Co-Teaching Lesson Plan (Direct Instruction)
Teachers:
Ms. Anamaniac
Subject: 8th Grade Language Arts
47 minute periods
Standard:
8th Grade Writing: Persuasive Writing:
8.W.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text
Objective (Explicit):
SWBAT demonstrate application of persuasive writing by writing the rough draft of their persuasive
5 paragraph essay using their writer’s checklist, outline, research note cards, and T.I.E.E. handout as
organizational tools.
Evidence of Mastery (Measurable): SWBAT complete the introduction paragraph of their
persuasive 5 paragraph essay including an attention getter and a persuasive thesis
statement using their writer’s checklist as an organizational tool.
Sub-objectives, SWBAT (Sequenced from basic to complex):
3rd week into Informational Text and Persuasive Writing Unit
 SWBAT determine an author’s point of view or purpose in a text.
 SWBAT evaluate the appropriateness and relevancy of research articles to use as
evidence in their essays.
 SWBAT organize their argument by using their completed outline.
 SWBAT write in complete sentences in paragraph form.
 SWBAT write introductions, body paragraphs, and conclusions.
 SWBAT write a persuasive 5 paragraph essay using credible sources.
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Key vocabulary: Argument
Informational Text
Evidence
Opinion
Fact
Bias
Cite
Research
Claim
Edit
Review
Rough draft
Final Draft
Thesis Statement
Conclusion
Attention Getter
Materials:
Smart Board
Writer’s checklist
Student outlines
Student research note cards
Student T.I.E.E. Handouts
Persuasive Writing Rubric
Instructional Input
I do (15 minutes)
(5 minutes) Opening (state objectives, connect to previous learning, and make relevant to
real life)
Teacher Will:
Student Will:
 Ask students to show active
 Show active listening by folding their
listening by signaling to them
hands on their desk, mouths closed,
and eyes on teacher
 Display Power Point on
Introduction Paragraphs on the
 Listen as I show them how to write an
Smart Board
introduction paragraph
 Explain what an introduction
 Take notes on their writer’s checklist
paragraph is.
handouts.
 Say, “An introduction paragraph
 Think/Pair/Share why they would want
is exactly what it sounds like it
to hook their reader.
is. It is an introduction to your
 Listen to exemplar attention getters
essay. You are going to
 Give thumbs up/thumbs down whether
introduce your topic and
examples are weak or strong attention
argument to your reader in this
getters
paragraph. An introduction
 Listen to definition of thesis statement
paragraph includes an attention
 Give thumbs up/thumbs down whether
getter, elaboration, and thesis
examples are weak or strong thesis
statement. Now you may fill in
statements
the blanks on your writer’s
checklist handouts under
introduction.”
 Say, “Now we need to know what
an attention getter is. An
attention getter hooks the reader
or gets the reader interested in
your essay. This is a sentence or
statement at the beginning of
your introduction. The attention
getter could be a question, a
quote, or a shocking statistic.”
Why do you think we would want
to hook our reader or get our
reader’s attention at the
beginning of our essay?
 Say, “We want to make our
essays interesting and get our
readers involved in what we are
writing. We wouldn’t want to read
an essay that simply starts with
‘this essay is about uniforms.’
That would be boring, right? So,
for example, here are some
exemplar attention getters on the
board.”
 Read exemplar attention getters.
 Ask students to give thumbs
up/thumbs down whether they
think different examples are
weak or strong example attention
getters.
 Say, “Next in our introduction
will be our elaboration
sentences. These sentences will
introduce your topic. So, if your
topic is video games you could
talk about the increasing amount
of adolescents playing video
games. Here, you want to give
background information to your
topic which will lead into the next
part of the introduction which is
the thesis statement.”
 “The thesis statement is the main
idea of your paper. Your thesis
statement will introduce your
reader to your argument. Show
example thesis statements on
the board”
 Ask students to give thumbs
up/thumbs down to model thesis
statements
Co-Teaching Strategy/Differentiation
Guided Practice
We do (10 minutes)
One teach/One Assist: Ms. Anamaniac teaches while Mrs. Bunny assists the students.
Teacher Will:
 Say, “Now that we have seen
what should be included in
introduction paragraphs lets
evaluate some introduction
paragraphs to see if they are
weak or strong introduction
paragraphs. I will display an
example intro paragraph and I
would like you to discuss with
your table team whether or not
you think this is a weak or strong
Student Will:
 Discuss with table team whether or not
example intros are strong or weak.
 Numbered heads to share whether
examples are strong or weak.
 Thumbs up/thumbs down if they
understand how to write their intros
intro. If it is weak, then you need
to explain what the intro is
missing.”
 Walk around and conference with
groups as they discuss
 Use numbered heads for
students to share whether or not
intros are strong or weak.
 Check for understanding by
asking if students understand
how to write their introduction
paragraphs.
Co-Teaching Strategy/Differentiation
One teach/One Assist: Ms. Anamaniac teaches while Mrs. Bunny assists the students.
Independent Practice
You do (15 minutes)
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Student Will:
Teacher Will:
Say, “Now it is your turn to begin
 Write introduction paragraphs using
writing your introduction
their notes, outlines, and writer’s
paragraphs. Completing your
checklists
introduction will be your exit
 Raise hands if help is needed
ticket for today. Remember you
can use your notes, outlines, and
writer’s checklists as you write
your intros. I will be walking
around to help you individually. If
you are finished with your
introduction, you may finish
writing your body paragraphs”
Conduct one-on-on conferencing
with students to see their
progress and understanding of
their rough drafts.
Co-Teaching Strategy/Differentiation
Team Teaching: Ms. Anamaniac and Mrs. Bunny