasive speeches, they will be given a rubric to self-assess their own writing.
After this self-assessment, they will be given an opportunity to edit their
composition to strengthen their writing.

For the under performing students and struggling readers, the teacher will
frequently check for understanding and offer greater one-to-one attention during

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their composition of persuasive speeches. The teacher will encourage them to
take advantage of their resources. In addition, the teacher will consistently
motivate the students to forge ahead and complete this extended response.
Differentiation of Instruction
The teacher understands that the students have participated in several activities
in order to make sense of these new writing skills and/or master persuasive
writing. Some students may have internalized these writing skills more than
others, whereas the culminating project, composing a persuasive speech, will
have a variety of end products. The students will be applying their persuasive
skills into composition. Some students may excel, some may partially
understand, while others will make common errors.

The teacher understands that all students learn in different ways, where some
internalized the material quicker than others. To gain insight on students
experiences and thoughts, I provided them with an opportunity to self-assess
their work and complete a student reflection. Because of the research by
Fielding (2001) and Holdsworth (2005), I incorporated student voice throughout
this lesson segment, valuing the students thoughts, ideas, and reflections.

Developmental Procedures
1. Student Expectations/ Rubric: The teacher will post the rubric on the Smart
board and review all student expectations. In addition, the teacher will
distribute an individual copy for students to use a reference during their
writing process.
Key Questions: Does anyone have any further questions about
what is expected in the persuasive speech? What else do I need
to clarify before you begin writing? Are there any
misunderstandings when referring to the rubric?
2. Compose a Persuasive Speech: Students will use their resources, such as
the literature piece, close read questions, and their graphic organizer, to
compose their persuasive speech. They will follow the rubric requirements
and expectations. Furthermore, the students will use their knowledge of the
components to a persuasive speech and apply these skills to creating an
effective writing piece.
3. Self-Assessment: Once the students complete their persuasive speeches,
they will have the opportunity to self assess their own composition. They will
use the rubric and highlight the grade they feel most reflects their persuasive
speech.
Key Questions: How effective is my hook statement? Do I grab
the attention of my audience? Do I clearly and explicitly state my
position on this argument? Does my thesis statement name the
topic of my speech and outline the main points being discussed?
Does my writing include 2 or more pieces of supporting evidence?
Does my composition possess a strong closing paragraph? Am I
self-assessing myself honestly and fairly? What areas can I
improve my writing?

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4. Exit Ticket: Students will reflect on their experience during the composition
process and respond to a few questions.
Key Questions: How did you feel when you were introduced to this
assignment? What task did you find most difficult/ easiest to
complete? Did you learn anything new? Are there any additional
comments you want to share or questions you still have?
Artifacts and Assessment (formal & informal)
The students will be formally assessed on the composition of their persuasive speeches.
They will have an opportunity to self-assess their work by highlighting the sections of the
rubric they feel their work falls into. Then, the students will hand their composition in for
grading. I will assess students based on the same rubric, which includes the following
evaluative criteria: attention grabber/hook, position statement, thesis statement, support
for position, evidence and examples, and closing paragraph. I will then average their
scores for each category and give a final grade of 1-4. This formal assessment is a
culminating activity within this lesson segment.
Independent Practice
For homework that night, students will be challenged to connect the skills of persuasion
to their everyday lives. They must observe or employ persuasive elements and write a
brief journal entry, describing how persuasion is relevant in their own lives. I will provide
student with a few examples of what this means:
Try rationalizing with your parents to extend your bedtime. Use persuasive
techniques and evidence to support your argument.
As you are watching television, there are many advertisements seen during
commercials. Write about an advertisement that persuaded you to purchase a
product and/or think a certain way about something.
Think about persuasion in a more meaning-based context. Have you seen this
during sporting events, in a conversation between friends, within school
communication? Explain how persuasion was used and whether or not it was
effective.
Follow-up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention: For the students who struggle to reach the
objective, I will hold conferences with them. I will first have them verbalize their
argument and provide me with their supporting evidence. Then, we will search
through the text to pull direct quotations, summaries, and key evidence that can
strengthen their argument. I will continue this process of verbalizing their
thoughts, finding text evidence, and then writing it down. I believe this process
will reinforce their ideas; my support will guide them through the composition
process and organize their writing better. In addition, if the end result is not up to
par, especially due to sloppy handwriting, I will have students read their
persuasive speeches to me during the grading process.

Academic Enrichment: If students are proud of their work and feel they have
reached all of the evaluative criteria and student requirements, they will be given
an extension assignment. They will have the opportunity to write a personal
narrative using persuasionthey have free range of which topic they would like
to write about. When they finish these more personalized persuasive speeches,
they will share them with the class. The class will then have to take a stand of

11
whether or not they agree with their classmates persuasive speech. This
extension assignment will further challenge the enrichment students, while also
including the other classmates to apply these skills to deepening their
understanding in a different situation.
Teacher References
Day 1, Lesson 1
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956).
Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New
York: David McKay Co Inc.
Clark, D. (2015, January 12). Bloom's Taxonomy of Learning Domains. Retrieved
February 8, 2015, from http://www.nwlink.com/~donclark/hrd/bloom.html
English Language Arts/ Literacy Standards. (2015, January 1). Retrieved January 5,
2015, from http://www.corestandards.org/read-the-standards/
Fritz, J., & Talbott, H. (2001). Leonardo's horse. Reading Street. New York, NY: Putnam.
Gauntley, T. (n.d.). Glossary of Teaching/Learning Strategies. Retrieved January 13,
2015, from http://timgauntley.blogspot.com/p/evolving-glossary-ofteachinglearning.html
I have Who has Games. (n.d.). Retrieved January 3, 2015, from
https://www.ihavewhohasgames.com/games/create
Johnson, D., & Johnson, R. (2014, January 1). Introduction to Cooperative Learning -.
Retrieved February 19, 2015, from http://www.cooperation.org/home/introduction-to-cooperative-learning/
Tomlinson, C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K., ...
Reynolds, T. (n.d.). Differentiating Instruction in Response to Student Readiness,
Interest, and Learning Profile in Academically Diverse Classrooms: A Review of
Literature. Retrieved January 27, 2015, from
http://files.eric.ed.gov/fulltext/EJ787917.pdf

Day 2, Lesson 2
Bain, J. (2010, January 1). Integrating Student voice: Assessment for Empowerment.
Retrieved January 12, 2015, from
http://194.81.189.19/ojs/index.php/prhe/article/viewFile/46/38
DSC History: Leonardo's Horse [YouTube Video]. (n.d.). From
https://www.youtube.com/watch?v=wfu1sctOd5w

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Ellis, E. (2004, January 1). What's the Big Deal with Graphic Organizers? Retrieved
February 2, 2015, from
https://mcsold1.monet.k12.ca.us/Academics/el712/Graphic Organizers/Q and A
about G O.pdf
English Language Arts/ Literacy Standards. (2015, January 1). Retrieved January 5,
2015, from http://www.corestandards.org/read-the-standards/
Fritz, J., & Talbott, H. (2001). Leonardo's horse. Reading Street. New York, NY: Putnam.
Lane, C. (n.d.). The Distance Learning Technology Resource Guide. Retrieved January
4, 2015, from http://www.tecweb.org/styles/gardner.html
Lanley, J. (2011, March 11). K-W-L Graphic Organizer Printable. Retrieved February 11,
2015, from http://notebookingfairy.com/2011/03/k-w-l-graphic-organizer-printable/

Day 3, Lesson 3
Create Rubrics for your Project-Based Learning Activities. (2000, January 1). Retrieved
January 13, 2015, from http://rubistar.4teachers.org/index.php
English Language Arts/ Literacy Standards. (2015, January 1). Retrieved January 5,
2015, from http://www.corestandards.org/read-the-standards/
Fritz, J., & Talbott, H. (2001). Leonardo's horse. Reading Street. New York, NY: Putnam.
Manefield, J., Collins, R., Moore, J., Mahar, S., & Warne, C. (2007, April 1). Student
Voice: A historical perspective and new directions. Retrieved March 1, 2015, from
https://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/student_voic
e_report.pdf