L5+Millette,+Megan

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Millette **__Lesson #:__** 5 **__ Facet: __** Interpretation
 * __ Grade Level __**** : ****9-10** **__Numbers of Days:__** 4(80)
 * __ Topic: __** **Persuasive Writing**


 * __ PART I: __**

Students will understand that meaning is found in writing.
 * __ Objectives __**

Students will know point of view (more thoroughly then discussed before), perspective, sequencing information,

establishing facts, etc.

Students will be able to illustrate their opinions through written language.


 * Product:** Persuasion Map

//Common Core Standards//
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

//Content Area: Writing//

//Grade Level: Grade 9-10//

//Domain: Literature//

//Standard: Text Types and Purposes//


 * Rationale:**

This lesson helps students see their voice in a way of being persuasive. They will see how persuasion in writing captures the reader and helps them to connect and see the writer’s point of view. They will see how passion can be expressed in words and seen through the paper and its contents. They will see how their previous lesson ties in by using, writers voice to show your opinion on a topic and to help you persuade readers to see your point of view. This lesson will be teaching students how to write persuasive pieces to help illustrate their opinion and the facts that back it up.


 * __ Assessments __**


 * __ Pre-Assessment: __**

The formative assessment for this lesson is turn to your partner. During this students will be given an idea they must turn to their partners and use their persuasion to help the partner see their views. I will walk around and see how they are doing to help determine their mastery through the lesson. This will help them master the art of figuring out what to say and how to word things to make the best impact. This will help them with their later project and the rest of their lesson. It will also help them with future writing in this field.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** The pre-assessment is four corners inquiry, which is when students go to a corner based on opinion of a question being asked each corner represents a category such as strongly agree, agree, disagree, or strongly disagree. While in their corners they will discuss their like opinions with those around them. This will help them get their thoughts together and see the results of the answers they decided with their partners. This will help them answer any existing questions they have about a subject they don't feel like they understand. This will also give me an understanding of where all my students fall under the idea of what they already know.


 * Section II – timely feedback for products (self, peer, teacher): ** Students will be given peer feedback sheets to fill out while their classmates are presenting. They will have a discussion to go over results also giving each student more feedback on their assignment. With the entire peer feedback the student will go and make changes to their piece. Then, they will hand in the final draft the next day.


 * __ Summative (Assessment of Learning): __**
 * Persuasion Maps: ** Students will use [] to create a persuasion map. This persuasion map will consist of an opinion and information found to back up your opinion. You will start by picking a topic that can be viewed in more than one way. You will then need to decide on a clear thesis statement to go along with this topic and list the main idea you will be discussing. From here you will do research to find evidence to back up your thesis and answers the questions a reader might have in order to help persuade them to agree with you. Make sure as you look for information for support that you cite your sources in the proper way giving credit where credit is due. Then you will fill in the persuasion map online with the information you found and print your persuasion map. Don't worry if you are afraid because you do not know how to set up a persuasion map we will have a tutorial in class. If you have further questions feel free to ask me and I will be sure to help. You will use your persuasion map as a rough draft of your paper and then make it into a persuasion paper. You will share both the persuasion map and paper with your classmates and have a discussion to see how your opinion could be persuasive and influence others views. This will help you see how having a certain voice and structure to your paper will help increase people to be persuaded to see your opinion. The set-up of a persuasion piece is crucial because you want the evidence to be laid out in a creative way that also anticipates what the reader will think in trying to contradict you and prove them wrong before they have a chance to do so. It can be a fun assignment where you show passion and logic in your written piece.


 * __ Integration __**
 * Technology: ** Students will use type II technology in the form of persuasion maps that show a persuasive type of writing as well as show point of view in writing. Persuasion maps can be considered good ways to get thoughts together about a topic you feel strongly about. It a beneficial tool to helping someone better argue a point. By using the technology to help with your paper, it will make the final project better quality as well as more organized. Persuasion Maps are not fancy and do not incorporate a wide variety of information, but they get the job done in an efficient way. In the end, their product will help them get their main ideas across and give them the resources to argue their case.


 * Content Areas: ** Science: My students will need to pick a topic that they can write a persuasive essay. They have the choice of doing something in the field of science and medical endeavors. This will incorporate science into their final product for this lesson.

Social Studies: My students will need to pick a topic that they can write a persuasive essay. They have the choice of doing something in the field of social studies, historical event, and political area. This will incorporate social studies into their final product for this lesson.

Students will use a persuasion map and a fact versus opinion worksheet to help develop a side and determine ways to persuade others to follow. This will help my students get their thoughts together. It will also teach them the difference between fact statements and opinion statements. It will help them in deciphering between what is important to have in their paper and what is not good to use in the paper. Through the graphic organizers they will get more comfortable with things to help them with their paper. The cooperative learning technique they will be using is a three-step-interview. This process will allow them to discuss with other and help gather their thoughts better. For this they will break into partners and one will practicing asking questions and listening. The other will spend their time giving answers and thinking on the spot. this will help them because when writing a persuasive essay you do not have an audience, so you must try to think of what questions the audience would ask you if they were their and make sure to put that in your paper. It will help them logically think of the best ways to make their paper great.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: **


 * Section II – Groups and Roles for Product: ** For this lesson students will be placed in rows where they will be set in pairs. So it will be two desks then behind those two desks will be another two desks and it will continue like that. For most of this project they will be spending time in pairs and will need to be in a group of two. However, if one student is missing I will have one group of three. This will help the students stay on task and make it easy for them to accomplish what needs to be done.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Logical:** They will need to persuade their fellow classmate and anyone who reads their piece to take their side. They will have to logically think of how they must structure their piece, pick strong word choices, and put all their thoughts together to argue a point. It will be difficult to do, but if they strategize they will come up with a strong idea. This is showing that students with logical intelligence will do well on this assignment. It will also get other to work on their logical intelligence skills.


 * Verbal** : They will be having discussions and talking things out with one another, which will in turn give them a better understanding of it all. They will also be giving one another feedback.


 * Visual:**


 * Musical:** They put the persuasion to music to help emphasize the point that is being brought forward in the hook. this intrigues that students and draws them in to connect better to the lesson and form a better understanding.


 * Intrapersonal:** They will be creating a persuasion piece all on their own and be trying to get their classmates to understand persuasion as well as the subject they are persuading. This will help them with their intrapersonal learning and also they’re logical as they think up strategies to help them persuade classmates.


 * Interpersonal:** They will be having discussions and talking things out with one another, which will in turn give them a better understanding of it all. They will also be giving one another feedback.


 * Kinesthetic:**


 * Naturalist:** The hook related persuasion to real life and animals, which will help emphasize a point to naturalist students.


 * __ 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. //


 * Plan for accommodating absent students: ** Student absences during this unit will need to be handled in the proper way. They will need to get any sheets they missed, which can be found in a green folder that will be in the same part of the room as it has been throughout the class. It will be located on the left corner of the table in the back of the room. On the right side there will be a blue folder for them to place the assignments that they did not get a chance to pass in. They will be able to talk to someone in class about what we did the day they were missing or they are free to come to me anytime during my office hours and I will be happy to explain to them what they missed.


 * __ Extensions __**


 * Type II technology: ** Students will use type II technology in the form of persuasion maps that show a persuasive type of writing as well as show point of view in writing. Persuasion maps can be considered good ways to get thoughts together about a topic you feel strongly about. It a beneficial tool to helping someone better argue a point. By using the technology to help with your paper, it will make the final project better quality as well as more organized. Persuasion Maps are not fancy and do not incorporate a wide variety of information, but they get the job done in an efficient way. In the end, their product will help them get their main ideas across and give them the resources to argue their case.


 * Gifted Students: ** By having the students pick what they want to write I believe they will be more passionate about the project as a whole. I hope this will encourage these types of students to experiment and go above and beyond. I will encourage all students to try and do something new and use the Persuasion map to make a passionate essay. They will be asked to incorporate elements extra like literary device and such to help prove their point. These students will also be given a chance to help teach some of the students who are struggling with the program how to be better acquainted with it. This will help challenge them and keep them entertained in the lesson.


 * __Materials, Resources and Technology__**

//Materials://

//Persuasion Map//

//Fact and Opinion Sheet//

//Peer Feedback Sheets//

Resources:

[] and [] are used in my hook to show students persuasion.

Technology:

Students will use [] to create a persuasion map.


 * __Source for Lesson Plan and Research__**

Students will use [] to create a persuasion map.

[] and [] are used in my hook to show students persuasion.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //
 * __First Section__**

For this lesson students will be placed in rows where they will be set in pairs. So it will be two desks then behind those two desks will be another two desks and it will continue like that. For most of this project they will be spending time in pairs and will need to be in a group of two. However, if one student is missing I will have one group of three. This will help the students stay on task and make it easy for them to accomplish what needs to be done.

//Day 1://

//First 10 minutes:// //Time spent briefly reviewing what they had learned the lesson before as well as a few note worthy aspects to take into consideration. I will ask them questions and do their pre-assessment to see what they already know about persuasive writing.//

//Next 15 minutes: I will introduce the lesson by doing a hook to get the students thinking.//

//5 Minutes: will be spent going over what they did in the hook as well as have a discussion over it all.//

//40 minutes: We will be doing a lesson learning the terms brought forward in this lesson such as// point of view (more thoroughly then discussed before), perspective, sequencing information, establishing facts, etc.

//10 minutes: This time will be spent answering questions anyone has. I will also inform them of their homework, which is simply just thinking about what topics they would possibly be able to argue.//

//Day 2://

//15 minutes: this time will be spent going over the homework and sharing ideas. They will then participate in a cooperative learning activity.//

//15 minutes: this time will be spent doing the graphic organizers I have for them.//

//40 minutes: I will then present what they need to do with Persuasion Maps online. I will also show them an example of how to do it. They will then pick the topic they enjoyed the best from before, and they will make a Persuasion Map for this topic.//

//10 minutes: will be spent having them ask any questions they need me to answer. I will also go around the room looking at their work on their Persuasion Maps.//

//Day 3://

//5 minutes: This time will be spent printing off their persuasion maps that they made online.//

//20 minutes: This time will be spent discussing their next task of writing a persuasive essay of their own using their persuasion maps.//

//20 minutes: This time will be spent going over an essay that was written before that uses persuasion. This will help them see what they should be doing, and also gives each student an idea of what I am expecting.//

//5 minutes: This time will be a brief discussion and question section. They will be able to discuss what I want and ask any questions they want to ask.//

//30 minutes: This time will be spent making their essays and working on it. They will also be told they must finish the rest of it for homework. I will walk around the room answering any questions they may have while they are working.//

//Day 4://

//15 minutes: this time will be spent loading their paper onto their wikispaces page from earlier in the unit. They will then makes sure it all transfers over.//

//45 minutes: This time will be spent meeting with your partners and sharing your essay with them. They will have a peer review sheet and can add comments to the wikispaces page. This will give you the feedback you need. While the partners are looking at eachother's work I will be glancing over the papers on the wiki as well. I will leave comments if needed, but I want most of this assignment to be with peer feedback.//

//5 minutes: They will use this time to gather up their comments and head back to their seats.//

//15 minutes: At this time I will discuss how they need to fix their papers according to their feedback. I will tell them that by the next class I will expect a final printed page of their paper on my desk. They will be given the last few minutes to start corrections.//

Students will understand that meaning is found in writing. Have you ever read something and felt like you could connect to what they are saying? The meaning behind their paper was something that caught your attention and made you connect. Meaning is important in writing who is going to want to read what you have written if there is no meaning behind it. This is to help understand text types and purpose. They will watch this movie to help understand the basics of persuasive writing. After watching the videos they will be asked to discuss what they liked about them as well as what they found helpful. They will also tell what they already knew and what they have learned.

[] and [].

**Where, Why, What, Hook Tailors:** **//Interpersonal, Intrapersonal, Visual, Verbal, Musical, and Logical.//**

**__Second Section__**

Students will know point of view (more thoroughly then discussed before), perspective, sequencing information, establishing facts, etc. **(See Content Notes**) Students will use a persuasion map and a facts versus opinion worksheet to help develop a side and determine ways to persuade others to follow. Students will be given peer feedback sheets to fill out while their classmates are presenting. They will have a discussion to go over results also giving each student more feedback on their assignment. With the entire peer feedback the student will go and make changes to their piece. Then, they will hand in the final draft the next day. They will use this site to create their persuasion map[| http://www.readwritethink.org/files/resources/interactives/persuasion_map/].

**Equip, Explore, Rethink, Revise, Tailors:** **//Interpersonal, Intrapersonal, Logical, Visual, and Verbal.//**

**__Third Section__**

Students will use a persuasion map and a fact versus opinion worksheet to help develop a side and determine ways to persuade others to follow. They will use these worksheets to come up with a side for an opinion as well as find a way to persuade others. They will then use persuasion maps to help fellow students see their ideas as well as everything that backs up their ideas. Students will be able to illustrate their opinions through written language. For this lesson students will be placed in rows where they will be set in pairs. So it will be two desks then behind those two desks will be another two desks and it will continue like that. For most of this project they will be spending time in pairs and will need to be in a group of two. However, if one student is missing I will have one group of three. This will help the students stay on task and make it easy for them to accomplish what needs to be done. I will assign them to have equal partnership as they work together. I will make sure all sets of partners are doing their work by going around the room and observing. Students will be given peer feedback sheets to fill out while their classmates are presenting. They will have a discussion to go over results also giving each student more feedback on their assignment. With the entire peer feedback the student will go and make changes to their piece. Then, they will hand in the final draft the next day.

**Explore, Experience, Revise, Refine, Tailors:** **//Interpersonal, Intrapersonal, Logical, and Verbal.//**

**__Fourth Section__**

The pre-assessment is four corners inquiry, which is when students go to a corner based on opinion of a question being asked each corner represents a category such as strongly agree, agree, disagree, or strongly disagree. While in their corners they will discuss their like opinions with those around them. The formative assessment for this lesson is turn to your partner. During this students will be given an idea they must turn to their partners and use their persuasion to help the partner see their views.

Students will be given peer feedback sheets to fill out while their classmates are presenting. They will have a discussion to go over results also giving each student more feedback on their assignment. With the entire peer feedback the student will go and make changes to their piece. Then, they will hand in the final draft the next day. This will all connect because it is all preparing them for the final project. It is also helping them develop a point of view. They will also develop techniques to help them write a persuasive essay. This will help them be prepared for this lesson, as well as, any other persuasive assignments they will need to do.

**Evaluate, Tailors:** **//Interpersonal, Intrapersonal, Logical, and Verbal.//**

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // The end product for this lesson will be a persuasive essay created using Persuasion map. This link will lead them to the persuasion map
 * __ Content Notes __**

[].

This will help students when writing their final essay.

They will create their essay using persuasion map. This part of the project is very flexible they are free to pick their own topic for their essay; however, it will not be accepted if it is a topic that could offend anyone. However, they must include all the many aspects learned throughout the unit such as writer's voice, structure, POV, literary devices, etc. This piece must be a minimum of two pages double-spaced times new roman size 12 font. They will be asked to incorporate all they have learned in the previous lessons into this final project. Feel free to look back to those lessons to get a better understanding of what these expectations are.

They will learn point of view (more thoroughly then discussed before), perspective, sequencing information, establishing facts, etc.

Point of View: The narrator’s point of view, which is 1st person, 2nd person, and 3rd person.

Perspective: The state of ones ideas, the facts known by one, a mental view or prospect.

Sequencing Information: This is putting information in the right order so it has the best impact on your readers.

Establishing facts: This is gaining information by collecting facts and putting them together.

// List the items that need to be printed out for the lesson. // //Persuasion Map//
 * __ Handouts __**

//Fact and Opinion Sheet//

//Peer Feedback Sheets//


 * __ Maine Standards for Initial Teacher Certification and Rationale __**

//Clipboard: We have many aspects of this lesson that will cater to the needs of students who learn as clipboards. They will have many sheets given to help them organize their thoughts and get it all together. They will use these sheets when working on their final project for this assignment so by having them there and filled out it will help. These students will be given many opportunities to list off ideas and enhance their projects. All this and much more will help these students during the lesson in a way that fits their clipboard learning style.//
 * // Standard 3 – Demonstrates 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. //**
 * //__ Learning Styles __//**

//Microscope: The whole project it full of logical thinking and strategically planning what you are going to say. Each student must think and anticipate what questions fellow students will ask them. They must take these questions they think people will ask and address them in the final piece. They will be asked to do much thinking and questioning when thinking up the best way to persuade others. Students that are microscopes will find this part of the assignment very easy because it fits their learning style. This will help them with the whole piece.//

//Puppy: There will be many things done with partners and in discussion that will help learners who fit the puppy learning style. They will be asked to partake in discussions and work with one another to help find better solutions for each piece. Through such assignments the students who learn in the puppy learning style will feel more comfortable in the classroom. They know others are going through the same thing and will have them to talk to, which makes it better for these types of learners.//

//Beach Ball: This type of learners will also be presented in this lesson. As they need to come up with things on the top of their head when doing the assignments that have them in pairs. They also need to be ready for any questions that come their way when presenting their persuasion piece to their partner. These types of learners are quick to think and this will help them in debates and in their final piece. If someone asks them a question they are ready to think of a solution. Some assignments will cause students to be quick and flexible; this is a benefit to the beach ball type learners.//


 * // Rationale: //** Throughout this lesson each of these four learners will be addressed in certain ways.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: They will learn vocabulary when they learn the terms //** point of view (more thoroughly then discussed before), perspective, sequencing information, establishing facts, etc. They will be using Critical Details: Fluency in writing, descriptions, Point of View, using literary devices, etc. They will also learn important events and people by using sequencing of information.

// Common Core Standards // // Content Area: Writing // // Grade Level: Grade 9-10 // // Domain: Literature // // Standard: Text Types and Purposes // // Facet: // Interpretation
 * // MLR or CCSS: //**


 * // Rationale: //** This lesson helps students see their own voice as well as convince peers to see it through our writing. They will see how a voice found in writing captures the reader and helps them to connect to both the writer and the piece of writing better. They will see how passion can be expressed in words and seen through the writer's thoughts in their writing. Without a writers voice a piece of writing seems monotone to the reader in a metaphorical sense. It lacks the ability for connection and emphasis when the writer's voice isn't present. This lesson will also help them work on their skills of persuasion.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Logical:** They will need to persuade their fellow classmate and anyone who reads their piece to take their side. They will have to logically think of how they must structure their piece, pick strong word choices, and put all their thoughts together to argue a point. It will be difficult to do, but if they strategize they will come up with a strong idea. This is showing that students with logical intelligence will do well on this assignment. It will also get other to work on their logical intelligence skills.


 * Verbal** : They will be having discussions and talking things out with one another, which will in turn give them a better understanding of it all. They will also be giving one another feedback.


 * Visual:**


 * Musical:** They put the persuasion to music to help emphasize the point that is being brought forward in the hook. this intrigues that students and draws them in to connect better to the lesson and form a better understanding.


 * Intrapersonal:** They will be creating a persuasion piece all on their own and be trying to get their classmates to understand persuasion as well as the subject they are persuading. This will help them with their intrapersonal learning and also they’re logical as they think up strategies to help them persuade classmates.


 * Interpersonal:** They will be having discussions and talking things out with one another, which will in turn give them a better understanding of it all. They will also be giving one another feedback.


 * Kinesthetic:**


 * Naturalist:** The hook related persuasion to real life and animals, which will help emphasize a point to naturalist students.

Students will use type II technology in the form of persuasion maps that show a persuasive type of writing as well as show point of view in writing. Persuasion maps can be considered good ways to get thoughts together about a topic you feel strongly about. It a beneficial tool to helping someone better argue a point. By using the technology to help with your paper, it will make the final project better quality as well as more organized. Persuasion Maps are not fancy and do not incorporate a wide variety of information, but they get the job done in an efficient way. In the end, their product will help them get their main ideas across and give them the resources to argue their case.
 * // Type II Technology: //**

//I used six different multiple intelligences through out this lesson on persuasive writing to help enhance their writing and allow them to see how persuading a reader can be easy. It will also help them better understand and use point of view. It will help them with papers in the future where they need to pick a side and prove their point. It will also help them with analytical pieces. This will engage the different kinds of learners that will be presented in my class in many different ways.//
 * // Rationale: //**

The pre-assessment is four corners inquiry, which is when students go to a corner based on opinion of a question being asked each corner represents a category such as strongly agree, agree, disagree, or strongly disagree. While in their corners they will discuss their like opinions with those around them. This will help them get their thoughts together and see the results of the answers they decided with their partners. This will help them answer any existing questions they have about a subject they don't feel like they understand. This will also give me an understanding of where all my students fall under the idea of what they already know. The formative assessment for this lesson is turn to your partner. During this students will be given an idea they must turn to their partners and use their persuasion to help the partner see their views. I will walk around and see how they are doing to help determine their mastery through the lesson. This will help them master the art of figuring out what to say and how to word things to make the best impact. This will help them with their later project and the rest of their lesson. It will also help them with future writing in this field.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**


 * // Summative: //**
 * Persuasion Maps: ** Students will use [] to create a persuasion map. This persuasion map will consist of an opinion and information found to back up your opinion. You will start by picking a topic that can be viewed in more than one way. You will then need to decide on a clear thesis statement to go along with this topic and list the main idea you will be discussing. From here you will do research to find evidence to back up your thesis and answers the questions a reader might have in order to help persuade them to agree with you. Make sure as you look for information for support that you cite your sources in the proper way giving credit where credit is due. Then you will fill in the persuasion map online with the information you found and print your persuasion map. Don't worry if you are afraid because you do not know how to set up a persuasion map we will have a tutorial in class. If you have further questions feel free to ask me and I will be sure to help. You will use your persuasion map as a rough draft of your paper and then make it into a persuasion paper. You will share both the persuasion map and paper with your classmates and have a discussion to see how your opinion could be persuasive and influence others views. This will help you see how having a certain voice and structure to your paper will help increase people to be persuaded to see your opinion. The set-up of a persuasion piece is crucial because you want the evidence to be laid out in a creative way that also anticipates what the reader will think in trying to contradict you and prove them wrong before they have a chance to do so. It can be a fun assignment where you show passion and logic in your written piece.

//This lesson will be presented and as the students go about it they will be assessed in many different ways. They will have a pre-assessment that will test what they already know and what they need to learn. They will have a formative assessment to help clear up misconceptions and see how well they understood the material they were taught through out the lesson. Lastly their final project will be a summative assessment that will help them tie it all together.//
 * // Rationale: //**

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