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TRANSCRIPT
Introduction to Class Dojo LESSON PLAN
Welcome To Class: Telling Maps, Monsters and MeJennie Dougherty, English Teacher at Urban Public High School (MA)Grades 6-12 • 2 45 minute lessons • September 7, 2011• September 7, 2011
DAY ONEObjective1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.Purpose 1: Clarity. Purpose 2: Persuasive “Pitch”
Procedures1. Warm Up: Student Information (foldable). Students are asked to record information about themselves.
2. Review Course Syllabus/Technology Class Contract (I-Do/We-Do)
3. Introduction to Class Dojo, project image of Dojo Monster Class with Students names. Let the students check out all the monsters and listen to their reactions and questions. Explain how it works, and review criteria for gaining and loosing points, and possible "rewards" students can earn.
4. Writing Activity: Intro. to the “Telling” Graphic Organizer
Jennie Dougherty• email: [email protected] • High School 1
5. Teacher and Student Collaborate to generate “Telling Visual” about a Class Dojo Monster (We-Do)
6. "You Do" Students work individually to create a telling brain frame about their own monster.
EXAMPLE 1
Jennie Dougherty• email: [email protected] • High School 2
DAY 1 HOMEWORK: Use “Telling Frame” to write a clear description of your monster
DAY TWOProcedures1. Warm Up: Create a telling frame to describe the topic of “Best Commercial Ever!” Be sure to include what it was about, the best details, and why it is SO effective at making you hungry or want to buy the product being advertised.
2. "We Do" Students and Teacher Watch and discuss Teacher’s selection of “Best advertisements”.
3. “We Do” Students and Teacher Collaboratively create a telling frame that explains what makes an advertisement effective. How does it make you hungry for the product?
• Key Connections: • Student’s responses that relate to concepts of ethos, pathos and logos,• Student’s responses that acknowledge or highlight false advertising and
connect to major rhetorical fallacies.
4. "Y'all Do" Students work collaboratively to write a winning “pitch”: Sell Me That Monster!
5. Using complete sentences, describe the Dojo Monster for the purpose of wetting your listener’s appetite (make em’ hungry for it), and make them feel LUCKY for having this once in a lifetime opportunity to have your monster for themselves. HIGH STAKES: Winning group takes all! Homework pass for future night’s assignment!
DAY 2 HOMEWORK: Create a telling frame about yourself. Use this telling frame to “pitch” yourself to a future employer, college admission’s officer or recruit (think sports, modeling, or panel of reality TV show judges)
DAY 3 Optional Follow Up Lesson: Students bring drafts into class, and teacher is able to use them as material to introduce lesson plan: What it Takes To Win: “Ethos”, “Pathos” and “Logos”
Jennie Dougherty• email: [email protected] • High School 4
StandardsGrade level: 6-12 Subject area: Language Arts
Standard: Speaking & Listening-Comprehension and CollaborationInitiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts and issues, building on other’s ideas and expressing their own clearly and persuasively.
Assessment:Students are evaluated on their ability to initiate, contribute to and propel collaborative discussion with classmates and teacher. Using Class Dojo, teacher will set the positive and negative options to those listed below
POSITIVES: NEGATIVES:Initiative Disrespectful
Participation Distracted
Building on Other’s Ideas Argumentative
Clarity Interrupting
Supporting Other’s Ideas Dominating Conversation
Grade level: 6-12 Subject area: English
Standard: Writing
Produce Clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. (Grade specific expectations for writing types are expected)
Assessment:
Students are evaluated on the clarity with which they meet the purpose of writing a description of their monster. Students are evaluated on their ability to write effectively for the purpose of "pitching" their monster to an audience.
Students are evaluated on their ability to independently create a "telling brain frame"
Students are evaluated on the clarity with which they independently use the "telling frame" about themselves to write a description for the purpose of "pitching" themselves to a future employer, college admission's officer, or panel of Reality TV show judges.
Jennie Dougherty• email: [email protected] • High School 5