L6+Marcoux,+Jacob

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

**LESSON PLAN FORMAT **

**__Teacher’s Name __****: Mr. Marcoux ** **__Date of Lesson__: 12/02/2011** **__Grade Level __****: 11-12 ** **__Topic__: Persuasive writing**

**__Objectives __** Students will understand that writing needs to convey a clear perspective on a given idea, that planning and revision are necessary elements in developing a clear, organized argument, and that writing should have a clear application for the intended audience.

Students will know how to self-analyze, how to identify their target audience, how to organize their argument in a way that best makes their point. They will know proper punctuation, proper grammar, and how to effectively format their piece. Finally they will know the definition and function of key terms: Thesis, body, introduction, and conclusion.

Students will be able to build an original argument, focus it on a specific audience, and develop their argument over time through planning, revision, and editing. **__Maine Learning Results Alignment __** Common Core Standards

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="background-color: white; font-family: 'Times New Roman',serif;">Rationale: **<span style="background-color: white; font-family: 'Times New Roman',serif;"> This assignment requires that students develop an original argument that addresses a professional audience with a distinct opinion and purpose on a global issue. It will require a great deal of planning and revision, and cannot be effectively rushed as it will require research and analysis. **__<span style="font-family: 'Times New Roman',serif;">Assessment __** **__ Formative (Assessment for Learning) __**
 * //<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;">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; font-size: 130%;"> **Section I – checking for understanding during instruction**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will fill out a persuasion map that outlines their thesis, key points and conclusion. The teacher will check students’ persuasion maps and check to make sure that all of the pieces flow together. This lesson is a summative assessment for the entire unit, and the teacher will already have a basic understanding of each students comfort level with the material. Students will also meet with the teacher to discuss a first draft that they piece together. This will be a one on one session with the teacher and will be used to help the student solidify his/her understanding of the content.

<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;">Students will receive feedback with their persuasion maps. Students will also participate in a 3-2-1 activity, and engage in peer feedback. Students will have time immediately following the activity to revise individually and revise any issues that may have arisen. The most significant feedback will come during the one on one revision session with the teacher. During this time the teacher ought to help the student with any problems that have arisen throughout the unit, and affirm his/her strengths.

<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 will act as a lawyer practicing in a small town in central Maine. It will be a role playing activity and the scenario is as follows: They have been invited to participate in an online forum of professionals from all around the world. They have been asked to address what they believe to be a major social issue, and to take a stance as to how it should be dealt with. The participants (the students in the class) will then vote on whose presentation is the best. Their piece will be presented via podcast; however, the judges require that they also submit a written component. The written piece will be published on the organizations website so that listeners can follow along with the podcast as they listen. This is will be their chance to share their voice with the world, as people from all over will be judging on their performance. There will also be a commenting segment where they may be asked to answer questions from varying competitors. They must be ready to defend their stance if they want to win the prize, and save face within the professional community. **__<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;"> Students will create a podcast using Garage Band or Audacity and will upload it to the class wiki. This will create an online forum where students can comment and discuss the different issues that are brought up through this project. **<span style="background-color: white; font-family: 'Times New Roman',serif;"> Content Areas: ** **__<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;">English **
 * **<span style="font-family: 'Times New Roman',serif;">Persuasive techniques **
 * **<span style="font-family: 'Times New Roman',serif;">Audience **
 * **<span style="font-family: 'Times New Roman',serif;">Punctuation/Grammar/Usage **
 * **<span style="font-family: 'Times New Roman',serif;">Formal writing **
 * **<span style="font-family: 'Times New Roman',serif;">Social Studies **
 * **<span style="font-family: 'Times New Roman',serif;">Politics **
 * **<span style="font-family: 'Times New Roman',serif;">Religions **
 * **<span style="font-family: 'Times New Roman',serif;">Poverty **
 * **<span style="font-family: 'Times New Roman',serif;">Economics **
 * **<span style="font-family: 'Times New Roman',serif;">Sociology **
 * **<span style="font-family: 'Times New Roman',serif;">Science **
 * **<span style="font-family: 'Times New Roman',serif;">Environmental **
 * **<span style="font-family: 'Times New Roman',serif;">Geology **
 * **<span style="font-family: 'Times New Roman',serif;">Health **
 * **<span style="font-family: 'Times New Roman',serif;">Aids **
 * **<span style="font-family: 'Times New Roman',serif;">Nutrition **
 * **<span style="font-family: 'Times New Roman',serif;">Over-population **

<span style="font-family: 'Times New Roman',serif;">Students will use a persuasion map to outline their argument and will then discuss their argument with peers in a 3-2-1 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;">The 3-2-1 activity will begin with students sharing their outline with a group of 3-4 students. Large group sharing is merely to provide an opportunity for students to share their work out loud, and there will be no peer review. However, following group sharing, students will break off into pairs and students will re-examine and re-explain their argument to their peer. Students ought to find three strengths and 3 weaknesses that they observe in their peers piece. Students should provide ideas as to how their partner can improve their weaknesses. This time of revision will be followed with a quiet time where students can rework their piece by themselves, and adjust any flaws that may have been made apparent. **__<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 ** //** 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;">Verbal: Students will discuss their opinions with the group and the teacher will facilitate a discussion based around global issues following the hook.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Logical/ Mathematical: Students will organize their argument in a logical order.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Visual/ Spatial: Students are encouraged to add photo's with their podcast.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Musical: Students can incorporate music into their podcast if they feel it enhances their argument.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Intrapersonal: Students will spend time reflecting on their ideas and self-analyzing their opinions, especially while developing the persuasion map.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Interpersonal: Students will work in groups during the revision process.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Bodily/ Kinesthetic: Students will have the opportunity to get up and move around during the hook.

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

<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 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;"> Students will create a podcast using Garage Band or Audacity and will upload it to the class wiki. This will create an online forum where students can comment and discuss the different issues that are brought up through this project.

<span style="font-family: 'Times New Roman',serif;"> **Gifted Students:** Gifted students will not require modification. No student will perform perfectly on this project, merely because such a thing does not exist. Gifted students will be encouraged to go all in and to do their very best work. The teacher will be reviewing drafts with each individual student and if a student does not appear to be putting the effort in they will be required to do a rewrite before they move on to their final draft. **__<span style="font-family: 'Times New Roman',serif;">Materials, Resources and Technology __** // Laptops //

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //Word Processing software//

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //Access to garage band or Audacity software//

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //Wiki accounts for students// **__<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;">3-2-1 Activity: **<span style="font-family: 'Times New Roman',serif;">[]
 * <span style="font-family: 'Times New Roman',serif;">Persuasion Chart: __<span style="color: blue; font-family: 'Times New Roman',serif;">[] __
 * <span style="font-family: 'Times New Roman',serif;">Kagan, Dr. Spencer. "Cooperative Learning." //Class Activities That Use Cooperative Learning//. 1994. Web. 19 Oct. 2011.< __<span style="color: blue; font-family: 'Times New Roman',serif;">[|http://edtech.kennesaw.edu/intech/ cooperativelearning.htm] __<span style="font-family: 'Times New Roman',serif;">>.
 * <span style="font-family: 'Times New Roman',serif;">"Introductions — Writing Center." //Welcome to the Writing Center — Writing Center//. University of North Carolina, 2010. Web. 19 Oct. 2011.< __<span style="color: blue; font-family: 'Times New Roman',serif;">[|http://writingcenter.unc.edu/ resources/handouts-demos/writing-the-paper/introductions] __<span style="font-family: 'Times New Roman',serif;">>.
 * <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. <[]>. 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;">Gosik, Karen. "Materials for Students: Writing the Academic Paper: Writing: Considering Structure & Organization." // Dartmouth College //<span style="background-color: white; font-family: 'Times New Roman',serif;">. Dartmouth College, 12 July 2005. Web. 23 Oct. 2011.< <span style="font-family: 'Times New Roman',serif;">[|http://www.dartmouth.edu/~ writing/materials/student/ac_paper/write.shtml]>
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Self-analysis definition: []
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Audience: []
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Purpose: []

**//__<span style="background-color: white; font-family: 'Times New Roman',serif;">Learning Styles __//**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//Clipboard://** Students will have an organized structure to form their piece around, and will have the persuasion map to keep their thoughts organized and mapped out.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//Microscope://** Students will analyze their opinions in important global issues, pulling out all the important details required for them to establish an educated opinion.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//Puppy://** Students will be encouraged and affirmed during their conference with the teacher, and will also receive positive feedback from their classmates during the 3-2-1 activity.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//Beach Ball://** Students are free to write about any topic they wish, and their podcast presentation is open to any and all professional creative adjustments. **//<span style="background-color: white; font-family: 'Times New Roman',serif;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif;"> This lesson is completely individualized for the students. They have all the necessary tools they need to create the final product; however, there is no stipulation as to what route they take to get there. There are a few checkpoints established along the way, but aside from those students are free to pursue a topic of their choosing, and to addresses it in whatever way they feel is professional and appropriate.

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will know how to self-analyze, how to identify their target audience, how to organize their argument in a way that best makes their point. They will know proper punctuation, proper grammar, and how to effectively format their piece. Finally they will know the definition and function of key terms: Thesis, body, introduction, and conclusion.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will be able to build an original argument, focus it on a specific audience, and develop their argument over time through planning, revision, and editing.

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">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;">Application
 * //<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="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; font-size: 130%;"> **//Rationale://** This assignment requires that students develop an original argument that addresses a professional audience with a distinct opinion and purpose on a global issue. It will require a great deal of planning and revision, and cannot be effectively rushed as it will require research and analysis.

<span style="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="font-family: 'Times New Roman',serif; font-size: 130%;"> **//MI Strategies://**
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Verbal: Students will discuss their opinions with the group and the teacher will facilitate a discussion based around global issues following the hook.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Logical/ Mathematical: Students will organize their argument in a logical order.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Visual/ Spatial: Students are encouraged to add photo's with their podcast.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Musical: Students can incorporate music into their podcast if they feel it enhances their argument.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Intrapersonal: Students will spend time reflecting on their ideas and self-analyzing their opinions, especially while developing the persuasion map.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Interpersonal: Students will work in groups during the revision process.
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Bodily/ Kinesthetic: Students will have the opportunity to get up and move around during the hook.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//Type II Technology://** Students will create a podcast using Garage Band or Audacity and will upload it to the class wiki. This will create an online forum where students can comment and discuss the different issues that are brought up through this project. **//<span style="background-color: white; font-family: 'Times New Roman',serif;"> Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif;">Students will use a variety of intelligence as they engage and explore a variety of different global issues. Students will talk with one another, talk with the teacher, and critically analyze their argument on their own. Students will then create an audio presentation with a visual representation of their work and they will present it to the class.

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Section I – checking for understanding during instruction**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will fill out a persuasion map that outlines their thesis, key points and conclusion. The teacher will check student's persuasion maps and check to make sure that all of the pieces flow together. This lesson is a summative assessment for the entire unit, and the teacher will already have a basic understanding of each students comfort level with the material. Students will also meet with the teacher to discuss a first draft that they piece together. This will be a one on one session with the teacher and will be used to help the student solidify his/her understanding of the content.

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will receive feedback with their persuasion maps. Students will also participate in a 3-2-1 activity, and engage in peer feedback. Students will have time immediately following the activity to revise individually and revise any issues that may have arisen. The most significant feedback will come during the one on one revision session with the teacher. During this time the teacher ought to help the student with any problems that have arisen throughout the unit, and affirm his/her strengths.

**<span style="background-color: white; font-family: 'Times New Roman',serif;">Summative **

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will act as a lawyer practicing in a small town in central Maine. It will be a role playing activity and the scenario is as follows: They have been invited to participate in an online forum of professionals from all around the world. They have been asked to address what they believe to be a major social issue, and to take a stance as to how it should be dealt with. The participants (the students in the class) will then vote on whose presentation is the best. Their piece will be presented via podcast; however, the judges require that they also submit a written component. The written piece will be published on the organizations website so that listeners can follow along with the podcast as they listen. This is will be their chance to share their voice with the world, as people from all over will be judging on their performance. There will also be a commenting segment where they may be asked to answer questions from varying competitors. They must be ready to defend their stance if they want to win the prize, and save face within the professional community.

**//<span style="background-color: white; font-family: 'Times New Roman',serif;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif;">Students will constantly check their understanding by themselves, with their peers, and with the teacher. The majority of these assessments will be informal and will not receive a grade; however, the final assessment will be based on the rubrics that outline the students’ expectations. **__<span style="font-family: 'Times New Roman',serif;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif;">: **

**__ Section One: __**

<span style="font-family: 'Times New Roman',serif;">Day one:

<span style="font-family: 'Times New Roman',serif;">Hook- play Braveheart clip, [], and extrapolate the different components (see content notes). (20 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Review content- revisit the content that the class has discussed in the previous five lessons. (20 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif;">Introduce Assignment: Students will act as a lawyer practicing in a small town in central Maine. It will be a role playing activity and the scenario is as follows: They have been invited to participate in an online forum of professionals from all around the world. They have been asked to address what they believe to be a major social issue, and to take a stance as to how it should be dealt with. The participants (the students in the class) will then vote on whose presentation is the best. Their piece will be presented via podcast; however, the judges require that they also submit a written component. The written piece will be published on the organizations website so that listeners can follow along with the podcast as they listen. This is will be their chance to share their voice with the world, as people from all over will be judging on their performance. There will also be a commenting segment where they may be asked to answer questions from varying competitors. They must be ready to defend their stance if they want to win the prize, and save face within the professional community. Show students the online wiki and present a clip from the student sample, http://globalissuesforum.wikispaces.com/. (20 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students explore: provide students with a list of resources and, for homework, have them decide on a topic that they want to research and pursue. (10 minutes)

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Free-write assignment: Do you think global issues are important? Why or Why not? (10 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Research: Students will have this entire class period to do research and explore their topic. (70 minutes)

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Free-write assignment: Come up with a solution for world hunger. It can be ridiculous or appear relatively plausible. (10 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Persuasion charts: Have students continue researching and have them fill out persuasion charts with an identified thesis, body, and conclusion. (40 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">3-2-1 activity: have all students back in the classroom with 30 minutes left in class and have them return to their desks for the 3-2-1 activity. The 3-2-1 activity will begin with students sharing their outline with a group of 3-4 students. Large group sharing is merely to provided an opportunity for students to share their work out loud, and there will be no peer review. However, following group sharing students will break off into pairs and students will re-examine and re-explain their argument to their peer. Students ought to find three strengths and 3 weaknesses that they observe in their peers piece. Students should provide ideas as to how their partner can improve their weaknesses. This time of revision will be followed with a quiet time where students can rework their piece by themselves, and adjusting any flaws that may have been made apparent. (30 minutes)

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Free-write: Do you watch the news or read the newspaper? If yes, do you feel that it is an accurate account of current events? Explain why. If you don't keep up with current events, explain why you do not. (10 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Begin drafting: Students ought to hand in their persuasion charts at the beginning of class and begin their drafts as the teacher assesses the organizers. (70 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Homework: Finish rough drafts. If students do not have computer access at home they can do it by hand.

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Free-write: What is the most memorable piece you've ever written and why? (10 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">One on Ones: The teacher will meet with each individual student to talk about their rough drafts. This time will be used to discuss any chronic problems that the students may be having, and to affirm the student’s strengths. During this time the rest of the class should continue working on their drafts. (80 minutes)

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Free-write: Has this lesson influenced your thinking about global issues? Why or why not? (10 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Work on final drafts: Students will have this period to work on their final drafts. (70 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Homework: Finish final draft

<span style="font-family: 'Times New Roman',serif;">Day seven: Final drafts due

<span style="font-family: 'Times New Roman',serif;">In this lesson students will learn to bring together all the different pieces that they have learned throughout the unit. Students will bring together their understanding of organization, audience, revision, self-analysis, and purpose to create a podcast presentation discussing their opinion on a major global issue. The lesson will be introduced in an examination of Mel Gibson speech as William Wallace in Braveheart. The speech has all the components that students have learned about, and, as a class, students will analyze the speech. The teacher will create an outline of the speech on the board based upon the students’ observations. There is a pre-outlined copy of the speech within the content notes; however, it is not necessary for students to come up with this exact outline. **Where, Why, What, Hook, Tailors: Verbal, Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical** <span class="apple-converted-space" style="font-family: 'Times New Roman',serif;">

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will receive a review of the content knowledge discussed in the previous five lessons immediately following the hook presentation. This will allow for students to re-engage with what they already know. Students will then spend some time researching and analyzing a global issue that they find interesting. Once they have established an educated opinion on the issue students will develop an opinion and key points to back it up using a persuasion chart. Students will then discuss their persuasion charts in a 3-2-1 activity. The 3-2-1 activity will begin with students sharing their outline with a group of 3-4 students. Large group sharing is merely to provide an opportunity for students to share their work out loud, and there will be no peer review. However, following group sharing students will break off into pairs and students will re-examine and re-explain their argument to their peer. Students ought to find three strengths and 3 weaknesses that they observe in their peers piece. Students should provide ideas as to how their partner can improve their weaknesses. This time of revision will be followed with a quiet time where students can rework their piece by themselves, and adjusting any flaws that may have been made apparent.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Equip, Explore Rethink, Revise, Tailors:**

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Following this lesson students will be able to bring together all the different parts of writing that they have learned about into one cohesive piece in order to form a solid persuasive piece. Students will be able to build an original argument, focus it on a specific audience, and develop their argument over time through planning, revision, and editing. Students will sit down with the teacher after they have completed their first draft and discuss their grasp of the material. The teacher will assess the students understanding and help to clear up any miss conceptions. This will provide for the student to re-engage with the material that he/she has already learned, except this time the student will bring all the pieces together into a final piece. After conferencing with the teacher the student will have the opportunity to re-analyze their piece on their own and make the adjustments that he/she feels are necessary to make the piece stronger.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Bodily/Kinesthetic, Visual/Spatial**

**__<span style="font-family: 'Times New Roman',serif;">Section Four: __**

<span style="font-family: 'Times New Roman',serif;">Students will self-assess themselves throughout the entire lesson. The 3-2-1 activity incorporates an opportunity for students to return to their piece and rework whatever suggestions their peers may have had or fix some holes that they observed in their discussion. The 3-2-1 activity will obviously provide opportunity for peer assessing as well. The teacher will assess students understanding using both the persuasion chart and the conference following their completion of their first draft. The teacher will check the students understanding of the unit as a whole and guide the student along if there are still some areas that they are struggling to comprehend. **Evaluate, Tailors: Visual/Spatial, Logical/Mathematical, Interpersonal, Intrapersonal, Verbal** **__<span style="font-family: 'Times New Roman',serif;">Content Notes __** **__<span style="background-color: white; font-family: 'Times New Roman',serif;">Braveheart discussion: __**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">In this speech, the character of William Wallace arrives to see an army too afraid to fight. They are so afraid in fact that they are running away. Wallace tailors an argument to convince his men to stay in fight. He has a clear purpose, and has effectively focused it on his audience. As a class you ought break down the speech into its individual pieces.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Thesis: Using rhetorical devices William Wallace implies that freedom is worth dying for

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Main point: "What will you do without freedom"

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Main point: "Yes! Fight and you may die. Run and you

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">will live at least awhile." We all die.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Conclusion: "dying in your bed many years from now,

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">would you be willing to trade all the days from this day to that for

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">one chance, just one chance, to come back here as young men and tell

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">our enemies that they may take our lives but they will never take

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">our freedom!" Freedom is worth dying for.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">*This activity will be most effective if it's done as a class.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Suggested sites for student research:

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Child Slavery: <span style="font-family: 'Times New Roman',serif; font-size: 130%;">http://www.invisiblechildren.com/ <span style="font-family: 'Times New Roman',serif; font-size: 130%;">http://love146.org/

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Global Poverty: <span style="font-family: 'Times New Roman',serif; font-size: 130%;">http://www.globalpovertyproject.com/ <span style="font-family: 'Times New Roman',serif; font-size: 130%;">http://www.globalissues.org/article/26/poverty-facts-and-stats <span style="font-family: 'Times New Roman',serif; font-size: 130%;">http://www.globalissues.org/issue/2/causes-of-poverty

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Aids: <span style="font-family: 'Times New Roman',serif; font-size: 130%;">http://www.globalissues.org/article/219/aids-around-the-world <span style="font-family: 'Times New Roman',serif; font-size: 130%;">http://www.worldaidscampaign.org/

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Over-population: <span style="font-family: 'Times New Roman',serif; font-size: 130%;">http://www.overpopulation.org/ <span style="font-family: 'Times New Roman',serif; font-size: 130%;">http://www.biologicaldiversity.org/campaigns/overpopulation/index.html

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">*These are just a few options, you are free to search beyond this list, this is just to help you get started. The following website provides an extensive list of potential topics: http://www.harryrings.org/issshow.htm

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

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

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

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

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

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

<span style="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="font-family: 'Times New Roman',serif; font-size: 130%;"> **__What is Self-Analysis?__**

<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%;"> **__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="background-color: white; 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="background-color: white; 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 to formula.

**<span style="background-color: white; font-family: 'Times New Roman',serif;">Audience: **<span style="background-color: white; font-family: 'Times New Roman',serif;">[] <span style="font-family: 'Times New Roman',serif; font-size: 130%;">“When we talk to someone face-to-face, we know just who we are talking to. We automatically adjust our speech to be sure we are communicating our message. Many writers don't make those same adjustments when they write to different audiences, usually because they don't take the time to think about who will be reading what they write. To be sure that we communicate clearly in writing, we need to adjust our message--how we say to and what information we include--by recognizing that different readers can best understand different messages.” <span style="font-family: 'Times New Roman',serif; font-size: 130%;">“When we talk to someone face-to-face, we always know just who we're talking to. We automatically adjust our speech to be sure we communicate our message. For instance, when we talk to three-year olds, we shorten sentences and use simpler words. When we talk to college professors, we use longer sentences and more formal language. <span style="font-family: 'Times New Roman',serif; font-size: 130%;">“In short, we change what we say because we know our //audience//. Interestingly, many writers don’t make the same adjustments when they write to different audiences, usually because they don’t take the time to think about who will be reading what they write. But to be sure that we communicate clearly in writing, we need to adjust our message--how we say it and what information we include--by recognizing that different readers can best understand different messages. <span style="font-family: 'Times New Roman',serif; font-size: 130%;">”Let’s say you’ve just had a terrible experience with Parking Management and decide to write a letter to //The Collegian// to complain about this campus service. As you think about writing your letter to //The Collegian//, you’ll need to think not only about audience but also about **//why//** you are writing to those readers. Do you want simply to tell your story? Do you want to argue directly for a change in policy? Do you want to raise fellow students’ consciousness about a problem so that the student senate will eventually take up the issue? Depending on your goal, you might write a narrative, an argument, or a causal analysis. Which approach is most likely to be effective with your readers? Writers need to consider //both audience and purpose// in writing because the two elements affect the paper so significantly, and decisions about one will affect the other”

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Purpose:** [] <span style="font-family: 'Times New Roman',serif; font-size: 130%;">“The first question for any writer should be, "Why am I writing?" "What is my goal or my purpose for writing?" For many writing contexts, your immediate purpose may be to complete an assignment or get a good grade. But the long-range purpose of writing is to communicate to a particular audience. In order to communicate successfully to your audience, understanding your purpose for writing will make you a better writer.” <span style="font-family: 'Times New Roman',serif; font-size: 130%;">“All readers have expectations. They assume what they read will meet their expectations. As a writer, your job is to make sure those expectations are met, while at the same time, fulfilling the purpose of your writing. Once you have determined what type of purpose best conveys your motivations, you will then need to examine how this will affect your readers. Perhaps you are explaining your topic when you really should be convincing readers to see your point. Writers and readers may approach a topic with conflicting purposes. Your job, as a writer, is to make sure both are being met.” **__<span style="background-color: white; font-family: 'Times New Roman',serif;">What is Revision? __**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Often times, students will confuse revision with editing, and although editing is a part of the revision process is plays only a minor role. Revision is, in large part, self-analysis. It requires a writer to sit down with his/her piece and decide whether or not they have communicated what they originally intended, and in the way they intended to do it. It deals with things like organization, voice, grammar and usage, and argument.

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

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

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

<span style="font-family: 'Times New Roman',serif;">