-devan roulhac - 2 week lesson plan - lae 3331

8/10/2019 -Devan Roulhac - 2 Week Lesson Plan - LAE 3331

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Devan Roulhac

11/24/2014

E. Rybakova

2 Week Lesson Plan

Title of LessonIntroducing persuasive writing (DAY 1)

Based on a 50 minute, 9th

grade class

Purpose/rationale:

The purpose for this lesson is to introduce being persuasive in general to students. Through a

discussion-based class, students will begin understanding how being persuasive works, what it

means to be persuasive, and why you should be persuasive. This class is more discussionoriented because I want the students to come up with these ideas on their own, instead of hearing

a teacher tell them what being persuasive is. This will help them start to develop ideas about

how they can be persuasive when it comes to writing their paper (hence, planning their paper

while in the process of learning how to construct it.)

Common Core Standards:

LAFS.910.SL.1.1

Initiate and participate effectively in a range of collaborative discussions with diverse partners ongrades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly

and persuasively.

LAFS.910.W.1.1

Write arguments to support claims in an analysis of substantive topics or texts.

LAFS.910.W.2.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience.

Objectives:

SWBAT effectively generate discussions with their peers about being persuasive.

SWBAT communicate their thoughts, feelings, and opinions through writing.

SWBAT begin planning their persuasive essay.


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Materials:none

Anticipatory set:

The class today is going to begin with the students writing in their bellwork what they think it

means to be persuasive. I intended this bellwork assignment to be broad so I could get a varietyof answers from the students. I want their answers to be the start of our discussion about being

persuasive.

TeachingStrategy/Procedure/Activity:

Time Student is doing Teacher is doing

10 minutes Pick up journals fromthe front of the

classroom and get

situated at their desks.

In their journals,students will respond to

the bellwork assignment

that is written on theboard.

Instruct students to gettheir journals from the

front of the classroom

when they come in, and

return to their seat towork on bellwork.

Have bellworkassignment written onthe board: What does it

mean to be persuasive?

Answer studentsquestions concerningbellwork, if any.

Let them know that theywill be turning in their

journals at the end ofclass for a participation

grade.

Let students know whenfive minutes is almostover.

10 minutes Discuss what they wrotefor their bellwork.

Pick students to readtheir bellwork response

aloud to the class.

25 minutes Take desired notes andanswer questions or addinsight whenever

necessary.

(When I say desired notes

throughout this lessonplan: Im not going to

Start persuasive writingdiscussion

Tell the students that forthe next two weeks, we

will focus on persuasive

writing.

Today we will behaving a discussion


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require students to take

notes, and Im not going tohave one set way they have

to take notes. I will have

already explained to them

that they can take notesas/how they wish. But I

will stress how much notescan help them review.)

about what we think

persuasive writing is,and how we go about

being persuasive.

Tell students that

persuasive writing,tries to convincea

reader to do something

or to believe what youbelieve about a certain

topic.

Ask students why do weneed to be persuasive?

Ask how can we bepersuasive?

Ask for examples of

times when they had tobe persuasive.

Really get the studentsgoing about personal

experiences with

persuasiveness anddifferent ways they

would persuade

someone to do

something or thinksome way.

As the students thoughtprocesses get going andthe start answering these

questions, write down

their responses on the

board so we can reviewthem at the end of the

discussion.

Explain to students thatwe will be taking all ofthese components and

learning how to applythem to a persuasive

paper that they will haveto write by the end of

next week.

5 minutes Ask any questions theymay have

Put journals in the bin

Tell students that wewill be going more in-

depth with being


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before they leave. persuasive tomorrow

and for the followingdays to come. Were

really trying to get a

good understanding of

what it means to bepersuasive, how we go

about being persuasive,and how to write a

paper that is persuading

someone to do/think

something. Tell themthat as we go along,

they should be thinking

about what they want to

write about for their

persuasive papers. Make sure that theyre

not worrying to much

about the paper, becausewere going to spend a

lot of time as a class

learning how toproperly construct the

essay.

Ask students if theyhave any questions

about what will beexpected of them and

answer them

accordingly.

Have students putjournals back in the bin

in the front of the

classroom before theyleave.

Summary/Closure:

I will end this class by giving a brief overview of what is to come for the Persuasive WritingUnit that we will be doing for the next two weeks. I will let students know that we will be

learning different techniques for being persuasive and ways we can apply them to an essay

before we actually start writing the essay. I will also answer any questions they have.


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Assessment:

Formal assessment:Students will turn in their bellwork journals for me to grade. Informal assessment:I will monitor understanding by asking specific questions about

persuasion throughout my lesson.

Homework/follow-up assignment:None

Accommodations/adaptations:

Student with Aspergers: To accommodate this student, I will make sure he/she sits in

the front of the classroom (or wherever he/she feels comfortable) and I wont pressure

him/her to respond, as I may do with other students.

Two low-English proficiency students:To accommodate these two students, I will seat

them next to a bright student who does not mind making sure the students are

understanding the discussion as we go along. If either of the students need a little extra

assistance, they will be able to talk to this student, or see me after class.

Student with visual impairment: I will sit this student in the front row so he/she can see

the bellwork assignment written on the board and anything else I may have written on the

board.

Student with ADHD: I will have this student seated in the front of the classroom, closer to

me, and away from windows or door, or anything that may distract the student from the

discussion. I will also assign this student a note taking partner and allow the student to

take copy the notes after class.

A remedial reader: For this student, I will make sure that I read the bellwork assignment

from the board.

Attachments/Appendices:

none

Plan B:

If the discussion I planned for is not going anywhere, or in the direction I wanted it to go, I

would guide the students to where I want them to be by asking more questions that make them

think about persuasive writing more in depth. I would also make sure to focus on real life

experiences, so students can relate to being persuasive.

If this does not work, or the discussion is still not going anywhere, I will give a preview of Day

#2s lesson by having the students talk about different ways commercials and other

advertisements persuade people every day.


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Title of LessonBeing persuasive (DAY 2)


grade class

Purpose/rationale:

The purpose of this lesson is to have the students thinking about how people are persuasive on adaily basis. Once they begin to realize that being persuasive is something that is very prevalent,

as groups they will have a chance to be persuasive as well. Through this hands-on experience,

they will learn different ways/techniques they can use to be persuasive without even realizing it.


LAFS.910.W.1.1


LAFS.910.W.2.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on addressing what is most significant for a specific purpose and

audience.

LAFS.910.SL.1.1

Initiate and participate effectively in a range of collaborative discussions with diverse partners ongrades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly

and persuasively.

LAFS.910.RST.3.7

Translate information expressed in words into visual form and translate information expressedvisually into words.

Objectives:

SWBAT persuade an audience to do something or think some way.

SWBAT organize their presentation using a graphic organizer worksheet.

SWBAT work efficiently together in a group to produce an exceptional presentation.

Materials:

Sales Worksheet (Appendix A)

Anticipatory set:

We will begin our lesson by discussing who is persuasive on a daily bases. This question may

have been answered in yesterdays discussion, and if so, we will just elaborate a little more on

who is persuasive and HOW they are being persuasive.


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10 minutes Answer the bellworkquestion out loud

Take desired notes (Students should have

generated ideas such as:salesmen, parents,

friends, commercials,

and otheradvertisements.)

Ask students, Who hasto be persuasive on a

daily basis? Write down students

responses on the board.

(Students should havegenerated ideas such as:

salesmen, parents,friends, commercials,

and other

advertisements.if they

have not, steer them inthe right direction by

asking them if thesepeople/things persuadepeople daily)

5 minutes Look over the directionswhile I read them aloud.

Ask questions, if any.

Handoutsalesmen/advertisement

activity paper

(Appendix A)

Have students get into 5predetermined groups

Go over the directionswith the students.

Explain that as a group,they will come up witha sales pitch,

advertisement, or

commercial for aproduct (any of their

choosing) that they are

trying to sale to the

class.

Let them know that theywill have fifteen

minutes to come up witha sales pitch and theyhave to use the

worksheet as a guide.

Tell them that they willhave be allotted up tothree minutes for their

presentation.


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Tell everyone that whileeach group ispresenting, everyone is

responsible for taking

notes on what each

group did that waspersuasive.

Tell the students tobegin working in their

groups.

15 minutes Students will be comingup with their salepitches and commercials

as groups in designated

parts of the classroom.

I will be walking aroundthe classroom observinghow/what the students

are doing; answering

any questions; and

letting the students

know when their time isalmost up.

15 minutes Each group will go upto the front of the

classroom and presenttheir sales pitch.

Students not presentingwill be taking notes on

what they think were

good persuasivetechniques each group

used.

Remind students to takenotes on what they

thought was goodpersuasive techniques.

Call each group topresent.

5 minutes Raise hands if theythink they would buy

the product each group

wanted to sale.

Share what they wrotein their notes

Ask students to raisetheir hand if they would

buy the product each

group was trying to sale.

Have students sharewhat they wrote down

in their notes.

Tell students we will betalking more about these

techniques tomorrow

and to bring their noteswith them to class.


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Summary/Closure:

We will end class by reflecting on each groups presentation and answering the question of

whether or not they would buy the products based on the presentation. We would share what we

thought they did that was effective in being persuasive. I would also tell students to bring these

notes to class tomorrow, because we will be talking about persuasive strategies more in depth

tomorrow.

Assessment:

Formal assessment: none Informal assessment: I will monitor student understanding by asking questions. The

sales pitch activity is also an informal assessments as I will be using it to see how well

students understand the idea of being persuasive.

Homework/follow-up assignment:

None




him/her to respond, as I may do with other students. This student can also choose to not

work in a group, and instead of presenting his/her sale pitch, they can turn in the sales

worksheet for me to review.

Two low-English proficiency students:To accommodate these two students, I will make

sure that they are in a group with a student/students that will be able to and feel

comfortable helping them when needed. I will also make sure that I read the directions

for the activity very carefully so they can understand the directions better.

Student with visual impairment: I will have this students handout in 20 point font. I will

also allow his group to sit in front of the classroom so he/she can see each groups

performance.




take copy the notes after class. When walking around checking on each group, I will pay

extra attention to this student, making sure he/she is staying on task.

A remedial reader: For this student, I will make sure that I read the directions for theactivity very carefully so he/she can understand the written directions better.


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Appendix A (Being Persuasive Worksheet)

Plan B:If something goes wrong with the groups presentations, or they finish ahead of time, I will make

up for this by showing pre-prepared commercials and advertisements on the projector and have

students take notes/discuss how each ad was persuasive and different ways they achieved this.


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grade class

Purpose/rationale:

Todays lesson is directed towards getting students to understand the textbook definition andstrategies for persuasive writing. For the past two days, students have been formulating their

own ideas and strategies for being persuasive. Todays lesson will allow them to use what they

have already figured out about being persuasive and it will allow them to relate what they

already to know to the definitions and strategies for persuasive writing. Basically, it will be like

a review, with some added deeper insight to persuasive writing as a whole. Through an

understanding of Pathos, Ethos, and Logos, students will be able to construct a exceptional

persuasive essay.


LAFS.910.W.1.1


LAFS.910.W.2.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a


audience.

LAFS.910.SL.2.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that

listeners can follow the line of reasoning and the organization, development, substance, and style

are appropriate to purpose, audience, and task.

Objectives:

SWBAT define persuasive writing.

SWBAT identify and use different persuasive writing techniques.

SWBAT understand, identify, and illustrate examples of Logos, Ethos, and Pathos.

Materials:

Persuasive Writing PPT (Appendix A)Logos, Ethos, Pathos Worksheet 1 (Appendix B)

Logos, Ethos, Pathos Homework (Appendix C)Projector


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Anticipatory set:

We will begin our lesson by discussing who is persuasive on a daily bases. This question may

have been answered in yesterdays discussion, and if so, we will just elaborate a little more on

who is persuasive and HOW they are being persuasive.

TeachingStrategy/Procedure/Activity:Time Student is doing Teacher is doing

10 minutes Discuss what groups didin yesterdays activity

that showedpersuasiveness.

Have students take outthe notes they took in

yesterdays lesson anddiscuss things they

thought each group did

that was persuasive.

When a studentcomments on a strategy,

ask him/her how it

appealed to him/her.Did it appeal to youremotions? Did they

include a credible

source? Did they usestatistics?

Ask students how thesethings may enhance

someonespersuasiveness.

Also tell students that

they need to have theirpersuasive essay topicchosen by tomorrow

because they will all

share what they arewriting about tomorrow

in class.

10 minutes Take desired notes Tell students that todaywe will go over certain

strategies we can use in

writing persuasive

essays.

Tell students that nextFriday they will be

turning in final copies oftheir own persuasive

essay (topic can be

anything school


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appropriate), so they

need to pay extraattention to the PPT and

think about ways they

can apply what they are

learning to their essay. Show power point

(appendix A)

(*TEACHER ISDOING SECTION:will be in the notes

column for each slide in

the power point

presentation.)

5 minutes for directions,questions, grouping

15 minutes for working

.Follow the writtendirections as the teacher

reads them aloud andelaborates on them

Choose a partner towork with, or workalone.

Begin working on theworksheet

Handout Pathos, Ethos,Logos worksheet

(Appendix B) and havestudents work on them

in groups orindividually, if theyd

prefer.

Tell students that thisworksheet goes more in-depth about Pathos,

Ethos, and Logos.

Instruct them to readover the passages, and

then answer thefollowing questions for

each section.

Tell them that the thirdpage is a little different

from the first two. On

this page, you will read

a passage and thenchoose what persuasive

technique was used for

each passage.

Have students group upwith a partner if they are

choosing to.

Tell them that they havefifteen minutes tocomplete this

assignment and they

will turn it at the end of


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the class for a daily

grade.

Ask students if theyhave any questions

before they begin.

Tell them they canbegin working.

Walk around classroom,monitoring students and

answering questions ifthey have any.

Let the students knowwhen only five minutes

remain to work on the

assignment.

5 minutes Pass their worksheets to

the front of the class forgrading.

Review the lesson byanswering the questions

the teacher asks.

Have students pass their

worksheets to the frontof the classroom to be

turned in for grading.

Take worksheets in putthem in the folder forgrading.

Summarize the lesson:

Ask students reasons tobe persuasive, and

different strategies thatwill help them achieve

this. Ask students to answer

what Pathos, Logos, and

Ethos are and make

them give various

examples of each one.

5 minutes Look over thehomework assignment

directions that are being

passed out

Ask any questions ifthey have any.

Pass out the Pathos,Logos, and Ethos

homework worksheet

(Appendix C).

Go over the writtendirections for thehomework with the

students.

Answer any questionsabout the homework thestudents may have.

Tell the students to have


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their essay topic ready

by tomorrow becausethey will be telling the

class what theyre

writing about in class

tomorrow.

Summary/Closure:

We will end class by reviewing the lesson. Students will answer questions about persuasive

writing and different strategies they can use to achieve this in their papers. They will also

answer what Pathos, Logos, and Ethos are and give examples for each one. We will also spend

this time going over the homework assignment as a class, and getting any questions they have

about the assignment out of the way ahead of time.

Assessment:

Formal assessment: Pathos, Logos, Ethos Worksheet (Appendix B) and Pathos, Logos,Ethos Homework (Appendix C)

Informal assessment:I will monitor student understanding by asking questions andobserving their work.


Pathos, Logos, Ethos Homework



the front of the classroom (or wherever he/she feels comfortable) and I wont pressurehim/her to respond, as I may do with other students. This student can also choose to not

work with a partner today.


sure that they work with a student that will be able to and feel comfortable helping them

when needed. I will also make sure that I read the directions for the activity very

carefully so they can understand the directions better. I will let them know that if they

have any questions they dont feel comfortable asking in class, they can write them down

and give them to me that way.

Student with visual impairment: I will have this students handout in 20 point font. The

PPT is also in 20+ font, I will also allow him to sit in the front of the classroom.




take copy the notes after class. When walking around checking on each group, I will pay

extra attention to this student, making sure he/she is staying on task. I will have him

partnered with a student that I feel can keep him focused on his assignment.


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A remedial reader: For this student, I will make sure that I read the directions for the

activity very carefully so he/she can understand and follow the written directions better.

When/If the student works with a partner, I will suggest that the partner reads the

passages aloud and let him follow along, or pair him with a student who knows how to be

patient with letting him sound out words and read at the pace he feels comfortable with.


Appendix A (Being Persuasive PPT)


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Appendix B (Logos, Ethos, Pathos worksheet 1)


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Adapted from:

No author (n.d.). Worksheet.Ethos Pathos Logos. Retrieved: 10 November 2014.

http://courses.durhamtech.edu/perkins/aris.html
http://courses.durhamtech.edu/perkins/aris.htmlhttp://courses.durhamtech.edu/perkins/aris.htmlhttp://courses.durhamtech.edu/perkins/aris.html


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Appendix C (Logos, Ethos, Pathos Homework)


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R


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No author (n.d.). Worksheet.Ethos Pathos Logos. Retrieved: 10 November 2014.http://courses.durhamtech.edu/perkins/aris.html

Plan B:

If I am have left over time at the end of the lesson, we will keep reviewing the strategies that

help you be persuasive when writing, and giving examples of Logos, Ethos, and Pathos. If that

gets too repetitive, when can start talking about the lesson for DAY 4. We will discuss how

basic essays have been formatted in the past (Intro, body, conclusion) and talk about how the

persuasive paper is going to be set up similarly. I will let the students know that we will bediscussing different components for each section of the paper, and remind students to be thinking

of some topics for their persuasive papers that they will be turning in by the end of the week.

If we run out of time, I will not review Logos, Ethos, and Pathos so much at the end of class, but

I will review these things the following day for bellwork.


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grade class

Purpose/rationale:

Now that the students should have a firm understanding of what persuasive writing is and howthey can be persuasive when writing, the students need to know how to format their persuasive

papers. This lesson will show the students how to set up their paper and give them knowledge

about what each section should have included (for example, the thesis statement in the

introduction, data and other extensions/elaborations in the body, and a summary/wrap-up in the

conclusion.) Today we will also be taking a closer look into writing the introduction, this way

students know how to start their papers strongly.


LAFS.910.W.1.1.a

Introduce a topic; organize complex ideas, concepts, and information to make importantconnections and distinctions; include formatting (e.g. headings), graphics, and multimedia when

useful to aiding comprehension.

LAFS.910.W.2.4

Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

LAFS.910.W.2.5


new approach, focusing on addressing what is most significant for a specific purpose andaudience.

Objectives:

SWBAT organize and outline a persuasive essay.

SWBAT develop an introduction paragraph that grabs the readers attention.

SWBAT understand, identify, and illustrate examples of Logos, Ethos, and Pathos.

Materials:Students Logos, Ethos, Pathos Homework(Appendix A)

Introduction & Thesis PPT (Appendix B)Projector


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Anticipatory set:

We will begin our lesson by going over the homework (Appendix A) as a class. The teacher will

get students to answer each question and tell them whether or not they answered the question

correctly, giving them the correct answer, and allowing them the chance to change their answers.

The students will turn this homework in for a grade.



10 minutes Take out homework

Answer the questionsand fix answers if they

answered them

incorrectly.

Turn in the homework

after the review forgrading.

Go around the room andtell the teacher whattopic they will be

writing about for their

paper.

Have students take outtheir homework and go

over each question with

them, providing the

students with the correctanswer if needed.

Have students passhomework to the frontof the class when done

with the review. Tell

them that they will

receive a participationgrade for completing it.

Before we begin, havestudents go around the

classroom and say whatthey will be writing

about for their paper. Write down each

students topic.

Tell students that todaywe will be discussing

how to properly format

the research papers, howto enhance our

introductions, and we

will be talking a little

about forming thesis

statements. (This isbased on the fact that

we have already learnedabout thesis statements

earlier in the year, but

we will be reviewingmaking thesis

statements as a


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refresher.)

5 minutes Take desired notes.

Ask any questions they

may have.

On the board write outhow the paper will be

formatted:INTRODUCTION

BODY PARAGRAPH 1

BODY PARAGRAPH 2

BODY PARAGRAPH 3

CONCLUSION

Tell students that theintroduction is

important because itsthe audiences first

impression of the paperand they should behooked (and want to

keep reading).

Tell them that the bodyis where the argument isexplained and that each

body paragraph should

be focused on a detail

that will thoroughlysupport/back-up their

claim. Tell them that the

conclusion should wrapup the paper by restating

the main focus point of

the paper and it shouldend with a moving

statement because it is

the readers last

impression of the paperand by then, the reader

should have alreadybeen persuaded and the

last sentence should justdrive it home. The

reader should be left

with something to thinkabout.

Also make sure they


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know that they

SHOULD NEVERintroduce new

information in the

concluding paragraph.

Answer any questionsstudents may have andperiodically ask students

if they have anyquestions.

15 minutes Take desired notes

Ask any questions theymay have.

Tell the students thatwere now going to look

more into introductions

and how we can make

them the best they canbe.

Show the INTRO &THESIS PPT (Appendix

B)

(Teacher is doing willbe in the PPT notes if

the teacher is

elaborating on theslide.)

Answer any questionsstudents may have and

periodically ask if

students have questions.20 minutes Take out paper and

being writing theirintroductions for their

persuasive papers.

Ask any questions ifthey have any whilewriting.

Now tell that thestudents that they willbe working individually

to write an introduction

for their persuasivepaper.

Tell them to choose away to start their paper

that we discussed in the

PPT.

Let them know that it isokay if their thesis

statement is not welldeveloped, because we

will be having a thesis

workshop tomorrowwhere they will be ableto work on their thesis


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writing skills.

Tell student that theywill have twenty

minutes to work on their

introductions.

Tell them if they do notfinish, they need to

work on it for

homework and they

wont be turning themin for a grade, but I will

be checking to see if

everyone has a written

introduction at thebeginning of

tomorrows class.

Walk around theclassroom observing

students writing and

answering any questions

they may have.

Let students know whenfive minutes remain

and when it is time to bedismissed, tell them to

complete it for

homework if they have

not already, and bring itto tomorrows class.

Summary/Closure:

Today we will end class by working on introduction paragraphs for the students persuasive

papers individually until class is dismissed. Before class is dismissed, tell the students to finish

writing their introductions (if they havent already) for homework and I will check to see if

everyone has a completed introduction at the beginning of class tomorrow.

Assessment:

Formal assessment: Logos, Ethos, Pathos Homework (Appendix A) and EssayIntroductions (to be turned in and graded on Day 5)

Informal assessment: I will monitor student understanding by asking questions andwalking around the classroom observing students work.



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Finishing the introduction for their papers if they did not complete it in class.




him/her to respond, as I may do with other students. I feel that this student will be okaywith todays lesson, because he/she can work at his/her own pace and alone.

Two low-English proficiency students:I will make sure that I read the directions for the

introductions very carefully so they can understand the directions better. I will also pair

these students with a student who takes very clear, detailed notes, that way they can go

back and review any material they may have missed or didnt fully understand. If they

do not feel comfortable asking questions in class, I will let them write down any

questions they have and give them to me to answer after class or after school. When they

work on their introductions, I will pay extra close attention to them and help them as

needed.

Student with visual impairment: I will have this students handout in 20 point font. I

have also made every slide in the PPT 20+ font.




copy the notes after class. When walking around checking on each student, I will pay

extra attention to this student, making sure he/she is staying on task.

A remedial reader: This student should not have too much trouble with this lesson,

seeing that we are not doing any reading in this class. But any written directions (such as

those in the homework) will be thoroughly explained aloud, in case the student hadtrouble reading them for him/herself.


Appendix A (Logos, Ethos, Pathos Homework)


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No author (n.d.). Worksheet.Ethos Pathos Logos. Retrieved: 10 November 2014.

http://courses.durhamtech.edu/perkins/aris.html


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Appendix B (Intro & Thesis PPT)


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(This is how your intro should look once its complete.)

Slides 7-12:

Walsh, Lynda. (n.d.). Power point presentation. Persuasive Writing. Retrieved: 10

November 2014. http://compcolts.wikispaces.com/file/view/Persuasive+Writing.ppt

Plan B:

If we start to run out of time, I wont make the students write their introductions in class.

Instead, Ill just assign it for them to complete for homework and have them bring them to class

the following day.

We shouldnt have excess time because I am allowing the students to work on their introduction

until its time to be dismissed. If students finish their introductions before class is over, I will

read over them and give them feedback, and if a lot of students get done before class is over, I

will have them switch introductions with another student and tell them to peer edit each others

paper.
http://compcolts.wikispaces.com/file/view/Persuasive+Writing.ppthttp://compcolts.wikispaces.com/file/view/Persuasive+Writing.ppthttp://compcolts.wikispaces.com/file/view/Persuasive+Writing.ppt


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Title of Lesson

Thesis Workshop (DAY 5)


grade class

Purpose/rationale:

By now, students have already had some experience with thesis statements in my class, but now Iwant to make sure that they have thesis statements perfected. Thesis statements do not just apply

to writing persuasive papers, but students will have to write thesis statements for just about every

paper they write from now until college. This is why I am spending a whole class devoted to

writing thesis statements. I want to make sure students can write thesis statements so they will

have minimal trouble writing them in the future.


LAFS.910.W.1.1.a

Introduce a topic; organize complex ideas, concepts, and information to make important

connections and distinctions; include formatting (e.g. headings), graphics, and multimedia when


LAFS.910.W.2.4Produce clear and coherent writing in which the development, organization, and style are


LAFS.910.W.2.5



audience.

Objectives:

SWBAT explain what makes a statement a thesis statement.

SWBAT identify well written thesis statements.

SWBAT create a thesis statement that follows proper form for their persuasive essays.

Materials:Thesis PPT (Appendix A)

Thesis Worksheet 1 (Appendix B)

Thesis Worksheet 2 (Appendix C)Projector


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Anticipatory set:

The teacher will begin the lesson by having students take out their introductions for their papers

that they were supposed to have completed. I will take note of who has their introduction and

who does not, giving participation grades (no points, just 100% daily grade, or a 0% daily grade)

for having it completed. I will also ask for two or three students to share their introductions with

the class.



5 minutes Take out theirintroductions and set

them on their desks for

grading.

Share introductions, ifthey want to.

Put away paper

When students come in,have them take out their

introductions and set

them on their desk.

Once everyone is in andseated tell the students

that I will be walkingaround givingparticipation grades for

everyone who has

turned theirs in, if you

have it, you get a 100%daily grade, if you dont

have it, you get a 0%

daily gradenoexcuses.

Walk around and note

who has theirintroductions and whodoes not.

Ask students if anyonewould like to share their

introductions with theclass (2-3 students)

Tell them they can putaway their papers.

20 minutes (including five

minutes to work on activity

within the PPT)

Take desired notes

Ask any questions they

may have Do activity within the

PPT individually

Share answers for theactivity

Tell: In the past, weveworked on writing

thesis statements, buttoday I want to have athesis workshop so

everyone can perfect

their thesis statement

writing ability. Thesisstatements arent just

important for writing


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persuasive papers, but

you are going to need toinclude a thesis

statement for every

essay and probably most

writing assignments youwill have now, in high

school, and in the futurewhen youre in college.

This is why I really

want to make sure

everyone has a firmunderstanding of how to

construct a thesis

statement before we go

on. I want everyone to

take notes, and ofcourse construct them

however you feelcomfortable. Im going

to be checking to make

sure everyone tooknotes and if you did,

you will receive a 100%

daily grade. If you

didnt take notes youwill receive a 0% daily

grade. Show Thesis PPT

(Appendix A)

(Teacher will be readingoff the slides and

elaborating when

necessary, andanswering any questions

students may have. If

there is something

specific to say on a

slide, I will include it inthe slides notes section.

10 minutes Go over the worksheetwith the teacher before

they begin.

Ask any questionsbefore we start.

Read each statements as

Pass out ThesisWorksheet 1 (Appendix

B)

Tell the students that wewill be doing this

together as a class. (It


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a class, choose which

statement is a thesis andbe prepared to

defend/explain the

answer choice, explain

the answer they chose tothe class.

will not be a grade, but I

wont tell students this,so they wont try to not

do itlet them think its

going to be a grade;) )

Explain to the studentsthat for each section,they will be reading

each statement and thenchoosing which

statement is the thesis

statement out of thetwo.

Tell them to choose iton their own and be

ready to explain/defend

their answer to the class.They will need to

explain why the answer

they chose is a thesisstatement and what that

statement includes that

the other does not to

make it a thesisstatement. We will be

read each section

together, the students

will choose the thesisstatement on their own,

and then we will discuss

as a class the rightanswer and why it is the

right answer.

Ask students if theyhave any questions.

Begin reading thestatements with class

(reading some to them,

and having them readsome also), after the

students choose which

is the thesis on their

own, have studentexplain which he/chose

to be the thesis and why.

Give feedback to the


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student, telling him/her

if he/she was right andconfirming the

reasoning behind the

answer.

Ask students if theyhave any questionsabout thesis statements

and answer themaccordingly.

10 minutes Go over directions forthe Thesis Worksheet 2.

Ask any questions

Begin working on theworksheet individually

If finished before class

is over, switch paperswith another student and

give each other

feedback or ask me toreview your thesis

statement and give

feedback.

Pass out ThesisWorksheet 2 (Appendix

C)

Tell the students thatnow that they have a

firm grasp on thesis

statements, were goingto review how I want

them to write theirthesis statements for

their persuasive papers.

Let them know that theywill be writing the thesisstatements in the same

general way, but I want

to show them how and

where to place their

claim and supportivedetails in their thesis

statement.

Tell them that the slideon the worksheet is

from the power point we

went over yesterdayitshows exactly how I

want their thesis

statements to be

constructed (Claim +

three supportivestatements/details;

written clearly.)

Tell them that they needto write their claim on

the directed portion of

the worksheet.

Now, tell them to think


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of supportive details to

back up their claim(which they should have

been formulating ideas

as we went along the

lessons these past fewdays). Explain that I

know they wont haveany research to add, but

they just need a general

overview of what they

will use to back up theirclaim (ex: doctors

statements, scientific

research, experience,

etc.) Tell them to think

back about the differentstrategies they can use

(big names, research,logos, pathos, ethos,

etc.) They can also

review their notes ifthey need to.

Tell them that they willbe working on this for

the remainder of the

class and if they finish

beforehand, to sharetheir thesis statements

with a classmate, andhave them give them

feedback, or they can

ask me to look over itfor them if they want.

Instruct the students toadd their thesis

statement at (or close to)

the end of their

introductions, as wasshown in the example

paragraph in the PPT.

Walk around theclassroom giving

feedback and answering

any questions studentsmay have.


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5 minutes Ask questions if theyhave any.

Continue working onthesis statements.

Tell students that onlyfive minutes remain, butto continue working as

they listen to me.

Tell them that over the

weekend they should bethinking about the

components of their

paperhow are they

going to persuade theirreaderswhat

techniques do they want

to useetc.

Let them know that onMonday we will be

learning about ways to

make the body andconclusion of our papers

better, including how to

conduct research and

how to cite sources toavoid plagiarism.

Ask students if theyhave any questions andanswer them

accordingly.

Summary/Closure:

Students will end class by working on their thesis statementspassing them around to get peer

feedback, letting be review their statements and giving feedback, and placing their thesis

statements in their introduction paragraph. Before class ends, I will let the students know that on

Monday we will be learning about how to format and write the rest of the persuasive paper (body

and conclusion; including how to conduct research and cite sources.)

Assessment:

Formal assessment:Persuasive essay introductions (Participation grade100% dailygrade if completed, 0% if not)

Informal assessment:I will monitor student understanding by asking questions. TheThesis Worksheets 1 and 2 will also be a way for me to monitor student understanding

and will not be taken for a grade.


None


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sure that I read the directions for the activity very carefully so they can understand the

directions better.I will also assign these students a note taking partner and allow the

student to take copy the notes after class. When they are writing their thesis statements, I

will pay extra close attention to these students and help them as needed.

Student with visual impairment: I will have this students handout in 20 point font. All

font in the PPT will be in 20+ size font.



discussion. I will also assign this student a note taking partner and allow the student totake copy the notes after class. When walking around checking thesis statement progress,

I will pay extra attention to this student, making sure he/she is staying on task.


activity very carefully so he/she can understand the written directions better. I will let

this student work at a pace that he/she feels comfortable with, allowing the student a little

extra time to turn in assignments, if needed.


Appendix A (Thesis PPT)


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Notes: Have students do this activity individually and in their notes, tell them to ignore the

Mt SAC part and just write about being a successful student. Give students about five

minutes to work on this and then get a couple of students to share what they wrote. Give


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feedback as need (Did they construct a good thesis statement, or is it lacking something?)

Then show the next slide with an example.

Tyson, Erin. (n.d.). Power point presentation. Thesis Writing. Retrieved. 10 November 2014.http://www.mtsac.edu/writingcenter/Thesis%20power%20point%20Amy%20revised.ppt

Appendix B (Thesis Worksheet 1)
http://www.mtsac.edu/writingcenter/Thesis%20power%20point%20Amy%20revised.ppthttp://www.mtsac.edu/writingcenter/Thesis%20power%20point%20Amy%20revised.ppthttp://www.mtsac.edu/writingcenter/Thesis%20power%20point%20Amy%20revised.ppt


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Appendix C (Thesis Worksheet 2)

Plan B:

If I start to notice that students are done working on their thesis statements, and Ive already

given feedback to every student, then we will start a discussion about doing research. I will askstudents what kind of websites they think are secure and reliable; if theyve had any experience

with unreliable websites; and will tell them the types of websites I want them to use for their

papers (.gov and .edu, preferably)

If we are running out of time after the power point or Thesis Worksheet 1, I will have students do

the Thesis Worksheet 2 for homework and we will review their thesis statements on Day 6.


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Title of Lesson

Thesis Workshop (DAY 6)


grade class

Purpose/rationale:

Now that students have written their introduction (including their thesis statements), they need toknow how to construct the body and conclusion of their papers. This includes how to do

research and how to cite the sources they used for their research. They also need to know how to

write a good conclusion. By the end of this lesson, students will know how to write their entire

persuasive essay and they will have an understanding about what will be expected from them in

terms of their essay.


LAFS.910.W.1.1.a

Introduce a topic; organize complex ideas, concepts, and information to make importantconnections and distinctions; include formatting (e.g. headings), graphics, and multimedia when


LAFS.910.W.1.1.e

Provide a concluding statement or section that follows form and supports the argument

presented.

LAFS.910.W.2.4



LAFS.910.W.2.5


new approach, focusing on addressing what is most significant for a specific purpose andaudience.

LAFS.910.W.3.8

Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assesses the usefulness of each source in answering the research question;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism

and following a standard format citation.

Objectives:

SWBAT explain the components of a persuasive essay.

SWBAT conduct reliable research for a persuasive essay.

SWBAT create in-text citations and form a works cited page in MLA format.


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Materials:Writing the Body PPT (Appendix A)

Perdue OWL MLA PPT (Appendix B)Projector

Anticipatory set:Todays lesson will begin as a short review of what we learned last week, in case students lost

any information over the weekend. We will review different ways to grab readers attention in

introductions, techniques for being persuasive and how to construct a thesis statement for our

persuasive essays.


Time Student is

doing

Teacher is doing

5 minutes Give someexamples

of ways tograb

readers

attention inthe

introductio

n,

techniquesfor being

persuasive,

and how to

construct athesis

statement.

Have students give some examples of different ways to grabreaders attention in introductions,techniques for being

persuasive and how to construct a thesis statement for ourpersuasive essays. As a review.

Answer any questions students may have.

30 minutes Askquestions,

if any.

Takedesired

noted

(WhendoingMLA PPT,

take very

detailednotes, as

instructed.)

Again, write the basic format of an essay on the board:

INTRODUCTION

BODY PARAGRAPH 1

BODY PARAGRAPH 2

BODY PARAGRAPH 3

CONCLUSION

Tell the students: Now that weve learned how to write agood introduction, its time to turn to one of the mostimportant parts of your paper. Today were going to learn

how to format the body of your paper. For each body

paragraph, you are going to take one of your supportivedetails in your thesis, make it the main focus of the

paragraph, and extend and elaborate on it using different

persuasive techniques (facts, statements, research, personalexperience, etc.). Now well have a closer look on how to

write the body of your persuasive paper.


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Show Writing the Body PPT (Appendix A)

(Teacher is doing is in the notes of each slide)

Tell students that this next PPT is very important because itsgoing to be a lot of information that may seems confusing at

first, so they really need to take very good, detailed notes.

Show Perdue Owl MLA PPT (Appendix B) (Teacher is doing will be in the notes as well.)

5

minutes Form an in

text and

correspondwork cited

citation

based on

theinformation

on the

board Check to

make sure

they

formatted

thecitations

correctly

once theright way is

written on

the board. Ask any

questions

about MLA

and citation

formatting.

After students learn how to do citations, have them practiceusing the following information I will write on the board as I

tell them:

o Statement found in an article titled,Bad, Bad Foods

o Article was found at eathealthy.org/badbadfoodsarticle1

o Written by Dr. Travis Stork

o Published to website on November 12, 2014o Statement using is: Fast food is the leading cause of

obesity in America.

o Publisher: Heathy Eating, Inc.o Date accessed: Nov. 20, 2014

Tell students they have four minutes to make an in-textcitation and a corresponding citation for the Works Cited

page.

When four minutes is up, write the citations on the board:In-text: In his article titled,Bad, Bad Foods, Dr. Stork states

that, Fast food is the leading cause in the growing obesity

rates in the U.S. (Stork,Bad, Bad Foods.)

Work cited:

Ask students if they have any questions regarding citingsources and answer them accordingly.

Takedesirednotes.

Write on the board the components of concluding paragraphson the board as I say them aloud:

o A concluding paragraph is one of the easiest paragraphsto write because youre basically just summarizing and

reviewing your main points.

o Like I mentioned the other day, in the conclusion youwant to leave your reader thinking about something. So

just like how you used a technique to introduce your

paper and grab the readersattentions, you should usesomething similar to end your paper.

o A bold statement usually works best, but any of thetechniques will work as well.

Ask students if they have any questions and answer them


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accordingly.

5 minutes Askquestions,

if any.

Tell students that we will be meeting in the media center(library) tomorrow to do research for their essays.

Tell them to remember the rules that govern doing research,paying special attention to unreliable vs. reliable sources.

As they find their support through research, they need tobegin typing their paper and have a draft ready, because the

day after research were going to be doing peer editing.

Ask students if they have any questions and answer themaccordingly.

Summary/Closure:

Tell students that we will be meeting in the media center (library) tomorrow to do research for

their essays. Tell them to remember the rules that govern doing research, paying special

attention to unreliable vs. reliable sources. As they find their support through research, they need

to begin typing their paper and have a draft ready, because the day after research were going to

be doing peer editing. Ask students if they have any questions and answer them accordingly.

Assessment:

Formal assessment:none Informal assessment:I will monitor student understanding by asking questions. I will

also measure how well students understand thesis statements when they have to write on

from the information I give them.


None






sure that I read the directions for the activity very carefully so they can understand the

directions better.Since these slides are a little more complex, I will print copies of the

power points and let them take home to copy.

Student with visual impairment: I will have this students handout in 20 point font. Allfont in the PPT will be in 20+ size font. I will also write large enough on the board for

the student to be able to see.



discussion. I will also let this student copy printed versions of the power points as well in

case he/she missed any information.


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activity very carefully so he/she can understand the written directions better. I will let

this student work at a pace that he/she feels comfortable with, allowing the student a little

extra time to copy notes (by giving him/her printed versions as well.)


Appendix A (Writing the Body PPT)


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Appendix B (Perdue OWL MLA PPT)

(This PPT had 30+ slides, so I just provided the link in the citation.)

Purdue OWL Staff. (n.d.). Power point presentation.MLA Formatting. Retrieved: 10 November

2014. https://owl.english.purdue.edu/media/ppt/20090818122307_747.ppt

Plan B:

I can only see students needing more time for this lesson. I AM hitting them with a lot of

important information that may seem complex to them at first, so if they need any extra time

working on this citations, I wont review the conclusion (since weve already talked about it

previously), I will just tell them to review the notes they have for writing the conclusion and

spend a little extra time working on citations.
https://owl.english.purdue.edu/media/ppt/20090818122307_747.ppthttps://owl.english.purdue.edu/media/ppt/20090818122307_747.ppthttps://owl.english.purdue.edu/media/ppt/20090818122307_747.ppt


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Title of LessonResearch Day (DAY 7)


grade class

Purpose/rationale:

Today were spendingthe whole class in the media center so students can gather research thatwill enhance their arguments for their paper. I want to spend as much time in the media center as

possible because the school is in a middle class environment, and I dont know how many

students have access to internet and a computer at home.


LAFS.910.W.1.1.a




LAFS.910.W.2.4



LAFS.910.W.2.5


audience.

LAFS.910.W.3.8

Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assesses the usefulness of each source in answering the research question;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism

and following a standard format citation.

Objectives:

SWBAT gather data from internet sources that enhances their papers argument.

SWBAT gather data from print sources that enhance their papers argument.

SWBAT create in-text citations and form a works cited page in MLA format.

Materials:Computers and books (Media Center access)


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Anticipatory set:

Ill begin the class by explaining to student what exactly I want them to do. They need to find

three sources (one being a book) first. These sources need to be from reliable websites and must

ENHANCE their argument (i.e. their source should make people be persuaded even more). They

need to go ahead and find their sources, and choose what information they will use from each

article. Then, they should go ahead and format a works cited page. After this is done, they can

start writing their paper. Since this is just the first draft, they can write it if they want, but they

need to be following the formatting rules for MLA. I will also pass out the rubric for the final

paper and explain/go over it with the students.



5 minutes Taking desired notes

Going over the rubric

Asking any questions

Explain to student what exactly I wantthem to do

They need to find three sources (one

being a book) first. These sources need to be from reliable

websites and must ENHANCE theirargument (i.e. their source should make

people be persuaded even more).

They need to go ahead and find theirsources, and choose what informationthey will use from each article.

Then, they should go ahead and formata works cited page.

After this is done, they can start writing

their paper. Since this is just the first draft, they can

write it (instead of typing) if they want,

but they need to be following the

formatting rules for MLA.

Pass out the rubric (Appendix A) forthe final persuasive essay.

Let them know that the final essay willbe a test grade.

Go over each component of the rubricwith the students, answering any

questions as we go along.

Explain to the students how it will begraded:

o Im going to take every scorethey get from each component

and take the average componentscore by dividing each score by


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the number of components there

are (5).

o If the percentile scoring willwork this way:

o 6 = 100%o

5.0-5.9 = 90%-99%o 4.0-4.9=80%-89%

o 3.0-3.9=70%-79%o 2.0-2.9=60%-69%

o 1.0 = 0-50% depending on theextent of your persuasiveness

(was I persuaded at all? did youuse any techniques?)

40 minutes Begin doing researchonline and through print

sources. Make works cited page

Begin working on essaydraft 1

Ask any questions

Tell students to begin working on theirresearch.

Allow students to leave computers tofind book sources.

Walk around looking at studentprogress, making sure they are using

reliable sources, and answering any

questions.

Remind students to start writing theirpapers once theyve made their works

cited pages.

5 minutes Print work they needprinted, save documents

on computer. Ask any questions.

Tell students that there is 5 minutes leftof class and they should begin printing

what they have done so far and savingall their documents to their account.

Tell them that if they havent finished

their first draft, then they need to haveit completed for homework.

Let them know that we will be peerediting the drafts tomorrow and we will

begin working on draft #2.

Summary/Closure:

I will close the class by letting the students print any material they may need to finish the draft at

home and by making them save their work on their respective accounts. I will also give them

another heads up that we will be peer editing our first drafts tomorrow in class.


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Assessment:

Formal assessment:none Informal assessment:I will monitor student understanding by walking around making

sure everyone is on task and writing their citations and paper correctly.

Homework/follow-up assignment:Finishing draft 1, if needed


Student with Aspergers: I do not foresee that this student will need any accommodations

since the students are not working together and theyre basically working at their own

pace. Of course, I will pay extra attention to this student making sure he/she is doing

okay with the research process.

Two low-English proficiency students:If these students are having trouble with reading

an article that is in English, Ill let them visit a translator page that will translate the

article to their native language.

Student with visual impairment: I will have this students rubric in 20+ font. I will also

make sure that this student is aware of the zoom feature on the computer.

Student with ADHD: So this student doesnt get distracted on the computer, I will make

sure to pay attention to his/her internet usage and encourage him/her to stay on topic.

A remedial reader: Its understandable if this student has to take some extra time finding

articles and such to use for his paper. For this reason, I will help him/her find an article

that will support his/her paper, print the articles and allow him/her to take them home.

As for the book source, he/she can check it out from the library and take it home as well.


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Appendix A (Persuasive Essay Rubric)

Plan B:

If a students computer starts glitches and that student can no longer use it, I will have him/her

pair up with another student and they can do research together. Or, while one of the students are

finding a book source, the other student can use the computer in the meantime.


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Title of Lesson

Peer Editing (DAY 8)


grade class

Purpose/rationale:

The students now have their first draft written, so the next logical step is to edit and revise it. Iwant the students be introduced to peer editing because it will help them in multiple ways. Its

always helpful to teach something to someone else to better understand it yourself. So by editing

someone elses paper, students will be able to pick up on some things they may not have realized

was wrong in their own papers. Additionally, students may gain some new ideas about how to

incorporate different techniques in their papers through peer editing.


LAFS.910.W.1.1.a




LAFS.910.W.2.4Produce clear and coherent writing in which the development, organization, and style are


LAFS.910.W.2.5



audience.

LAFS.910.W.4.10

Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of tasks purposes, and audiences.

Objectives:

SWBAT edit a peers persuasive essay, making a note of grammatical and formatting errors.

SWBAT identify ineffective persuasive techniques in a peers persuasive essay.

SWBAT properly revise their persuasive essays based on the editing of a peer.

Materials:Students first drafts


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Anticipatory set:

Since todays class is going to be devoted to peer editing, Ill start class by explaining to the

students exactly what peer editing is, how it can be beneficial for them, and I will explain the

drafting process.

TeachingStrategy/Procedure/Activity:Time Student is doing Teacher is doing

5 minutes Ask any questions and pay attentionto the directions for peer editing.

Get students to take out theirfirst drafts

Tell students that this draft isthe first of two drafts that they

will be doing before turning in

their final draft.

The second draft will be editedby me and then they will beable to write the final copy.

Tell them that today they willbe peer editing, which means

editing each others papers.They are going to get into

predetermined groups of three

and take turns reading eachothers papers making note of

any grammar mistakes, or

anything that does not follow

the rubric. Also, makecomments on things that they

thought

Tell them that by editing eachothers papers, they will be

able to learn about grammar

and other writing rules thatthey may have not knownbefore, and they might develop

some ideas for being

persuasive that they may not

have had as well.

Tell them that they will have35 minutes to edit each others

papers and after the 35 minutes

is up, they will be working onredrafting their essay based on

the comments and critiques

made by their peers.


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35 minutes Get into groups of three that Iassign and edit each others papers.

Ask any questions as I go around

Group students and tell them tobegin revising their papers.

Walk around keeping peopleon task and answering any

questions they may have.

10 minutes Print work they need printed, savedocuments on computer.

Ask any questions.

By now students should bedone editing each others

essays and they should have

gotten feedback from two

different people. So now instruct students to

begin rewriting their papers,

making the changes that theirpeers suggested.

Let students know that if theyhavent finished editing each

others papers, thats fine,because we will be working on

developing the papers

tomorrow in class, but they are

going to have to have thesecond draft completed by the

end of class (we will be

working on finishing the draftsin class, but if they think

theyll need any extra time theyshould work on it at home as

well.)

Summary/Closure:

I will close the class by letting them continue editing each others papers, and if they are finishedediting, they can begin making the changes that their peers suggested.


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Assessment:

Formal assessment:none Informal assessment:I will monitor student understanding of persuasive writing

(including components such as grammar usage) by walking around making sure everyoneis on task and editing papers.


Finishing draft, if needed


Student with Aspergers: I understand that this student may not want to work with a

group, but I will give him the option of working with someone he feels comfortable with,

working with me, or working alone, or a combination of both.

Two low-English proficiency students:I will group these students with students who can

and feel comfortable working with them and at their pace. I will make sure that the

students who I assign to work with these ELLs are comfortable with the task and feel likethey can assist them accordingly. I will also edit their paper at some point when Im

walking around the class and telling them my feedback (as I will instruct the students I

group them with to do too) instead of just writing it down.

Student with visual impairment: I will have this students rubric in 20+ font. I am also

going to allow this student to write his paper in a font he/she feels comfortable with

(without taking off point for not being in MLA standard, 12 pt font)

Student with ADHD: This student will be assigned a group of students who know to give

him/her a little extra time if needed and feel comfortable working with him/her and can

keep this student on task. I will be paying attention to this student throughout the editing

process to make sure he/she stays on task.

A remedial reader: Its understandable if this student has to take some extra time reading

and editing other peoples paper. And if this student isnt confident in his/her

reading/writing abilities, I wont pressure him/her to work with others. But I do want to

assign him a copy of someones paper topeer edit at his own pace.


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Appendix A (Persuasive Essay Rubric)

Plan B:

If a students finish ahead of time, Ill get them to change groups and edit the new persons

paper, this way they are getting lots of feedback from multiple sources.


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Title of Lesson

Review Day (DAY 9)


grade class

Purpose/rationale:

The end of the Persuasive Writing unit is almost done and (hopefully) students have a goodunderstanding of the persuasive writing process! Today I want to spend half of the class

reviewing the key things that weve learned and I think students might needa little extra time

with. (Side note: If I actually were teaching this lesson to real students, this would be the time I

spent going over the things I knew for sure students needed a little extra help with based on the

questions theyve asked and through my observations during group work and discussions, but

since I dont really know, Im going to be reviewing the things I assume they would need a little

extra help with.) The second half of the class will be spent finishing up the second draft, because

they will be turning them in at the end of class for me to edit before they type their official essay.


LAFS.910.W.1.1.a




LAFS.910.W.2.5


audience.

LAFS.910.W.2.4



LAFS.910.W.4.10

Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of tasks purposes, and audiences.

Objectives:

SWBAT format a persuasive essay.

SWBAT list and explain different techniques for writing persuasively.

SWBAT properly revise their persuasive essays based on the editing of a peer.


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Materials:Review PPT (Appendix A)

Persuasive Essay Rubric (Appendix B)Projector

Anticipatory set:

Today, Im going to begin class by giving a brief synopsis of what we will be doing today and

what is expected of them for tomorrow. We will be reviewing some key components of our

persuasive essays, making sure everyone understands everything they need to know for writing

their final essay. This can also serve as a refresher. We will be reviewing for the first half of

class, and for the remainder of class, students will work on writing their last essay draft which

they will turn in at the end of todaysclass for me to revise.



5 minutes Take out notes, if desired.

Ask any questions

Explain to students that todaywe will be reviewing some key

components of persuasive

writing as a refresher, this wayeveryone is on the same page.

Let them know that now would

be the ideal time to take outtheir notes from the past two

weeks and follow along as we

go over the power point so they

can jot down anything theymissed the first time.

Tell them that after we review,they will need to finish writing

their last draft because theywill be turning them in to me at

the end of class for me to

revise before they type up theirlast revision tomorrow in the

media center. I will be revising

their second draft and giving it

back to them at the beginningof tomorrows class for them to

look over and then make the

corrections I suggested. This

draft will also be aparticipation daily grade (100%

if done and turned in, 0% if

not.)


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Ask students if they have anyquestions before we begin andanswer them accordingly.

15 minutes Follow along with their notes

Take additional notes

Give examples when prompted Ask any questions

Show Persuasive WritingReview PPT (Appendix A)

As we go through each slide,read the material on the slideand elaborate on important

information that they need to

know, giving examples, ifneeded.

Also have students generatedifferent example of each

thing, examples that they mayhave made up on the spot, or

examples they used in their

persuasive essay. Stress the importance of citing

sources and adhering to proper

formatting

Constantly ask students if theyhave any questions and answeraccordingly.

25 minutes Take out all materials needed forwriting their paper.

Go over rubric with the teacher,asking any questions they may

have. Begin finishing their last drafts.

Instruct students to take out alltheir material for writing their

papers including drafts,

revisions, notes,

research/source print outs, andthe rubric.

Go over the rubric (AppendixB) one more time with students

so they are understanding whatis expected from them for their

final essay.

Ask if they have any questions


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and answer accordingly.

Tell them to finish writing theirlast draft, and to write as neat

as possible for me to be able to

read their paper.

5 minutes Tell students that there is only5 minutes of class left, and they

should be finishing up their lastdraft.

Remind them that they will betyping their final essays

tomorrow, so go straight to themedia center for class.

When students are dismissed,have them turn in their drafts to

me as they exit the classroom.

Summary/Closure:

Todays class will endby having the students wrap up their final draft, reminding them that we

will be typing the final essay tomorrow in the media center, so we need to meet there tomorrow

for class, and having them turn in their final draft as they exit the classroom.

Assessment:

Formal assessment:Persuasive draft (100% daily grade if completed, 0% if not) Informal assessment:I will monitor student understanding of persuasive writing by

asking questions and observing students work.


none





Two low-English proficiency students:To accommodate these two students, I will seat

them next to a bright student who does not mind making sure the students are

understanding the discussion as we go along. If either of the students need a little extraassistance, they will be able to talk to this student, or see me after class. I will most likely

give these students a copy of the power point of they need it.

Student with visual impairment: I will sit this student in the front row and have the power

point and rubric in 20+ font.


me, and away from windows or door, or anyth

-devan roulhac - 2 week lesson plan - lae 3331

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