Lesson Plan Design Template

Literacy Mini-lesson

Objective
Students will be able to write a brief persuasive paragraph in favor or against a book they have read
using strong words to convey their opinion.

Connected Standards
• CC.1.4.4.G Write opinion pieces on topics or texts.
• CC.1.4.4.H Introduce the topic and state an opinion on the topic.
• CC.1.4.4.K Choose words and phrases to convey ideas precisely.

Before the Lesson

Students have engaged in opinion writing throughout the course of February. Students were given
instruction on how to write opinion pieces and how to conduct research to inform their opinions.
Students have also practiced this skill throughout the year on smaller-scale topics such as school
uniforms. Recently, students were instructed to write an essay on whether or not they believed
entertainers and athletes are paid too much.

Part One: Mini-Lesson (15 Minutes)

Mini-Lesson Plan
Connection: Fourth graders, I recently went to go see the movie How to Train Your Dragon:
The Hidden World. Now, I wasn’t sure if I wanted to see the movie or not,
because sometimes the second and third movies in a series can be really bad.
So, before I went to go see it, I read some reviews online to see if I should go
or not. Well, when I tell you, those reviews really convinced me. Look at what
some of them said! (teacher shows a slide with a few strong reviews)

When I was reading these reviews, the words were so strong that I was
CONVINCED that I had to see this movie.

Teach: So, readers today, we are going to talk about a strategy that will help you
convince your readers of your opinion when you write.

This strategy is called Degrees of Meaning. What is it called? (Students repeat)

This is a strategy you can do during the drafting stage or the editing stage.
Here is what it looks like during the editing stage.
1. I reread my draft.
2. I ask myself, “is that the strongest word I could use to convince my
audience?”
3. Then, I replace the word with a stronger word.

Can someone repeat the steps you use?

 Excellent, now watch how I do it! Here is a review that I wrote of our recent
book Quake. (teacher reads the review).

Now, I’m going to look at my first sentence up there. I feel like my word choice
could be stronger. What are some stronger words for “bad” and “sad.” I think
“devastating,” “chaotic,” “disastrous.”

Did you see what I did there? First, I read my excerpt. Then, I asked myself, is
that the strongest word I could use? Finally, I thought about a stronger degree
word that I could use to convince my readers!

Active Now it’s your turn! When I say go, I want you to try this strategy out with the
Practice: rest of this book review about Quake. I will leave the strategy up on the board.

You will have two minutes to do this silently and independently. Go!

So, let’s hear what you all came up with! Turn & Talk for 1 minute and share
some of the stronger words you came up with!

Link: Readers, today we practiced a strategy called degrees of words to help use
stronger words to convince readers of our opinions when we write.

Today, I’m going to challenge you to do this with your own writing. We are
going to now transition into independent work where we you will each write
your own book review and practice choosing strong words to state your
opinion!

Part Two: Independent Work (25 Minutes)

After the mini-lesson, students will be instructed to work independently for 25 minutes to write their
own persuasive book review on a book of their choice. The directions are summarized below:

To pick a book, the directions will be as follows:

• It can be their favorite book, their least favorite book, or a book we have read this year. The
criteria will be that students will need to have finished the book in order for them to use it.
Students may choose a picture book or a chapter book. These directions will be on the board
and read allowed to students.

To write a book review, the directions will be as follows:

• Students will practice the strategy discussed during the mini-lesson. They will do this by writing
their own book review. Students will first need to write a draft of their book review. Then, once
their draft has been checked by me, they may get the final paper to write their final draft.
Students do not have to finish today, they just need to get as far as they can.
While students work on picking a book, writing a draft, and potentially writing their final draft, I will be
circulating around the room to help struggling students, monitor progress, monitor behavior, and push
students that may find this to be easy. I will do this for the entire 25 minutes. I hope to spend no more
than 2 minutes with a student, but this will vary as necessary.

Things I Will Look For Questions I Will Ask

• Use of persuasive language • What was your opinion of this book?

• Stating an opinion at the beginning • Did you like this book or not like it?
• Strong descriptive words to convince • Why do you think someone else should
• Short and focused review read it?
• Complete sentences (no run-ons!) • Why do you think no one else should
• Overall correct use of read it?
grammar/punctuation • What are adjectives, or juicy words, you
• Focus on the opinion of the book rather could use to make your point?
than summary/retell • What convinces you to read a book?
• Reasons why • What convinces you to stay away from a
book?
• How can we condense this review to
make it short and sweet?
• How can we add to this review to make it
even more convincing?
• Let me read this out loud to you and you
tell me if you are convinced!

Part Three: Lesson Closing (5 Minutes)

After independent practice, I will have students share out what they have so far to a partner and then
will take volunteers to share out to the class.

To share out with partners, students will:

• Turn to the person they sit next to at their table
• Partner 1 will have 1 minute to share
• Partner 2 will have 1 minute to share
• No feedback!

To share out with the class, students will:

• Voluntarily raise their hand to share what they have so far with the class
• Listeners will praise, encourage, and clap for each other as they read

Things I Will Look For Ideas/Connections I Hope to Highlight

• Use of persuasive language • How students used strong language to

• Stating an opinion at the beginning persuade the reader
• Strong descriptive words to convince • How students stated their opinion right at
• Short and focused review the beginning to make it clear to readers
• Complete sentences (no run-ons!)
 • Overall correct use of • Students used descriptive language to
grammar/punctuation illuminate their opinions
• Focus on the opinion of the book rather • Students provided reasons why that
than summary/retell supported their opinion
• Reasons why

Classroom Arrangement, Management, & Materials Issues

Below is a table that outlines the transitions, seating, materials, expectations, and management
concerns for each part of the lesson. Please note that we do not have a “carpet space” nor do we have
room to form a different seat formation - it took us a bit to find the best use of our space with 31 desks.
Students are currently in groups of 4 (with one group of 3). They are used to these tables and working
with their peers at these tables.

Transitions
Mini-Lesson While students do not need to move for the lesson, I will need to transition them out
of the previous activity into this one. This will require me to ask for students to have
their desks clear with nothing but a pencil on it. I will do a countdown (5, 4, 3, 2, 1)
to get them to clear their desks.

I will also transition students from the Teach to the Active Practice by passing out a
piece of scrap paper. Directions will be up on the board and I will read the directions
to the class. Once students have a piece of scrap paper, they may begin the active
practice. I will set a timer for 5 minutes.

I will bring students back from the active practice once the timer goes off. I will allow
students to turn and talk to share their review of our book Quake. Students will have
1 minute to turn and talk. Once 1 minute it up, I will bring students back by counting
down from 5 again.

Independent I will transition students from the mini-lesson to the independent practice by first
Practice reading directions for the independent practice. I will then hand out the draft
paper. A student may get a final book review paper once they have their draft
checked by me. This will be listed and explained in the directions.

Lesson Closing I will transition students to the lesson closing by first allowing them to turn to the
person sitting next to them at their desk to read their book review so far. I will give
each partner 1 minute to share. Once each partner has shared, I will bring the class
back together using a countdown from 5.

Seating
Mini-Lesson Students will be seated at their desk during the mini-lesson. These are the tables
that have been assigned to students throughout the year. They are comfortable and
used to working with these groups. When we turn and talk, students already know
to turn and talk to the members of their table.
 Independent Students will be seated at their desk during the mini-lesson. These are the tables
Practice that have been assigned to students throughout the year. This will be silent and
independent work time.

Lesson Closing Students will be seated at their desk during the lesson closing. These are the tables
that have been assigned to students throughout the year. They are comfortable and
used to working with these groups. When we turn and talk to share out, students
already know who sits next to them.

Materials
Mini-Lesson The teacher will need:
• PowerPoint for mini-lesson support
• Pieces of scrap paper for active practice (31 pieces)

Students will need:

• Empty desk (at the beginning)
• Pencil out for the entire mini-lesson
• Text Collections book for active practice (if necessary)

Independent Practice The teacher will need:

• Pen/Marker to mark students drafts
• Pieces of scrap paper for drafts (31 pieces)
• Pieces of final paper for final reviews (31 pieces)
• Copy of the strategy on the board for students to refer to

Students will need:

• Pencil for writing
• A book of their choice (if necessary)
• Reading log (if necessary)

Lesson Closing Students will need:

• Their rough draft or final draft as written so far

Expectations
Mini-Lesson The expectations I have of students during this Mini-Lesson will be the same
expectations known for any instructional time. I will briefly remind students of these
at the beginning of the lesson/end of the transition. I will reaffirm/remind the
norms/expectations as necessary.
• Students should be quiet and listening to the speaker(s)
• Students should be engaged in the turn and talk with their partners/groups
• Students should raise a quiet hand if/when I pose a question to the class

Independent The expectations I have of students during this Independent Practice will be the
Practice same expectations known for any Independent Practice instructional time. I will
briefly remind students of these at the beginning of the Independent Practice.
• Work quietly and independently
 • May ask to get water or go to the bathroom
• Take 5 minutes to work completely on their own without help
• Once the 5 minutes are up, raise a hand if they need help
• Remain engaged and focused during practice

Lesson Closing The expectations I have of students during the Lesson Closing will be the same
expectations known for any Lesson Closing/Share Out. I will briefly remind students
of these at the beginning of the Independent Practice.
• Students should be quiet and listening to the speaker(s)
• Students should be encouraging of each other as they share out (clapping,
saying “good job,” etc.) - (we have practiced this many times)

Individual Management Concerns

Mini-Lesson Students may have some side conversations & students may become disengaged (fall
asleep or put their head of their desk).
• I will continue to move around the room and float to stand by students who
are talking (as needed)
• I will have students repeat what I am saying/what their classmates are saying
to keep them on their toes and to ensure they are listening (and not talking)
• I will tap students on the shoulder if they put their head on their desks/fall
asleep but continue with instruction (no disruption/call out)

Independent Students may have some side conversations & students may become disengaged (fall
Practice asleep or put their head of their desk).
• I will continue to move around the room and float to stand by students who
are talking (as needed)
• I will tap students on the shoulder if they put their head on their desks/fall
asleep but continue with instruction (no disruption/call out)
• I will work 1:1 with students who are distracted or disengaged to give them
positive reinforcement and help get them working

Students may struggle coming up with a book to write their book review on.
• I will scaffold to get students thinking about books they have read this
year/their favorite books this year. I will ask questions like: “What books
have you liked to read this year, fiction or non-fiction?” or “What about
books we have read as a class? Do any of those books stick out to you?”
• I will have students revisit their reading logs to think about a book they
might want to choose.
• I will allow students to go back into our library to try and remember what
books they have read by looking at the cover. I will also allow a student to do
this if they are struggling to remember the book.

Lesson Closing I do not necessarily anticipate any behavior issues during the initial share-out during
the Lesson Closing because students really enjoy listening to each other’s work. But if
students begin to have some side conversations & students become disengaged (fall
asleep or put their head of their desk), I will have to manage.
 • I will continue to move around the room and float to stand by students who
are talking (as needed)
• I will have students repeat what I am saying/what their classmates are saying
to keep them on their toes and to ensure they are listening (and not talking)
• I will tap students on the shoulder if they put their head on their desks/fall
asleep but continue with instruction (no disruption/call out)
• I will remind students of our norms when we listen to our peers share their
work.

Accommodations and Differentiation

1. Accommodations for students who may find the material too challenging:
a. I will have the instructions for the active practice up on the board
b. I will have the strategy up on the board at all times
c. I will have picture books/chapter books we have read on hand in case a child is
struggling to pick a book
2. Accommodations for students who may need a greater challenge and/or finish early:
a. If a student finishes early, I will give the instruction to choose another book to write a
review on. I will choose a book we have read as a class.

Assessment and Evidence

Throughout each part of the lesson, I will be looking for students to practice the strategy taught during
the mini-lesson today. When students practice writing a book review during the lesson, I will be looking
for specific things. These criteria are listed below:

Things I Will Look For

• Use of persuasive language

• Stating an opinion at the beginning
• Strong descriptive words to convince
• Short and focused review
• Complete sentences (no run-ons!)
• Overall correct use of grammar/punctuation
• Focus on the opinion of the book rather than summary/retell
• Reasons why

I will assess student learning both during and after the whole lesson. During the lesson, I will assess
student learning during independent practice. When I walk around the room, I will be conferencing and
working with students 1:1 to ensure they are on the right path and understanding what is being asked of
them. I will also be collecting student work after the lesson is over, no matter how far the students got. I
will review student work to assess if I need to reteach or if I can move onto another strategy.