L1+Marcoux,+Jacob

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * UNIVERSITY OF MAINE AT FARMINGTON **

**LESSON PLAN FORMAT **

**__Teacher’s Name __****: **//Mr. Marcoux // **__Date of Lesson__:** //11/01/2011// **__Grade Level __****: **//11 - 12 // **__Topic__:** //Persuasive Writing//

**__Objectives __** **__Maine Learning Results Alignment __** Common Core Standards
 * Students will understand that writing needs to convey a clear perspective on a given idea.
 * Students will know will know how to self-analyze, and the function and importance of a thesis, introduction, body, and conclusion
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will be able to design an effective argument.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Product: Video log

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Content: Language Arts

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Grade Level: 11-12

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Domain: Writing

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Standard: //Production and Distribution of Writing:// //<span style="background-color: white; font-family: 'Times New Roman',serif;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. // //<span style="background-color: white; font-family: 'Times New Roman',serif;">Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. //

**<span style="font-family: 'Times New Roman',serif;">Rationale: **<span style="background-color: white; font-family: 'Times New Roman',serif;">This lesson, will address these specific common core standards; it will force student to consider their observations and organize their ideas through planning and revision. Students will need to identify the meaning in their observations in written form, with an understanding that their class mates are their audience, as they will present their argument to the class through a video log.

**__<span style="font-family: 'Times New Roman',serif;">Assessment __** **__ Pre-Assessment: __**<span style="background-color: white; font-family: 'Times New Roman',serif;"> The pre-assessment will be a free write on an assigned topic in order to evaluate students present writing capabilities. They will choose a topic that they wish to discuss, and will be asked to articulate their opinion concerning it.

**<span style="font-family: 'Times New Roman',serif;">Formative (Assessment for Learning) ** ** Section I – checking for understanding during instruction **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Students will rethink their opinion of the film/book, examining why they believe what that do on a sequence chart, and then in groups of 3 or 4 they will somehow represent their thinking through a visual image and share it with the group in an ABCD, whisper activity.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **Section II – timely feedback for products (self, peer, teacher)**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Students will revise their arguments with peers during the ABCD, Whisper activity and will submit the sequence chart to the teacher. They will also submit their written log for review before recording the final video log. **<span style="font-family: 'Times New Roman',serif;">Summative (Assessment of Learning) ** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Students will pick a favorite movie or book, and list what it is about their particular piece that they <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">like. There should be clear points’ defining what they enjoy about their particular movie or book that causes them to set it apart from others. Students should write out their argument with a simple introduction, body, and conclusion. They will present their argument to the class through a video log.

**__<span style="font-family: 'Times New Roman',serif;">Integration __** **<span style="background-color: white; font-family: 'Times New Roman',serif;">Technology: **<span style="background-color: white; font-family: 'Times New Roman',serif;"> Type II technology will be integrated into this lesson via a video log. The software used is up to the students, whether it is simple webcam software or an Imovie recording, students must present a video clip of their argument to the class, in a creative way.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **Content Areas:** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">English: **__<span style="font-family: 'Times New Roman',serif;">Groupings __** **<span style="background-color: white; font-family: 'Times New Roman',serif;">Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Writing: students will write out their argument on paper and analyze it with the teacher before presenting it through a video log to the class.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Listening: Students will listen and analyze their arguments of their peers during class presentations.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Speaking: Students will have to articulate their argument verbally through their video log.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Art/ Analysis: Students will have to choose a favorite movie or book and will have to analyze the different pieces that cause certain reactions.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will use a sequence chart to map out their key points, and students will work to clarify these points with their peers during a three-step interview.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **Section II – Groups and Roles for Product** **__<span style="background-color: white; font-family: 'Times New Roman',serif;">Differentiated Instruction __**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Students will get into groups in a three-step interview activity where they will establish partners within the group and discuss their argument with their partners. Each student will be responsible for acting as a peer reviewer analyzing and asking questions about their partner’s argument. Students will then returned to their larger group and discuss their partner’s argument with the entire group.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **MI Strategies** **<span style="font-family: 'Times New Roman',serif;">Modifications/Accommodations ** //** From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) **// // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Verbal- We are going to discuss why opinions are important, and then verbally define the sequencing methods we are using. Students will also have a verbal discussion concerning their favorite music genres where they will be forced to understand why they think the way they do.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Logic/ Mathematical- Students will organize their argument in a specific sequence with a clear introduction, body, and conclusion.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Visual/ Spatial- Students will present a video log to the class and will be able to see how other students have analyzed and discussed their ideas. They also have the visual representation of their argument on the sequence chart.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Intrapersonal- Students must fill out the sequencing chart and self-analyze before creating their argument; the bulk of the project can be very intrapersonal if they so desire.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Musical- Students will think about their favorite music genre and discuss why they prefer it over others.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Interpersonal- Students will work in groups during the A, B, C, D, Whisper, and will also work together in groups during the hook.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Bodily/Kinesthetic- Students will move into groups during the hook, and will have the freedom to move about during their video log.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **Plan for accommodating absent students:**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Students are responsible to either email the teacher or establish a time to meet with the teacher in order to receive a brief summary of what was missed, along with any graphic organizers handed out in class. Each student will be assigned a partner at the beginning of the year, it will be the responsibility of peers to see their partners after an absence. If both partners are absent then both students will schedule a time to sit down and meet with the teacher to discuss what they missed. **<span style="font-family: 'Times New Roman',serif;">Extensions: ** ** Type II technology: **<span style="background-color: white; font-family: 'Times New Roman',serif;"> Type II technology will be integrated into this lesson via a video log. The software used is up to the students, whether it is simple webcam software or an Imovie recording, students must present a video clip of their argument to the class, in a creative way.

<span style="background-color: white; font-family: 'Times New Roman',serif;"> **Gifted Students:** Gifted students will participate in an alternative assignment. They must choose their favorite historical time period and create a video log explaining why they like that specific moment in history over others. They must also incorporate which elements of the time period they found most persuasive.

**__<span style="font-family: 'Times New Roman',serif;">Materials, Resources and Technology __** **__<span style="font-family: 'Times New Roman',serif;">Source for Lesson Plan and Research __** **__<span style="font-family: 'Times New Roman',serif;">Maine Standards for Initial Teacher Certification and Rationale __** **//<span style="background-color: white; font-family: 'Times New Roman',serif;">Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //<span style="font-family: 'Times New Roman',serif;">Laptop & appropriate software //
 * //<span style="font-family: 'Times New Roman',serif;">Charger //
 * //<span style="font-family: 'Times New Roman',serif;">Handouts //
 * //<span style="font-family: 'Times New Roman',serif;">Projector/Screen //
 * //<span style="font-family: 'Times New Roman',serif;">Webcam or video cameras //
 * //<span style="font-family: 'Times New Roman',serif;">Extra paper and pencils //
 * //<span style="font-family: 'Times New Roman',serif;">Selected music genres //
 * //<span style="font-family: 'Times New Roman',serif;">Students organized into groups //
 * //<span style="font-family: 'Times New Roman',serif;">Rubrics //
 * //<span style="font-family: 'Times New Roman',serif;">Checklists //
 * __<span style="color: blue; font-family: 'Times New Roman',serif;">[] __
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">ABCD, Whisper activity
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">[]
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Sequence Chart (Graphic Organizer)
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Kagan, Dr. Spencer. "Cooperative Learning." //Class Activities That Use Cooperative Learning//. 1994. Web. 19 Oct. 2011. <[]>.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Three-Step-Interview
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">"Introductions — Writing Center." //Welcome to the Writing Center — Writing Center//. University of North Carolina, 2010. Web. 19 Oct. 2011. <[]>.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Provides insight as to how to write an effective essay introduction.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">"How to Write a Thesis." //Writing Tutorial Services//. Indiana University, 30 Jan. 2008. Web. 19 Oct. 2011. <[]>.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">An outline from Indiana University providing different examples of strong and weak thesis statements

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//__Learning Styles__//**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Clipboard://** The lesson is designed in a sequential manner, building up step by step. The project itself requires organization and a rough format is provided.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Microscope://** This lesson puts a huge emphasis on analysis. Students will be forced to go one step deeper and to analyze their thoughts and the thoughts of others as they piece together their argumen//ts.//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Puppy://** Students will have the opportunity to work with something that they like, and pull out their favorite parts to share with the class.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Beach Ball://** Students are free to choose their own book or movie and have the opportunity to organize the body of their video log in any fashion they would like. Students are also free to piece together their video log in whatever manner they desire.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Rationale://** This lesson touches on a variety of different levels of students thinking and experiences. It allows them to take something out of their everyday life and analyze it and better understand why they feel the way they do about it. It brings out their creativity and allows them to design and create in their own way.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Content Knowledge://** **//<span style="background-color: white; font-family: 'Times New Roman',serif;">MLR or CCSS: //**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Students will know will know how to self-analyze, and the function and importance of a thesis, introduction, body, and conclusion
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will be able to make meaning of established observations and design and argument.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Common Core Standards

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Content: Language Arts

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Grade Level: 11-12

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Domain: Writing

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Standard: Production and Distribution of Writing: **//<span style="background-color: white; font-family: 'Times New Roman',serif;">Facet: //**<span style="background-color: white; font-family: 'Times New Roman',serif;"> Explanation- This lesson explains the importance of analysis and arguments. It allows students to see that what they feel and believe have something deeper within them, and that through analysis and revision they can pull out and understand those deeper ideas.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Rationale://** This lesson was designed to show students how to develop and argument, and communicate it in an effective way. It will help them to develop their learning in other facets as they will be asked many times throughout their education to develop arguments and present them in an effective way.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//MI Strategies://** **//<span style="background-color: white; font-family: 'Times New Roman',serif;">Type II Technology: //**<span style="background-color: white; font-family: 'Times New Roman',serif;"> Type II technology will be integrated into this lesson via a video log. The software used is up to the students, whether it is simple webcam software or an Imovie recording, students must present a video clip of their argument to the class, in a creative way.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Verbal- We are going to discuss why opinions are important, and then verbally define the sequencing methods we are using. Students will also have a verbal discussion concerning their favorite music genres where they will be forced to understand why they think the way they do.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Logic- Students will organize and argument in a specific sequence with a clear introduction, body, and conclusion.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Visual- Students will present a video log to the class and will be able to see how other students have analyzed and discussed their ideas. They also have the visual representation of their argument on the sequence chart.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Intrapersonal- Students must fill out the sequencing chart and self-analyze before creating their argument; the bulk of the project can be very intrapersonal if they so desire.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Musical- Students will think about their favorite music genre and discuss why they prefer it over others.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Interpersonal- Students will work in groups during the A, B, C, D, Whisper, and will also work together in groups during the hook.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Bodily/Kinesthetic- Students will move into groups during the hook, and will have the freedom to move about during their video log.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Rationale://** This lesson incorporated pieces that tapped into 7 of the 10 intelligence and uses type two technologies to help students further their understanding.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Formative://** This lesson utilized an ABCD, Whisper activity that asked students to create a visual representation of what they had learned. Students were free to do this in any fashion they desired and would hand it into the teacher for feedback. Students would also hand in a copy of a written script for assessment and feedback.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Summative://** The video log at the end of the lesson would be assessed for understanding by the teacher.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **//Rationale://** This student utilized a variety of different assessment methods like the ABCD, whisper and the handing in of the script in order to provide feedback on the students learning and guide them along the way. Also, the summative assessment will act as more of a formative assessment as this is just one piece of a larger puzzle. **__<span style="font-family: 'Times New Roman',serif;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif;">: ** **__ Day one: __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Pre-assessment: Students will pre-write on a topic of their choice discussing an easily defined opinion that they have developed. (15 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Hook: students will be split into groups choosing their favorite music genre of the four that will be defined by signs posted about the room. Students will move to a specific area of the room and then plan a statement with their group as to why they like this genre more than others. The teacher will then explain how this correlates with the pre-assessment activity that the students previously participated in and how this is important to their life as a whole. Also, Teacher will explain the importance of organization in an argument, and that an introduction with an identified thesis is crucial to an argument, as well as a body with established key points that the students want to address, and finally a conclusion pulling all of the student’s points into a one cohesive piece. (20 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Introduce Video log project: Students must choose their favorite book or movie, and then organize an argument, in written form, establishing a clear thesis, key points and conclusion. Students will first hand in an oral component for teacher review, and then present their argument on through a video log. (5 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Sequence Chart: Handout graphic organizer and have student reflect on their thoughts, establishing an opinion and analyzing through the sequence chart. (15 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Three-Step Interview: In their table groups, students will establish a partner and the partner will ask clarifying questions concerning their partners topic and sequence chart. After 5 minutes students will reverse their roles, and then after another 5 minutes students will share their partners observations and topic with the rest of the group. (15 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Rework sequence chart: Students will spend the final 10 minutes of class reworking thier video log, and then work on scripting their video log. (10 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Homework: Students should have a workable script for their video log for the next class.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **__Day two:__**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Free-write assignment: create an alternative identity, including name, appearance, heritage, and lifestyle. (5 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif;"> ABCD, Whisper: In their table groups students will each be assigned a letter and they will then be asked to create a visual representation of concerning the argument they have designed. It can be anything from a visual image describing one of your key points, or web outlining your argument. They will then share their visual with the group. (15 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Evaluation: Students will then turn in their scripts and visual to the teacher (2 min).

<span style="background-color: white; font-family: 'Times New Roman',serif;"> Student work: Students will then have the remainder of the class to work on their Video Logs, and the teacher will return feedback on their scripts before the end of the period. (58 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Homework: Students should have video logs completed by next class

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **__Day three__**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Free write activity: Create a character, taking into consideration name, age, gender, socio-economic status, race, time-period. (10 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Presentations & Discussions: Students present their video logs, and there will be an open forum for questions after each one. (70 minutes)

**__<span style="background-color: white; font-family: 'Times New Roman',serif;">Section One: __** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">The classroom will be organized in clusters of 4 desks. The clusters will be sporadically placed with about the room, allowing for open space and relaxed setting. This will be an effective tool during revision and evaluation exercises. During the first day of the lesson, students will be split into groups based upon their favorite music genre. There will be four options posted in the four corners of the room; Rock/Metal, Rap/Hip-Hop/R&B, Country/Bluegrass, and Pop/Punk/Indie .Students will move to a corner of the room and then plan a statement with their group as to why they like this genre more than others. The teacher will then explain how this correlates with the pre-assessment activity that the students previously participated in and why it is important for students to understand what they believe and why they believe. The teacher will explain that analyzing our own individual opinions can often challenge our beliefs and sprout convictions. For example: if someone believes that it is wrong to lie, but does not understand why they believe that, they cannot rightly explain to someone else that it is wrong to lie. Also, Teacher will explain the importance of organization in an argument, and that an introduction with an identified thesis is crucial to an argument, as well as a body with established key points that the students want to address, and finally a conclusion pulling all of the student’s points into a one cohesive piece. The teacher will explain that without this organization, people will find an argument or point difficult to follow; the audience needs to be able to follow a writer’s train of thought. The hook is intended to get students thinking about why they hold certain opinions. It is important to analyze, through this discussion following the hook, the different reasons the students feel the way they do about the music genre they have selected. Ask them to pick out key details. The purpose is to make them self-analyze and dig deeper. Force students to go into the next layer.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Potential questions to ask following the hook:

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">What is it in Hip-Hop music that you like?

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Do you have a specific artist in this category that you like?

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Do the Lyrics matter? What makes up good lyrics?

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Is it based on the musical strength of the artists?

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Does one genre play into a certain scene?

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">What is it about music that draws out emotion?

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">From there, lead in a brief lecture explaining and defining what a thesis, introduction, body, and conclusion are. **<span style="font-family: 'Times New Roman',serif;">Where, Why, What, Hook, Tailors: **** Verbal, Bodily/Kinesthetic, Logical/Mathematical, Musical, Intrapersonal, Interpersonal ****. ** **__ Section Two: __**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">The teacher will introduce the assignment to the students. Students will pick a favorite movie or book, and list what it is about that particular piece that they like. There should be clear points defining what it is about this particular movie or book that causes them to enjoy it to the degree that they do. They should write out their argument with a simple introduction, body, and conclusion. They will present their argument to the class through a video log. Students will receive a sequence chart and students should use the sequence chart to map out their argument with their thesis in the row labeled “first”, their main points the rows labeled “next” (they do not have to fill all of them), and some sort of concluding application in the row labeled “last”. Students will need to know how to self-analyze, and the function and importance of a thesis, introduction, body, and conclusion (see content notes for elaborate responses on each). Students will then work together in a three step interview. In this activity students will be assigned a partner and in 5 minute intervals students will ask clarifying questions concerning their partner’s thesis and main points according to their sequence chart. The purpose of this assignment is to force students to think about their argument in depth. This will also cause students to create more vivid main points as their partner is not likely to understand vague, unspecific points. Following the Three Step Interview students should spend some time reworking their sequence chart and mapping out their argument. If they finish early they can begin working on their script, as it will be due at the start of next class. Students will finish this activity at the end of day one. **<span style="font-family: 'Times New Roman',serif;">Equip, Explore Rethink, Revise, Tailors: **** Verbal, Interpersonal, Intrapersonal, Mathematical/Logical **

**__ Section Three: __**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">By the end of this lesson students should be able to design an argument with a clear introduction, body, and conclusion. Student's will come into class on day two and participate in an A, B, C Whisper activity. This activity will act as a formative assessment; students will be required to hand in their final product to the teacher for review. The purpose of this activity is to make sure students understand the lesson and that they can see for themselves the flow that their argument should take. In their table groups, students will each be assigned a letter and they will then be asked to create a visual representation concerning the argument they have designed. It can be anything from a visual image describing one of their key points, or web outlining their argument. They will then share their visual with the group. The creation of a visual representation will force them to think critically about their thesis and/or main points, and show their group why they have chosen it as their favorite. The group ought to then respond, and ask any clarifying questions in regards to the image. Students should point out positive features and be affirming throughout this process. **<span style="font-family: 'Times New Roman',serif;">Explore, Experience, Rethink, Revise, Refine, Tailors: **** Verbal, Visual/Spatial, Interpersonal, Intrapersonal, Logical/Mathematical ** **__ Section Four: __**

<span style="background-color: white; font-family: 'Times New Roman',serif;">Student's will turn in the visuals they create during the A,B,C, Whisper activity. These visuals will simply be assessed based upon whether or not the student is able to communicate their reasoning for liking the book or movie that they do. Students will also be asked to turn in their sequence chart and the teacher will check the student's understanding before they get to deep into their video log. This will help them to get properly redirected before they get to deep in their confusion. Student's final products will be assessed based upon their mastery of the content. The student should show through their video log that they understand what an argument is, and that they can effectively communicate it to their audience. They will also be assessed on their effort. Their effort will be defined by their creativity, and a visible display that they put effort and time into their argument. **<span style="font-family: 'Times New Roman',serif;">Evaluate, Tailors: **** Verbal, Interpersonal, Intrapersonal, Mathematical/Logical, Visual/Spatial ** **<span style="background-color: white; font-family: 'Times New Roman',serif;">Content Notes: **

<span style="background-color: white; font-family: 'Times New Roman',serif;"> **__Thesis:__** A thesis statement is a single sentence that encompasses the essential theme that an individual aims to discuss and prove. A thesis should bring together a series of similar points into one cohesive piece through a single statement. They should specifically address the issue being discussed and should make it clear to the reader the intended purpose of the paper. Thesis statements should rarely include coordinating conjunctions like and, but, or, or, and should be able to stand alone without the body of the introduction around it. They should be formally written, without the use of first person pronouns.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Some examples of weak thesis statements are:

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **“There are some negative and positive aspects to the Banana Herb Tea Supplement.”**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **“My family is an extended family.”**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **“Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.”**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **These Examples are vague and leave the reader wondering what exactly the paper is going to be about.**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> Some examples of good thesis statements are:

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **“While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.”**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **“Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.”**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> There are many formats that an introduction can take. Often times, teachers will tell their students to put the thesis at the beginning of the introduction and others will tell their students to put it at the end. Personally, my only stipulation is that it is at one or the other, and that it is clearly the thesis. The introduction should introduce the topic of the paper to the reader, and introduce the main ideas expressed in the paper,. One the greatest difficulties students seem to have with introductions is that they tend to make a variety of statements throughout, each of which that could easily act as a thesis on its own. The only statement within an introduction that should express any sort of opinion is the thesis itself and the body should merely talk about facts. It is also key, that the intro provides some sort of problem that the thesis directly addresses. It should get the audience interested in what is being written and should show that the discussion is relevant to them.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **__Body:__**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> The body of an argument or persuasive essay addresses the main points of the argument. Through the thesis a statement is made and in the body the writer should come up with key points that tell why this is true. Each point should be introduced with a topic sentence, and each paragraph within the body should have a topic sentence that reveals its relevance to the thesis. The body can be set up in any variety of ways and I do not expect any specific format, in fact I encourage creativity.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **__Conclusion:__**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> The conclusion brings it all together. In the introduction the writer introduced an idea and the made a thesis statement establishing a conclusion based on observation concerning that idea. In the body the writer addressed a variety of key points that show the reader why the thesis statement is true. The Conclusion brings everything together. Summing up and re-explaining the connection between the body and thesis and taking the thesis statement one step further and applying it to a broader context. The conclusion is the end of the movie, the point where all the loose ends need to be tied up and the reader needs to be given an explanation.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> *The hook and the discussion of these ideas should take no more than 20 minutes.

<span style="background-color: white; font-family: 'Times New Roman',serif;"> **Introduce Assignment:** Students should pick a favorite movie or book, and state why they like it (thesis). There should be clear points (body) defining what it is about this particular movie or book that causes them to enjoy it to the degree that they do. They should write out their argument with a simple introduction, body, and conclusion and they will present their argument to the class through a video log the class after next.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> ***For Gifted Students**- Gifted students will participate in an alternative assignment. They must choose their favorite historical time period and create a video log explaining why they like that specific moment in history over others. They must also incorporate which elements of the time period they found most persuasive**.**

<span style="background-color: white; font-family: 'Times New Roman',serif;"> **Pass out Sequence Chart:** <span class="apple-converted-space" style="background-color: white; font-family: 'Times New Roman',serif;"> <span style="background-color: white; font-family: 'Times New Roman',serif;">Students should use the sequence chart in order to map out their argument with their thesis in the row labeled “first”, their main points the rows labeled “next” (they do not have to fill all of them), and some sort of concluding application in the row labeled “last”.

<span style="background-color: white; font-family: 'Times New Roman',serif;"> **Three Step Interview:** <span class="apple-converted-space" style="background-color: white; font-family: 'Times New Roman',serif;"> <span style="background-color: white; font-family: 'Times New Roman',serif;">**“**Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team.”

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> -Following the Three Step Interview students should spend some time reworking their sequence chart and mapping out their argument. If they finish early they can begin working on their script, as it will be due at the start of next class.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> **ABCD Whisper Activity**: “Students should get in groups of four where one student is A, the next is B, etc. Each student will be asked to reflect on a concept and draw a visual of his/her interpretation. Then they will share their answers with each other in a zigzag pattern within their groups.” The purpose of this activity is to make sure students understand the lesson and that they can see for themselves the flow that their argument should take. Following this activity they should hand in their visuals and scripts for evaluation. The students will then spend the remainder of the class working on their projects and the teacher should provide feedback on their scripts, so that they can incorporate any needed changes.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;"> //Students will know will know how to self-analyze, and the function and importance of a thesis, introduction, body, and conclusion//

**__<span style="font-family: 'Times New Roman',serif;">Handouts __** <span style="background-color: white; font-family: 'Times New Roman',serif;">Rubrics; Checklist; sequence chart graphic organizer; ABCD, Whisper activity handout. <span style="font-family: 'Times New Roman',serif;"> <span style="font-family: 'Times New Roman',Times,serif;">