L5+Marcoux,+Jacob

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

**LESSON PLAN FORMAT **

**__Teacher’s Name __****: Mr. Marcoux ** **__Date of Lesson__: 11/29/2011** **__Grade Level __****: 11-12 ** **__Topic__: Persuasive Writing**

**__Objectives __** Students will understand that writing should have a clear application for the intended audience.

Students will know how to identify their target audience and focus their argument on them specifically.

Students will be able to relate an argument to a specific audience. **__Maine Learning Results Alignment __**

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

**<span style="font-family: 'Times New Roman',serif;">Rationale: **<span style="background-color: white; font-family: 'Times New Roman',serif;">Student's iMovies will need to be pre-drafted, forcing them to pan out their ideas through writing before moving on to filming. This lesson is intentionally designed for students to focus on their audience and the broader application of their writing. This will test students’ ability to adapt a task into an appropriate style for an intended purpose and audience. This lesson will also, force students to revise their approach as they delve deeper and deeper into their assignment.

**__<span style="font-family: 'Times New Roman',serif;">Assessment __** ** Formative (Assessment for Learning) **

<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 outline their story, touching upon the key points that they wish their story to impose, using a story map. Students will also be given a 3 minute reflective break following the lecture, so that they may process what they have learned; during this time students ought to clear up any questions they have by raising their hand, and the teacher will address each student individually. Students will also engage in a Circle, Triangle, Square, activity where they will write down points of interest, points of confusion, and points of agreement.

<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%;">The teacher will collect students' story maps and return them with feedback at the beginning of the following class. The teacher ought to also have students draft their iMovies in script form and should review each script with the different groups. Also, following the hook lecture the teacher will have an opportunity to clear up any questions that students have.

<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%;">In groups of 4 students will think about their everyday life, and pick a social issue that, as a group, they feel is relevant to their lives as high school students. There assignment will be to create an iMovie simulating this issue through a story and then to present it to the class. It is important that they consider their audience when piecing together their story, and there must be a clear solution as to how this issue can be addressed. The manner in which it is addressed is completely up to them, however their solution must be convincing. They should be creative and are encouraged to have fun. **__<span style="font-family: 'Times New Roman',serif;">Integration __** **<span style="font-family: 'Times New Roman',serif;">Technology: **<span style="background-color: white; font-family: 'Times New Roman',serif;">Students will focus an argument on a specific audience and issue using iMovie software. Their final product will be an iMovie presentation. **<span style="font-family: 'Times New Roman',serif;">Other 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;">Audience **
 * **<span style="font-family: 'Times New Roman',serif;">Purpose **
 * **<span style="font-family: 'Times New Roman',serif;">Persuasive techniques **
 * **<span style="font-family: 'Times New Roman',serif;">Social Studies **
 * **<span style="font-family: 'Times New Roman',serif;">Sociology **
 * **<span style="font-family: 'Times New Roman',serif;">High school students **
 * **<span style="font-family: 'Times New Roman',serif;">Digital Media **
 * **<span style="font-family: 'Times New Roman',serif;">Using iMovie software **

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will use a story map organizer as an aid in outlining their story and argument. Students will also be working in groups of 4 and will therefore, be forced to work together in electing an issue, choosing a stance, and communicating an argument in story form.

<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 be split into groups of four. In each group, students will each be assigned a specific role. The classroom arrangement will have the students already split into groups of four, and, before the start of class, the teacher will place identical sets of four playing cards on each cluster. Each card will be associated with a specific role. Students will be told to take a card following the 3 minute reflective period, and will thus each receive a role. The Ace will be the facilitator. The facilitator's responsibility is to keep the group on task, and to make sure that everyone in the group is contributing. The facilitator will meet with the teacher midway through the lesson as a check to make sure that everyone in the group is contributing. The Two will identify the reporter; the reporter’s responsibility is to update other group members if they miss a class or meeting time. The reporter can do this via email, phone, or face to face. The reporter will also be responsible for updating the teacher via email after each class session; reporting the groups progress. The Three and Four will be recorders, and their responsibility will be to keep a written log of each group discussion. These logs will be handed into the teacher before the group’s presentation. **__<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; font-size: 130%;">Verbal: The teacher will explain the importance of the audience, and then the students will have an opportunity to ask questions and clarify.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Logical/ Mathematical: Students will organize their iMovie on the story map.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Visual/ Spatial: Students will see a visual example during the hook, and will then make a movie themselves.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Musical: Students are strongly encouraged to incorporate music into their iMovie.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Naturalist: iMovie’s can be done outside.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Intrapersonal: Students will be given time to reflect on the idea of audience and to ask clarifying questions.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Interpersonal: Students will work in groups.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Bodily/ Kinesthetic: Students should incorporate lots of motion and activity into their iMovie.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">It will be the students’ responsibility to see the group’s reporter for an update on what they missed during the class period. If they miss any part of the lecture or they feel the reporters explanation was inadequate they will then follow routine protocol: 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; font-size: 130%;">Using iMovie, students will focus an argument on a specific audience and issue. Their final product will be an iMovie presentation.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Gifted Students:** <span style="background-color: white; font-family: 'Times New Roman',serif;">There will be no adjustments for gifted students. Students will be in groups and groups will be arranged in a diverse fashion. There is no such thing as a perfect argument and, therefore, gifted students ought to be adequately challenged. **__<span style="font-family: 'Times New Roman',serif;">Materials, Resources and Technology __** //<span style="font-family: 'Times New Roman',serif;">Laptops // //<span style="font-family: 'Times New Roman',serif;">Access to video camera's // //<span style="font-family: 'Times New Roman',serif;">Playing cards // //<span style="font-family: 'Times New Roman',serif;">Graphic organizers // //<span style="font-family: 'Times New Roman',serif;">Dongle // //<span style="font-family: 'Times New Roman',serif;">Projector // //<span style="font-family: 'Times New Roman',serif;">IMovie software // //<span style="font-family: 'Times New Roman',serif;">Speakers // **__<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;">Hook Video: //__<span style="color: blue; font-family: 'Times New Roman',serif;">[|http://www.youtube.com/watch?v=gqKN_sgO_oA&feature =results_video&playnext=1&list=PL5146DA5F78E9F89C] __
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Graphic Organizer: [|http://www.eduplace.com/graphicorganizer/pdf/]
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Notes on Purpose: []
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Notes on Audience: []
 * <span style="font-family: 'Times New Roman',serif;">Circle, Triangle, Square: __<span style="color: blue; font-family: 'Times New Roman',serif;">[|http://edu221spring11class.wikispaces. com/file/view/strategies.pdf] __
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Introductions — Writing Center." //Welcome to the Writing Center — Writing Center//. University of North Carolina, 2010. Web. 19 Oct. 2011. <[]>.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Provides insight as to how to write an effective essay introduction.
 * <span style="font-family: 'Times New Roman',serif;">"How to Write a Thesis." //Writing Tutorial Services//. Indiana University, 30 Jan. 2008. Web. 19 Oct. 2011. < __<span style="color: blue; font-family: 'Times New Roman',serif;">[|http://www.indiana.edu/~wts/pamph lets/thesis_statement.shtml] __<span style="font-family: 'Times New Roman',serif;">>.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">An outline from Indiana University providing different examples of strong and weak thesis statements

<span style="font-family: 'Times New Roman',serif;">Clipboard: Students will use the Story Map activity to outline their thoughts and ideas.

<span style="font-family: 'Times New Roman',serif;">Microscope: Students will analyze different issues, thinking about the finer details, and how those details influence the audience.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Puppy: Students will be able to work with one another, and create a final product as a group.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Beach Ball: Students are free to choose any issue they want, and the approach that they take as they design their story is completely up to them.

<span style="font-family: 'Times New Roman',serif;">Rationale: Each of these different learning styles is addressed in different ways; however, within each of them there is an element within in the lesson that is designed to engage their individual styles. **//<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%;"> **//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;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. //
 * //<span style="background-color: white; font-family: 'Times New Roman',serif;">Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. //

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//Rationale://** Students’ iMovies will need to be pre-drafted, forcing them to pan out their ideas through writing before they move on to filming. This lesson is intentionally designed for students to focus on their audience and the broader application of their writing. This will test as students’ ability to adapt a task to an appropriate style for intended purpose and audience. This lesson will also force students to revise their approach as they delve deeper and deeper into their assignment. **//<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Verbal: The teacher will explain the importance of the audience, and then the students will have an opportunity to ask questions and clarify.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Logical/ Mathematical: Students will organize their iMovie on the story map.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Visual/ Spatial: Student's will see a visual example during the hook, and will then make a movie themselves.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Musical: Students are strongly encouraged to incorporate music into their iMovie.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Naturalist: iMovie can be done outside.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Intrapersonal: Students will be given time to reflect on the idea of audience and ask clarifying questions.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Interpersonal: Students will work in groups.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Bodily/ Kinesthetic: Students should incorporate lots of motion and activity into their iMovie.

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will focus on an argument on a specific audience and issue using iMovie software. Their final product will be an iMovie presentation.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **//Rationale://** This lesson will provide opportunity for students to use all eight intelligences. This lesson will use technology as a means of allowing students to use their different gifts and abilities to create a final product that is diverse and unique to their person. **//<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="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 outline their story, touching upon the key points that they wish their story to impose, using a story map. Students will also be given a 3 minute reflective break, following the lecture, so that they may process what they have learned; during this time students ought to clear up any questions they have by raising their hand and the teacher will address each student individually. Students will also engage in a Circle, Triangle, Square, activity where they will write down points of interest, points of confusion, and points they agree with.

<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%;">The teacher will collect students' story maps and return them with feedback at the beginning of the following class. The teacher ought to also have students draft their iMovie in script form and review each script with the different groups that have been formed. Also, following the hook lecture the teacher will have an opportunity to clear up any questions that students have.

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">In groups of 4 students will think about their everyday life, and pick a social issue that, as a group, they feel is relevant to their lives as high school students. There assignment will be to create an iMovie simulating this issue through a story and then to present it to the class. It is important that they consider their audience when piecing together their story, and there must be a clear solution as to how this issue can be addressed. The manner in which it is addressed is completely up to them, however their solution must be convincing. They should be creative and are encouraged to have fun.

<span style="font-family: 'Times New Roman',serif;"> //**Rationale:**// This lesson provides a variety of opportunity for assessment, both formal and informal. The majority of the assessments are designed primarily to check student understanding; however, the final product will receive a formal grade that visually assesses the students’ progress.

**__<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; font-size: 130%;"> **Section One:**

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Free write activity: What makes the life of a high school student unique? (10 minutes)

<span style="font-family: 'Times New Roman',serif;">Hook: play Return of the King clip. [] (5 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Lecture: explain to students the importance of focusing an argument on a specific audience, and how incorporation of such recognition will make a piece significantly more powerful. (10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">3 minute reflective period: Gives students time to think things over and the teacher ought to clear up any questions the students may have on an individual bases. (5 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Group roles: Have playing cards already set out on the desk. Have each student take one and explain the different roles. ( 10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Explain the assignment: In groups of 4 students must think about their everyday life, and pick a social issue that, as a group, they feel is relevant to their lives as high school students. Their assignment is to create an iMovie simulating this issue through a story and then present it to the class. It is important that they consider their audience when piecing together their story, and there must be a clear solution as to how this issue can be addressed. The manner in which it is addressed is completely up to them, however their solution must be convincing. The teacher should remind them to be creative. (10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Choose an issue: Students ought to pick a social issue relevant to high school life. They should spend the remainder of class researching and discussing the issue. (30 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 activity: What about high school do you find most difficult? (10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Graphic Organizer: Have students work discuss in their groups how they would like to discuss the issue they have chosen, and have them fill out the story map outlining their story/argument. This should be collected at the end of class. If students finish this early they can begin working on their script; (70 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: Write about anything....Have students just put their pencil down on the paper and to write whatever comes into their head. (10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Circle, Triangle, Square- Have students do this task individually. Students will draw a circle, a triangle, and a square on a piece of paper. In the circle students should write one thing that they are unsure about concerning audience, or purpose. In the triangle students should write something that really stood out to them and in the square students should write something they was discussed that they already knew. Students should hand in these activities afterwards and for assessment. (10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Scripts: Students should take the remainder of the class to finish up their scripts; scripts should be handed in at the end of class. (60 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-activity: What was the worst thing that happen to you this week? (10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Record: Return scripts and Circle, Triangle, Squares to students and have them begin working on the actual iMovie. Allow students to find a quiet spot outside of the classroom to work on their videos. (70 minutes)

<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 activity: Write a free verse poem, just whatever comes to mind. (10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Finish recording/ editing: Have students finish up any recording they need to do, and have them begin editing. The final piece will be due at the start of next class.

<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 activity: What was your issue and has this assignment changed your stance on this issue? Why/Why not? (10 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Presentations (70 minutes)

<span style="background-color: white; font-family: 'Times New Roman',serif;">The classroom will be organized in clusters of 4 desks. The Clusters will be sporadically placed with about the room, allowing for open space and relaxed setting. This will be an effective tool during revision and evaluation exercises. This lesson will help students understand that writing should have a clear application for the intended audience. Students will watch a speech performed by the character Aragorn in Lord of the Rings. This speech is directed towards a specific audience, with the specific purpose of giving them hope and courage. In a world full of many different kinds of intelligent life such as dwarves and elves, Aragorn chooses to address the men specifically. The ideas that he chooses to impose are specifically relevant to the men in his company, and, as the race of men faces extinction, Aragorn gives them hope and courage to stand strong against the forces that seek to destroy them. From here students will understand that their audience plays a specific role in their presentation, and it is important for students to consider, prior to writing, what their purpose is and how to best communicate it. This skill will always be important as students move into the real world; if they want to influence those around them they must be able to graft whatever they are saying into a context that is relevant and interesting. See content notes for details on Hook explanations.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Where, Why, What, Hook, Tailors: Visual/Spatial, Musical, Intrapersonal, Interpersonal, Verbal**

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

<span style="font-family: 'Times New Roman',serif;">Students will know how to identify their target audience and focus their argument on them specifically. Students’ audience will be their fellow high school students around the U.S.; each group will be creating an iMovie focusing on an issue that, they feel, is important to high school life. Students will do this in story form, as they will create an outline and a script of their argument. Groups will be given a story map organizer to help them organize their thoughts and purpose. The students will be given time to research different issues that they feel are relevant to high school culture, and, as they take a stance on the issue, students will have to consider the possible reactions of their audience to those specific issues. The teacher will review the outline the groups put together; making sure that the group is on the right track. Also, each group will have periodic check-ups through the different roles that have been assigned. The facilitator is to meet with the teacher to discuss how the work has been going and if there are any issues that ought to be addressed. The reporter will update the teacher after each class through an email describing what their groups have accomplished, and the recorders will hand in journal logs of the group’s discussion at the end of class. Students will also write out scripts before they begin filming, and the teacher will review the script before the students move forward with their project. Finally, students will participate in a Circle, Triangle, Square, activity and through this the teacher will assess student's individual understandings. Students will struggle through the information with each other, as they analyze their audience and take a stance on issue. **Equip, Explore Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Verbal, Bodily Kinesthetic**

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

<span style="font-family: 'Times New Roman',serif;">As students engage the different issues they select, they will be forced to think about them on a deeper scale than they potentially have in the past. They will have to think about their reactions and the reactions of their peers in order to develop a stance as to how it ought to be addressed. Also, students will need to present their argument in story form, which will force them to understand their perspective on a variety of levels. As they create characters, and develop a plot they will once again have to consider how the individuals they create would react to the issue. This should be a very powerful experience, as the characters students create will more than likely be very similar to themselves or others that they are in contact with. After this lesson, students will be able to focus an argument on a specific audience and establish a significant purpose for their audience’s betterment.

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will be self-assessed as they go about their project, as each student is responsible for reporting to the teacher concerning their progress and discussion. The aim is that this will hold students accountable to themselves and to one another. Students will be working groups, and will therefore have the benefit of bouncing ideas off from one another; diving into their project from four different perspectives. This will help them with their overall understanding as they can clear up minor misconceptions within their groups. Students will complete the Circle, Triangle, Square activity on their own when the lesson is nearing the end. This will allow for the teacher to see where each individual is at and to clear up any difficulties that they may be having.

<span style="font-family: 'Times New Roman',serif;"> **Evaluate, Tailors: Interpersonal, Intrapersonal, Verbal, Logical/ Mathematical, Visual/Spatial** <span class="apple-converted-space" style="font-family: 'Times New Roman',serif;"> **__<span style="font-family: 'Times New Roman',serif;">Content Notes __**

<span style="font-family: 'Times New Roman',serif;"> **Audience:** <span style="color: blue; 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="background-color: white; font-family: 'Times New Roman',serif;">“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;">”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;"> **Purpose:** <span style="color: blue; font-family: 'Times New Roman',serif;">[]

<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="background-color: white; font-family: 'Times New Roman',serif;">“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="font-family: 'Times New Roman',serif; font-size: 130%;">Often times, a thesis statement will be referred to as a purpose statement; bother terms are ultimately interchangeable. The idea is that there will be some sort significance in whatever point or idea is being expressed through the piece. Refer back to the content notes from lesson one for a refresher.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **__Thesis:__** A thesis statement is a single sentence that encompasses the essential theme that an individual aims to discuss and prove. A thesis should bring together a series of similar points into one cohesive piece through a single statement. They should specifically address the issue being discussed and should make it clear to the reader the intended purpose of the paper. Thesis statements should rarely include coordinating conjunctions like and, but, or, or, and should be able to stand alone without the body of the introduction around it. They should be formally written, without the use of first person pronouns.

<span style="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 key, that the intro provides some sort of problem that the thesis directly addresses. It should get the audience interested in what is being written and should show that the discussion is relevant to them.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">*The aim of this assignment is to get students thinking even deeper about the relationship between their purpose and audience. **__<span style="font-family: 'Times New Roman',serif;">Handouts __** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Graphic Organizer: Story map

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">White Paper: Circle, Triangle, Square

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