L2+Marcoux,+Jacob

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

**LESSON PLAN FORMAT **

**__Teacher’s Name __****: Mr.Marcoux ** **__Date of Lesson__:11/05/2011** **__Grade Level __****: 11-12 ** **__Topic__: Persuasive Writing**

**__Objectives __** Students will understand that writing needs to convey a clear perspective on a given idea.

Students will know how to self-analyze, and how to organize their ideas in a way that can be communicated to their audience.

Students will be able to analyze their reactions and interpret them to the class.

Product: Power Point **__Maine Learning Results Alignment __** Common Core Standards

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

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Standard: //Production and Distribution of Writing://


 * //<span style="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="font-family: 'Times New Roman',serif; font-size: 130%;"> **Rationale:** Students are responsible for analyzing a photo that causes a response. Though there will be very little writing involved, this lesson will build on their ability to understand what causes their reactions and will teach them to organize their reactions in a manner that will show the audience exactly what causes them to respond in that manner. This will teach them to convey a purpose to a specific audience in a style that is appropriate to task. **__<span style="font-family: 'Times New Roman',serif;">Assessment __** ** Section I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will find their pictures and then examine the different features that cause their reactions. Students will then place these observations on a sandwich chart, and will describe their reactions through a series of quick write activities. The teacher will also observe the students during the “partners” activity and analyze student responses.

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will participate in a partners activity where they will lead an activity similar to the hook. The class will be split up into two teams, and then each team will partner off. Each set of partners will plan a simple lesson that will teach the rest of the class about an image they have chosen for their project. Each group will have two images; one for each partner. They will explain to the class their reaction to the image and the different elements of that image that cause the reaction that it does. The class will then provide feedback on a slip of paper expressing the parts of the lesson that was clear and the parts that need clarification.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will also hand in their sandwich charts and quick writes and the teacher will provide written feedback on each.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **__Summative (Assessment of Learning):__**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students should search online for 3 different images that they feel are meaningful. They should think about the message the images send and what sort of questions surface as a result. Then they will create a power-point displaying the three images. Students will discuss their reactions to each image through a digital audio using garage band or some sort of digital recording software. All images should be addressed in detail, with at least 3 different points concerning each one. **__<span style="font-family: 'Times New Roman',serif;">Integration __** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Technology: Students will create a PowerPoint, using digital audio to present their ideas. Student will be forced to use Microsoft PowerPoint, and some sort of audio recording device to create a presentation that is both informative and engaging.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Content Areas:** <span style="font-family: 'Times New Roman',serif; font-size: 130%;">English: <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Art: **__<span style="font-family: 'Times New Roman',serif;">Groupings __** ** Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Analysis: students will analyze images
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Interpretation: students will be forced to re-communicate what they see to their audience.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Audience: students will be forced to communicate their ideas to classroom full of high school students.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Image analysis: analyzing different art forms and how they affect ones response.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Technological presentation: Creating a PowerPoint and audio that is creative and engaging.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will use a sandwich chart to organize their observation, connecting their reaction with tangible features, and they will discuss these observations by participating in a “partners” activity.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Section II – Groups and Roles for Product**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will get into two teams and then partner off. In their partner groups students will each choose one of their images. Partners must then present their reaction to the class, and then their observations explaining why this specific image causes them to respond the way they do. Finally, the opposite team will provide written feedback describing what was good about the student’s description, and what was left unclear. **__<span style="font-family: 'Times New Roman',serif;">Differentiated Instruction __** **<span style="font-family: 'Times New Roman',serif;">Strategies: ** **<span style="font-family: 'Times New Roman',serif;">Modifications/Accommodations ** ** Plan for accommodating absent students: **
 * <span style="font-family: 'Times New Roman',serif;">Verbal: Students will unpack their opinions with their teacher.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Logical/Mathematical: Students will have to organize their ideas and use problem solving in order to define and defend their opinions.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Visual/Spatial: Students will analyze pictures and images.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Musical: Students may incorporate music into their power-point
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Naturalist: Students may select images of plants or animals.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Intrapersonal: Students must reflect on how an image personally makes them feel and extrapolate some of the causes.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Interpersonal: Students will discuss their observations with the teacher.

<span style="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, and receive a brief summary of what was missed along with any graphic organizers handed out in class. In addition to this, 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 to get caught up on upcoming assignments. 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;"> Students will create a PowerPoint using digital audio to present their ideas. Students will be forced to use Microsoft PowerPoint, and some sort of audio recording device to create a presentation that is both informative and engaging.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Gifted Students:** Gifted students will be asked to present their reactions and observations in rhyming couplets. **__<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="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. //** //**__ Learning Styles __**//
 * //<span style="font-family: 'Times New Roman',serif;">Computers/Chargers //
 * //<span style="font-family: 'Times New Roman',serif;">Microsoft Office //
 * //<span style="font-family: 'Times New Roman',serif;">Audio recording software (e.g. Audacity, Garage band, ext.) //
 * //<span style="font-family: 'Times New Roman',serif;">Sandwich Chart printouts (x3) //
 * //<span style="font-family: 'Times New Roman',serif;">Lined paper and extra pens for quick writes //
 * //<span style="font-family: 'Times New Roman',serif;">Projector/Dongle //
 * //<span style="font-family: 'Times New Roman',serif;">Speakers/sound system //
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Gosik, Karen. "Materials for Students: Writing the Academic Paper: Writing: Considering Structure & Organization." //Dartmouth College//. Dartmouth College, 12 July 2005. Web. 23 Oct. 2011. <[]>
 * <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%;">[]
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">[]
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Argument organization
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Partners Activity
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Sandwich Chart
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Quick Writes Activity

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //**Clipboard:**// Students will have the opportunity to organize their ideas on the sandwich chart and then produce them methodically through the PowerPoint.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //**Microscope:**// Students will be forced to self-analyze their reactions and look deeper into the images they choose in order to properly communicate their reaction.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //**Puppy:**// The Partners Activity will provide an open forum for affirmations and positive criticism.

<span style="font-family: 'Times New Roman',serif;"> //**Beach Ball:**// Students have the freedom to choose any image they would like, and their responses are completely up to them.

<span style="font-family: 'Times New Roman',serif;"> //**Rationale:**// This lesson provides a variety of different activities that will build on each of the learning styles. The manner in which the project is completed is completely up to the student and they have the freedom to do with it as please, there is only a minimum set. However, there is also a great deal of structure provided as students build their ideas through graphic organizers, thus providing students who need structure the tools necessary to complete the task. The lesson also provides lots of opportunity for feedback, and as always the teacher ought to stress the importance of affirmation and positive criticism so as to build up those learning styles that need a bit more encouragement. Finally, the lesson is entirely analytically so students who learn best from analysis have more than enough opportunity to do so. **//<span style="font-family: 'Times New Roman',serif;">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;">Content Knowledge: //**


 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will know how to self-analyze, and how to organize their ideas in a way that can be communicated to their audience.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will be able to design an argument.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//CCSS://** Common Core Standards

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

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

<span style="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="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%;"> **//Facet://** Interpretation- Students will learn to interpret their thoughts in a new way. They will analyze their thoughts and reactions and interpret them through their presentation.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//Rationale://** Students will develop and organize their responses to their reactions in an appropriate manner that presents their purpose in a relate-able manner. **//<span style="font-family: 'Times New Roman',serif;">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;">MI Strategies: //**


 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Verbal: Students will unpack their opinions with their teacher.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Logical/Mathematical: Students will have to organize their ideas and use problem solving in order to define and defend their opinions.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Visual/Spatial: Students will analyze pictures and images.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Musical: Students may incorporate music into their power-point
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Naturalist: Students may select images of plants or animals.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Intrapersonal: Students must reflect on how an image personally makes them feel and extrapolate some of the causes.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Interpersonal: Students will discuss their observations with the teacher.

**//<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;"> Students will create a PowerPoint, using digital audio to present their ideas. Student will be forced to use Microsoft PowerPoint, and some sort of audio recording device to create a presentation that is both informative and engaging.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//Rationale://** This lesson will touch on 7 out of the 8 intelligences, thus realistically providing opportunity for each student to learn the material in a manner that relates to them. It also forces students to build on the intelligences that they may be having difficulties with. **//<span style="font-family: 'Times New Roman',serif;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //** //** Formative: **//<span style="background-color: white; font-family: 'Times New Roman',serif;"> Students will find their pictures and then examine the different features that cause their reactions. Students will then place these observations on a sandwich chart, and will describe their reactions through a series of quick write activities. Students will also participate in the Partners Activity where they will lead an activity similar to the hook. The class will be split up into two teams, and then each team will partner off. Each set of partners will plan a simple lesson that will teach the rest of the class about an image they have chosen for their project. Each group will have two images; one for each partner. They will explain to the class their reaction to the image and the different elements of that image that cause them to react the way they do. The class will then provide feedback on a slip of paper expressing the parts of the lesson that was clear and the parts that need clarification. The teacher will also observe the students during the Partners Activity and analyze student responses.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //**Summative:**// Students should search online for 3 different images that they feel are meaningful. They should think about the message the images send and what sort of questions surface as a result. Then they will create a power-point displaying the three images. Students will discuss their reactions to each image through a digital audio using garage band or some sort of digital recording software. All images should be addressed in detail, with at least 3 different points concerning each one.

<span style="font-family: 'Times New Roman',serif;"> //**Rationale:**// This assessment uses both formal and informal assessments. The final product at the end will be the formal assessment, however along the way there will be a series of activities that students will participate in. They will create a sandwich chart, complete a series of quick write activities, and participate in a Partners Activity.

**__<span style="font-family: 'Times New Roman',serif;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif;">: ** **<span style="font-family: 'Times New Roman',serif;">Section One **

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

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Hook: Before the students come into class, the teacher will put an image on the projector of the young lady, old woman illusion. As the students sit down they will be asked to analyze what they see and to keep their reactions to themselves. The teacher should make it clear to students that the image can be seen in different ways, and that if they are able to see different things in the image that they should keep them to themselves until asked to share. (2 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Assessment: Students will write a written response to image they see and describe what it is about the image that causes them to see what they do. Students will then have a verbal discussion about the image and the teacher will explain that the image can be seen in two different ways. The teacher will point out some key elements within the image that cause the mutual perspectives. Students will then hand in their written responses for assessment. (8 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Introduce PowerPoint assignment: Students should search online for 3 different images that they feel are meaningful. They should think about the message the images send and what sort of questions surface as a result. Then they will create a power-point displaying the three images. Students will discuss their reactions to each image through a digital audio using garage band or some sort of digital recording software. All images should be addressed in detail, with at least 3 different points concerning each one. Tell students that presentations will be take place during the latter half of the following class. (5 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Finding images: Students will search online, using creative commons, for three images that they find very powerful. These images must be appropriate and the students must understand that these images may be shared with the entire class. (25 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Sandwich Chart: Students should place a two or three sentence long reaction to the image in the "topic" portion of the sandwich chart. The body of the sandwich should consist of details that cause this reaction to be true. Finally, in the "concluding sentence" students should describe why they chose the image they did. The teacher should explain how the "topic", "detail", and "concluding sentence" pieces of the chart correlate with the idea of a Thesis, body, and conclusion. (15 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Partner’s activity: Students will get into two teams and then partner off. In their partner groups students will each choose one of their images. Partners must then present their reaction to the class and then their observations explaining why this specific image causes them to respond the way they do. Finally, the opposite team will provide written feedback describing what was good about the student’s description, and what was left unclear. (25 minutes)

<span style="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 activity: Student should narrate their morning routine. (10 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Quick Writes: Students will then do 5 minute quick writes for each image they have, describing their reactions, and what it is about their images that produce such reactions. Students will then hand in their quick writes and sandwich charts to the teacher. (15 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Work on Project: Students will spend the final 10 minutes of class placing their images into PowerPoint. During this time the teacher will work on evaluating student responses and providing written feedback. (55 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Day three:

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Free Write Activity: 6 word memoirs (10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Finalize PowerPoint Presentations: Student’s should prepare their products for presentation (40 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Presentations (30 minutes) <span style="background-color: white; font-family: 'Times New Roman',serif;">Students will understand that writing needs to convey a clear perspective on a given idea. Students need to learn how to analyze different things, and they need to understand why it causes them to react a certain way, so that they may back up their opinion when challenged. This lesson will force them to analyze different images and decide why they feel the images they have selected are meaningful. They will be forced to back-up their opinion and really think about what causes them to feel the way they do. This lesson will lead students to meet the following standard in the Production and the Distribution of Writing of the Common Core Standards//: “// //<span style="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="background-color: white; font-family: 'Times New Roman',serif;"> Students will be forced to revise and reconsider the potential interpretation of each image that they choose to unpack and interpret. The teacher will begin the class by showing an image from < <span style="font-family: 'Times New Roman',serif;">[|http://www.coolopticalillusions.com/optical_illusions_images_2/young_woman 2.htm]>, and then question the students as to why they see what they see. <span class="apple-converted-space" style="font-family: 'Times New Roman',serif;"> This image can be seen in two different ways; one perspective is that of an old woman, and the other of a young lady. The teacher ought to lead the class discussion in the direction where they use features of the image to defend their opinion. It is possible that both sides will be unable to see the opposing perspective; however, there should come a point in the argument where they are able to see both. This will get the class underway as the students begin questioning their perspective and really trying to understand what it is they are looking at. It will be important to sum up the value of the hook by mentioning that the true image is a representation of both perspectives. **<span style="font-family: 'Times New Roman',serif;">Where, Why, What, Hook, Tailors: Visual/Spatial, Interpersonal, Intrapersonal, Logical/Mathematical, and Verbal. ** **<span style="font-family: 'Times New Roman',serif;">Section Two: ** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Students will know how to self-analyze, and how to organize their ideas in a way that can be communicated to their audience. The teacher will push students to think deeper about the image he/she has chosen. As the students examine their opinions they will slowly begin to apprehend the elements of their argument and how to formulate a key point. Students will then use a sandwich chart to organize their observations, connecting their reactions with the tangible features they have already defined, and they will discuss these observations by participating in a Partners Activity. Throughout the activity students will be challenged to examine their ideas even further, and after the activity ends students will solidify their observations on paper through a series of quick writes. They will do a quick write for each image they have selected and hand them into the teacher for assessment. **<span style="font-family: 'Times New Roman',serif;">Equip, Explore Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, and Verbal. **

**<span style="background-color: white; font-family: 'Times New Roman',serif;">Section Three: ** <span style="background-color: white; font-family: 'Times New Roman',serif;">Students will use a sandwich chart to organize their observation, connecting their reaction with tangible features. Students should place a two or three sentence long reaction to the image in the "topic" portion of the sandwich. The body of the sandwich should consist of details that cause this reaction to be true. Finally, in the "concluding sentence" students should describe why they chose the image they did. The teacher should explain how the "topic", "detail", and "concluding sentence" pieces of the chart correlate with the idea of a thesis, body, and conclusion. Students will participate in the Partners Activity, where they will discuss their reaction to one of their images in order to check their overall understanding. Students will start off by getting into two teams and then partnering off. In their partner groups students will each choose one of their images. Partners must then present their reaction to the class and then their observations explaining why this specific image causes them to respond the way they do. Finally, the opposite team will provide written feedback describing what was good about the student’s description, and what was left unclear. Students will incorporate their final revisions into their final product and students will eventually present a power-point, with digital audio, discussing their opinions on all the images that they selected. <span class="apple-converted-space" style="background-color: white; font-family: 'Times New Roman',serif;"> However, before incorporating each image into their product <span style="background-color: white; font-family: 'Times New Roman',serif;">students must submit a quick write describing their interpretation of the image they choose; this will act as a formative assessment and will show the teacher whether or not the student understands the assignment.Students will constantly be forced to reflect on their opinions, so that they may determine a solid perspective. **<span style="font-family: 'Times New Roman',serif;">Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, and Verbal. **

**<span style="font-family: 'Times New Roman',serif;">Section Four: ** <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will receive two formative assessments throughout this lesson. The first will be the handing in of their sandwich charts. The teacher will assess that the students have a proper understanding of the desired procedure, or that they are moving in the direction of proper understanding. If students seemed lost or confused upon the assessment of the chart the teacher ought to spend a bit more time working with that student. The teacher will also collect the final quick writes that students do before recording their audio. These will receive extensive comments that challenge or affirm the student’s points. During the Partners Activity the students will assess each other; they will explain their points to one another, thus forcing their partner to think about their topic in a deeper way. The summative assessment will be the student’s final product, and the teacher will evaluate this based on the student’s perceived understanding. **<span style="font-family: 'Times New Roman',serif;">Evaluate, Tailors: Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Verbal ** **__<span style="font-family: 'Times New Roman',serif;">Content Notes __**

**__<span style="background-color: white; font-family: 'Times New Roman',serif;">Hook Discussion __**<span style="background-color: white; font-family: 'Times New Roman',serif;">: Image can be found at < __<span style="color: blue; font-family: 'Times New Roman',serif;">[|http://www.coolopticalillusions.com/optical_illusions_images _2/young_woman2.htm] __<span style="background-color: white; font-family: 'Times New Roman',serif;">>. This image can be seen in two different ways. One view is that the image is of a young women looking away from the camera. One the other-hand, the image can be seen as the profile of an old woman. The purpose of this activity is to force students to establish what they see, and understand why they see it; describing the various features that lead them to see what they do. This activity is also important because it points out that even though you may feel strongly that what you see is the right perspective, others, looking at the same image, may see something entirely different. Their perspective is no less justified, it is simply different. Teachers should point out that student need to be open to trying to understand other opinions and, through questioning and discussion, to try and see what others see.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Discussion (after quick writes have finished):

**__<span style="background-color: white; font-family: 'Times New Roman',serif;">What is Self-Analysis? __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Ask students what they see
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Find two individuals with opposing perspectives and ask them to justify what they see
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">If students are still unable to see the other image, the teacher should point out the key features in the image than cause the illusion.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Ask students whether either perspective was wrong?

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Each of us observes different things and often time’s people will establish entirely unique interpretations, resulting in different reaction. The purpose of this lesson is to teach students to unpack what they observe, and to then interpret what they see to others so that they can better understand their interpretations themselves. Our reactions can often be a result of past experiences or even our world views, and it is important for students to learn that just because something is different and even potentially contradictory to what they interpret, it doesn’t necessarily mean that either party is wrong.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **__Correlating this lesson with the previous lesson:__**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">The previous lesson introduced an arguments theoretical structure through the ideas of an introduction, thesis, body and conclusion. This new lesson easily correlates as students reactions are acting as their thesis, and their observations are acting as the main points of the body. It is important to point out that as students grow in their ability to develop arguments that they not get so caught up in proving their point that they don’t stop to consider other perspectives. Just because their thesis says one thing, it does not necessarily mean that an opposing point is entirely wrong. The teacher really needs to stress the importance of an open mind.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **__Organizing ideas:__**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Organizing ideas in a manner that is fluid and understandable is an important aspect in developing an argument. The teacher should explain his or her students that the effectiveness of a well-organized argument. There is no absolute manner in which a paper ought to be organized, however, there are some effective strategies.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">The typical 5 paragraph essay: intro with thesis followed by three main points in consecutive order, and then a conclusion.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Start with an introduction, state a main point through an topic sentence and then compare and contrast ideas that drive that point home. Do this as many times as necessary before moving on.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Introduction strategies:
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Thesis first- this can be a good strategy because it introduces the reader to the main idea immediately
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Thesis last- this can be affective because it allows for a bit of suspense as the author builds up to his key point
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Funnel intro- starts broad and ends at the main idea.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">*Writing is open to all manners of creativity and students must consider what is going to work best. Arguments are not something that need to be done in a formula. **__ Where to find useable pictures: __** <span style="font-family: 'Times New Roman',serif;">Have students visit [] for usable pictures, and while introducing the project show students how to find the usage stipulations for each image, so that the students can site each one properly.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will know how to self-analyze, and how to organize their ideas in a way that can be communicated to their audience. **__<span style="font-family: 'Times New Roman',serif;">Handouts __** <span style="font-family: 'Times New Roman',serif; text-decoration: none;">
 * //<span style="font-family: 'Times New Roman',serif;">Sandwich charts //
 * //<span style="font-family: 'Times New Roman',serif;">Rubric //