This is a lesson plan that incorporates the use of mobile learning apps.

1. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Georgia
Common
Core
Standards
ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
Assessment Data: Teacher Conferences
**Teacher note: Grammar skills will be taught on Tuesdays & Thursdays.
Monday Essential Question: HowcanIbegintopersuadesomeonetothinkthewayIdo,ordowhatIwantthemtodo?
Enduring Understanding: Writers write to persuade, inform, and entertain.
Monday Before the Learning During the
Learning
After the Learning Strategies & Assessments
(Please identify)

2. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Today’s
Elements
a. Introduce
the topic or
book they
are writing
about, state
an opinion,
and create
an
organization
al structure
that lists
reasons.
Materials
Mobile
devices
(cellular
telephone
with internet
access or
Ipad)
Chart
Paper
Pencils
Planning
sheet
Instructional Strategy
Tell the students that today they will learn the steps
and procedures in writing a persuasive letter,
including the parts of a letter. Review the meaning of
persuasive writing via:
http://popplet.com/app/#/1124901
Have students to access the information using their
mobile devices.
Introduce and explain the steps of a persuasive letter
to the class. Write the steps on chart paper. Explain
to the students the following information regarding a
persuasive letter, and that it should be present in their
writing.
Whenwritingaletteryoumustbecertainyouknowenoughto
haveaposition.
1. State your position clearly in your opening
paragraph.
2. What are your three points/facts that support
your position?
3. Youmusthavethreepointsorfactsthathaveledyou
totakethispositionontheissue.
4. What is your supporting evidence? For each
point (above) you must have three supporting
statementsthatvalidateyourargument.
5. Thefinalparagraphalsogivesyouanopportunityto
restateyourposition. Close with a standard
closing such as “Very truly yours.
Tellthestudentsthattheywillbegintheplanningprocessin
writingalettertotheMayorofAtlanta(KasimReed). Teachers
willintroducetotheclassthewritingprompt.
• Fortherecipient’saddress,havethestudentto
placetheMayorsNamefirstandlastandAtlanta,
Georgiaashisprimaryaddress.
Instructional strategy DOK
Work Time:
Students will work in pairs. Pairs
will begin gathering their thoughts
regarding the writing prompt that
was introduced. Students will begin
their writing assignment by visiting:
http://www.readwritethink.org/files/
resources/interactives/persuasion_m
ap/
*Note---Allow students to use
their mobile devices to locate
some facts about Mayor
Reed. Remind them that the
information they find may not
come from Wikipedia.
DOK LV 3
Choose 1-2 students to
share their writing.
____Formative
Assessment
Strategies:
__x__Instructional
Strategies:
___Summative
Assessments:
____DOK:
__Other:___________
_____
Materials
Chart paper
Markers
Planning
sheet

3. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
STUDENT GROUPS
Student pairs will be chosen based upon their scores in their Grade 2 writing portfolios. Students
will be placed in heterogeneous pairs.
LEARNING STATIONS
N/A
Georgia
Common
Core
Standards
ELACC3L4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
Assessment Data: Teacher Conferences a
Tuesday Essential Question: What are multiple meaning words, and how can I identify them in context?
Enduring Understanding: Multiple meaning words are words that have more than one meaning, and may be used in different contexts.
Tuesday Before the Learning During the Learning After the Learning Strategies &
Assessments (Please
identify)
a. Use
sentence-
level
context as
a clue to
the
meaning
of a word
or phrase.
Introduce the class to the new grammar skill
(multiple-meaning).
Discuss the definition of multiple-meaning
words, on chart paper with the class.
Explain to the students that multiple-meaning
words are- written words that can have more
than one use or definition, and the intended use
must be conveyed by the context, the other
words in the sentence or paragraph.
Teacher will write the following sentences on
chart paper, and explain how the underlined
words have different meaning.
Use your hand to hand it to me.
I heard a story about a three story house.
Instructional Strategy-
DOK
Students will complete the classwork assignment
on multiple meaning.
(Guided Practice Worksheet, Multiple Meaning)
Once students have completed their worksheet,
have them to download the app for Grammar
Wonderland to play a game:
https://itunes.apple.com/us/app/grammar-
wonderland-elementary/id567201278?mt=8
DOK- LV 3 – Assess
Formative Assessment
Strategies:
Choose 1-2 students to
share some examples of
multi-meaning words.
____Formative
Assessment
Strategies:
__x__Instructiona
l Strategies:
___Summative
Assessments:

4. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
My pet dog loves it when you pet him. He
didn’t mind that I changed my mind.
Ask students for examples and allow them to
discuss the difference in groups. Pass out to
the students the multiple-meaning word list to
use within their groups.
____DOK:
__Other:_______
_________
Materials
Chart paper
Multiple
meaning
words
worksheet
Homework: Multiple
Meaning Worksheet
STUDENT GROUPS LEARNING STATIONS
Georgia
Common
Core
Standards
ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
Assessment Data: Teacher Conferences
Wednesday Essential Question: How can I begin to support a position in a persuasive writing piece?
Enduring Understanding: Writers write to persuade, inform, and entertain.
Wednesday Before the Learning During the Learning After the Learning Strategies &
Assessments
(Please identify)

5. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Today’s
Elements
a. Introduce
the topic or
book they are
writing
about, state
an opinion,
and create an
organizationa
l structure
that lists
reasons.
Instructional Strategy-
Review the steps of a persuasive letter with the
students. Add information to Monday’s
Popplet as needed. Explain to the students the
following information:
1. Persuadingsomeonetochangehis/her
positionmeansthatyoumusthaveavery
goodideawhathebelievesandwhyhe
believesit.
2. Anyargumentthatyoumakeshouldbe
directlyrelatedtobothhis/herpositionand
yours.
3. Rememberthatthepurposeofthisletteristo
changethemindof thisperson,sobesureyou
statewhatyouwantthepersontodo.
4. Usually,contactinformationisprovidedso
thattherecipientofyour letterknowsyouare
seriousandonthelevel.
Tell the students today they will begin writing
their 1st
draft of the persuasive letter. Pass
copies of the letter template to the students.
Instructional Strategy-
Work Period
Students will work on their
persuasive letter to the Mayor
of Atlanta.
Early finishers: Practice
storytelling skills via
https://itunes.apple.com/us/ap
p/sparklefish/id432462341?
mt=8
DOK- LV 3 –
Students will share their
writing.
____Formative
Assessment
Strategies:
___Instructional
Strategies:
___Summative
Assessments:
____DOK:
__Other:___________
_____
Materials
Mobile
devices
(student
choice)
Chart
Paper
Pencils
Planning
sheet
Homework: None
Georgia
Common
Core
Standards
ELACC3L4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
Assessment Data: Teacher Conferences
Thursday Essential Question: What are multiple meaning words, and how can I identify them in context?
Enduring Understanding: Multiple meaning words are words that have more than one meaning, and may be used in different contexts.
Thursday Before the Learning During the Learning After the Learning Strategies & Assessments
(Please identify)

6. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Today’s
Elements
a. Use
sentence-
level
context as
a clue to
the
meaning
of a word
or phrase.
Instructional Strategy-
Review information from previous lessons
on multiple-meaning words.
Teacher will give more examples of
multiple meaning words. Select two-three
students to give some examples of
multiple meaning words.
On chart paper write the following
nonsense sentences, explain to the class
how the words in the sentence have
multiple-meaning.
Nonsense Sentences – Why are these
funny?
The ocean waved at me.
The phone had a diamond ring.
I tape recorded the gift.
Stamp your feet on the letter.
Summer is my favorite season and salt is
my least favorite.
I glued the papers together with a stick.
My family is taking a trip next week on a
banana peel.
Ask student to make up some nonsense
sentences with bark, trip, etc.?
Instructional Strategy-
DOK
Have students to complete the
classwork assignment on multiple
meaning words independently or in
groups.
(Zig-Zags Multiple Meaning Words
Worksheet).
DOK- LV 3 – Assess
Formative Assessment
Strategies:
Have students to share their
ads.
____Formative
Assessment
Strategies:
__x__Instructional
Strategies:
___Summative
Assessments:
____DOK:
__Other:__________
______
Materials
Chart
construction
paper,
colored
pencils, and
markers
Homework: Basic Search
and Find-Multiple Meaning
Words.
Georgia
Common
Core
ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.

7. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Standards c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
Assessment Data: Teacher Conferences
Friday Essential Question: How can I begin to support a position in a persuasive writing piece?
Enduring Understanding: Writers write to persuade, inform, and entertain.
Friday Before the Learning During the Learning After the Learning Strategies & Assessments
(Please identify)
Today’s
Elements
a. Introduce
the topic or
book they are
writing about,
state an
opinion, and
create an
organizational
structure that
lists reasons.
Instructional Strategy-
Remind students that good writers always
have a clear point of view in a persuasive
piece.
Remind the students that:
Whenwritingaletteryoumustbecertainyou
knowenoughtohaveaposition.
Havestudentstodownloadandusethefollowing
apptotakenotes:
https://itunes.apple.com/us/app/paper-by-
fiftythree/id506003812?mt=8
1. State your position clearly in your
opening paragraph.
2. What are your three points/facts
that support your position?
3. Youmusthavethreepointsorfactsthat
haveledyoutotakethispositiononthe
issue.
4. What is your supporting
evidence? For each point (above)
you must have three supporting
statementsthatvalidateyourargument.
5. Thefinalparagraphalsogivesyouan
opportunitytorestateyourposition.
Close with a standard closing
such as “Very truly yours.
Instructional Strategy-
DOK
Students will continue working on their 1st
draft of their letter.
Lesson Extensions
Students that have completed the 1st
draft
may begin revising after the teacher
has conferred with the student
regarding his/her writing.
DOK- LV 3 –
Choose students to
share their writing.
____Formative
Assessment
Strategies:
____Instructional
Strategies:
___Summative
Assessments:
____DOK:
__Other:__________
______
Materials
Mobile devices
(student choice)
Chart
Paper
Pencils
Planning sheet
Homework: None

8. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Accommodations: For students who do not have access to a personal mobile device, school laptops will be used.

9. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
The mayor of your town recently made the following statement: “It always strikes me as a
terrible shame to see young people spending so much time staring at television. If we could
unplug all the TV sets in America, our children would grow up to be healthier, better
educated, and more independent human beings.” The newspaper wants to print the four best
student responses to the mayor’s statement. Write a persuasive letter telling whether or not
you agree with the mayor. Write whether you think it is a good idea to turn off all the TVs.
Give specific reasons why you think that way. Remember to be detailed in your writing.

10. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
The mayor of your town recently made the following statement: “It always strikes me as a
terrible shame to see young people spending so much time staring at television. If we could
unplug all the TV sets in America, our children would grow up to be healthier, better
educated, and more independent human beings.” The newspaper wants to print the four best
student responses to the mayor’s statement. Write a persuasive letter telling whether or not
you agree with the mayor. Write whether you think it is a good idea to turn off all the TVs.
Give specific reasons why you think that way. Remember to be detailed in your writing.