GCU Rhetorical Devices and Sight Words Guided Lesson Plan

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Lesson plans guide instructional delivery of required curricular content. A good lesson plan is aligned to academic state or national standards and the district adopted curriculum, if available. Strong lesson plans include required components and define what the students are learning to do, how the teacher will teach those skills, and how the students and teacher will know if they have mastered the content. An examination of lesson plans can improve understanding of instructional planning to meet all student needs in a diverse classroom.

Use the “Rhetorical Devices Lesson Plan” and “Sight Words Guided Reading Lesson Plan” to inform the assignment that follows.

For each lesson plan, answer the following prompts in 50-150 word responses each. For each prompt, keep in mind the students for whom the lesson is written:

  • What is the lesson’s objective? Is it measurable and observable? If not, how could the objective be rewritten to be measurable and observable? Provide the grade level and academic subject area for the lesson, along with the corresponding academic standards.
  • Is whole group instruction utilized in the lesson? If not, how can whole group instruction be incorporated into the lesson? Is small group instruction utilized” If not, how could it be incorporated? How could a co-teacher be utilized during instruction?
  • What technology might be incorporated to increase student engagement during lesson activities?
  • What is a strategy you could teach within the lesson to a student with dyslexia to help them decode and comprehend the vocabulary being presented? (Select a different strategy for each lesson).
  • How could you assess student learning during the lesson? Outline a formative assessment that is developmentally appropriate for the students and aligned to the lesson’s learning objectives.
  • What are two principles of Universal Design for Learning you could incorporate into the lesson?

Cite the “Rhetorical Devices Lesson Plan” and “Sight Words Guided Reading Lesson Plan” where appropriate.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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GCU College of Education LESSON PLAN TEMPLATE Rhetorical Devices Lesson Plan Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: 9th Date: April 14, 2018 Unit/Subject: Instructional ELA (Special Education/Resource) Instructional Plan Title: Argumentative Writing using Pathos, Ethos, and Logos; Analyzing Rhetorical Devices Lesson Summary and Focus: Today students will start the unit by analyzing arguments for effective rhetorical devices such as ethos, pathos, and logos. The unit concludes in students writing a 2-paragraph essay demonstrating at least one rhetorical device with a topic of their choosing. Classroom and Student Factors/Grouping: This is a ninth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs specific to written expression, most students have reached a 6th grade level in writing ability. One student is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become sophomores in high school. Students will work in pairs, participate in whole group instruction, and complete independent tasks. Another factor to consider is to provide appropriate models for all my students to analyze rhetorical devices. When picking such models for students to do their argumentative unit I picked a topic that would be interesting to them, food! © 2019. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE National/State Learning Standards: 9-10.W.1 Text Type and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons, and evidence. b. Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Specific Learning Target(s)/Objectives: Students will learn to identify pathos, ethos, and logos as rhetorical devices and then apply one with 80% accuracy into their own argumentative essay. Academic Language Ethos: Ethics and credibility (mind) Pathos: Appealing to one’s emotions (heart) Logos: Logic and/or data use (brain) © 2019. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Resources, Materials, Equipment, and Technology: Students will need: Pens/ pencils/ highlighters Notebook paper Teacher will need: YouTube video: https://www.youtube.com/watch?v=oKtQEnERhSY TED Talk video: https://www.ted.com/talks/graham_hill_weekday_vegetarian Transcript of TED Talk video (available to print from website) Lexile Analyzer: https://lexile.com/educators/tools-to-support-reading-atschool/tools-to-determine-a-books-complexity/the-lexile-analyzer/ Section 2: Instructional Planning Anticipatory Set Lesson will begin with some blanket statements written on the board such as: • Video games are bad for your brain • Less stuff means more happiness • Texting is ruining writing skills Time Needed 10 mins. Students will discuss these statements with a partner and choose one to defend or argue. Teacher will call on students to share. Teacher will write responses of argument for or against under each statement, using one of three whiteboard markers (Green: pathos statements, Blue: ethos statement, or Black: logos statement) without letting students know why. After responses are shared, teacher will ask the students why they think the statements are written in one of three different colors. Students will think about this independently. What do they notice as similarities between the same color statements? Once students have had a few moments to observe and think of the connections independently, students with then pair-share with a partner. Teacher will then lead into the three vocabulary words of rhetoric: ethos, pathos, and logos. Multiple Means of Representation • Teacher will guide students in writing the definitions of ethos, pathos, and logos in their notebook. • Teacher will show the YouTube video “Introduction to Ethos, Pathos, and Logos” • Students will work with a partner to choose one rhetorical device and write a 23 sentence statement using either ethos, pathos, or logos about any topic/commercial/advertisement of their choosing. Explain how you will differentiate materials for each of the following groups: • English language learners (ELL): ELL students may struggle with the vocabulary. The use of a heart to demonstrate pathos, a thought bubble to © 2019. Grand Canyon University. All Rights Reserved. Time Needed 15 mins. GCU College of Education LESSON PLAN TEMPLATE represent the mind to demonstrate credibility and ethics, and a brain to demonstrate logic will help students differentiate the meaning of the vocabulary. • Students with special needs: This is a special education instructional ELA class. The use of different colors to distinguish differences in ideas/topics, thinking with a partner, and use of visuals (video) assist students with processing information. • Students with gifted abilities: Not applicable to this class, but could be enriched by having students create a short 1-3 minute video advertisement, speech, or a poster using one of the rhetorical devices. Students could also include all three rhetorical devices in their argument. • Early finishers (those students who finish early and may need additional resources/support): If a student finishes early and needs additional support, work with student and his or her partner. Remind students of visual of (heart for pathos, mind for ethos, and brain for logic). Ask students if their example uses the symbol that the rhetorical device they chose uses. Ask the students to justify if their example fits the rhetorical device they chose. Multiple Means of Engagement • Teacher will show the TED Talk video “Why I’m a weekday vegetarian” to students. • Teacher will ask students to raise their hand if they heard any of the rhetorical devices. • Teacher will pass out the transcript copy to students then instruct students to work with a partner to identify one example of each: ethos, pathos, and logos in the video. Students may highlight examples of each rhetorical device in a different color or underline in different colors. • Students will swap partners and do a modified rally coach to share their responses with a new partner. Explain how you will differentiate activities for each of the following groups: • English language learners (ELL): Pairing a student will help with the reading and evaluating of the transcript. Give guidance that often numbers can demonstrate “logic” to help with finding rhetoric. If student greatly struggles with the language, if possible, provide the transcript in their native language (TED Talk offers transcripts in many languages) to help with translation of ideas. © 2019. Grand Canyon University. All Rights Reserved. Time Needed 15 mins. GCU College of Education LESSON PLAN TEMPLATE • Students with special needs: This is a special education instructional ELA class. The lexile level of the transcript has been adjusted using a lexile analyzer and converted to meet student needs (free for educators). • Students with gifted abilities: Not applicable to this class. This activity can be enriched for gifted students by challenging them to find all examples of rhetoric in the transcript. • Early finishers (those students who finish early and may need additional resources/support): If a student finishes early and needs additional support, the teacher can work one on one by looking at a correct example the student highlighted and ask him or her to justify it, praise effort. Then, the teacher can look for an incorrect example and ask the student to justify. Often, when a student justifies an answer, he or she will find the mistake. If not, guide the student by reviewing the notes and the symbols (heart for pathos, mind for ethos, and brain for logic). Ask student which one they are using when they read that example in the transcript. Multiple Means of Expression • Teacher will ask students to open their notebook and brainstorm 3 different topics of their choosing that they would like to argue to persuade a reader. • Teacher will ask students to then brainstorm some ethos, pathos, and logos they may already know without researching, about each of their brainstorm topics. • Teacher will then begin a short round of ball tag. Teacher throws a soft ball to a student to share their topic and one rhetorical device that could be used to argue it. That student then gently tosses the ball to another student for them to share. This promotes engagement and allows for students to hear other students’ ideas if they are having difficulty coming up with an idea. When the ball is tossed to a student, they may say, “pass for now”, knowing that the ball may come back to them to share later. • Teacher will ask students to pick one topic, while considering if they feel they can find and come put with enough ethos, pathos, and logos information to argue the topic to persuade their reader and circle their final choice. • Teacher will have students open their notebook and divide into 3 vertical columns titled: ethos, pathos, and logos. • If time allows in class, students will begin to research their topic and putting information they find using any of the three rhetorical devices in their notes (remembering to keep a record of all the sources they used for their works cited page). This will be completed for homework and due the following day. © 2019. Grand Canyon University. All Rights Reserved. Time Needed 15 mins with completion of activity for homework GCU College of Education LESSON PLAN TEMPLATE • Next lesson will instruct students on organizing information and developing a convincing argument using the rhetorical devices in a sequential and relevant manner to write a 2-paragraph essay. Explain if you will differentiate assessments for each of the following groups: • English language learners (ELL): Have student verbalize their brainstorming with the teacher first. Based on student need, modify assignment to a 1paragraph essay having student focus on only one rhetoric device of their choice. Purpose is to develop writing skills, while strengthening language skills, not to overwhelm student. Guide student with finding research resources for information. Use translate options online as needed. • Students with special needs: This is a special education instructional ELA class. To differentiate further, length of writing can be reduced on need focusing on quality over quantity and reducing the amount of research a student will need to complete. Another strategy is to tell students how many examples of each rhetorical device students are to include in their writing, thus reducing the possibility of overwhelming a student. Remind students of the symbols when the vocabulary gets difficult (heart for pathos, mind for ethos, and brain for logic). • Students with gifted abilities: Not applicable to this class. If research is completed, student may begin a thinking map to plan their essay. To enrich the upcoming activity, lengthen the paper to 5 paragraphs, requiring students to have an introduction, three body paragraphs as three details for argument, and a closing. • Early finishers (those students who finish early and may need additional resources/support): If a student finishes their research and still needs support, have student read their research aloud to the wall. Reading aloud assists students with “hearing” their grammatical mistakes as well as justification of argument. Ask student if they feel convinced by the argument in their research and if they could add more detail to be more persuasive. Help student by reminding of visuals (heart for pathos, mind for ethos, and brain for logic). Extension Activity and/or Homework Today’s homework is to have students continue working on their argumentative research. Students should have at least three of each rhetorical devices in their notes to support their argument. © 2019. Grand Canyon University. All Rights Reserved. Time Needed 15-20 mins. GCU College of Education LESSON PLAN TEMPLATE Rationale/Reflection After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy. For example: . • Pair-Share: Students have opportunities to work with several different partners throughout the lesson to share thoughts (collaboration & communication). • Modified Rally Coach: Students first work with a partner to complete an analysis of rhetorical devices, then choose another partner to “teach” them and justify their answers (critical thinking & communication). • Ball Tag: A ball is gently tossed between students as an engaging brainstorm activity. There are no right or wrong answers which takes pressure off of students, but students may say “pass for now” knowing that the ball may come back to them later to share (engagement). © 2019. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Sight Words Guided Reading Lesson Plan Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Kindergarten Date: March 1, 2018 Unit/Subject: ELA Instructional Plan Title: Dr. Seuss Lesson Summary and Focus: Students will easily read high frequency words: am, it, and the –at family. Classroom and Student Factors/Grouping: There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom. National/State Learning Standards: RF.K.3.C Read common high frequency words by sight. RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. © 2019. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Specific Learning Target(s)/Objectives: Review: I can read the sight words am and it with 90% accuracy. Review: I can write the sight words am and it with 90% accuracy. Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy. Academic Language Key vocabulary: Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at. Function: Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words. Form: Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing. © 2019. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Resources, Materials, Equipment, and Technology: Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books Section 2: Instructional Planning Anticipatory Set • • This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at. Students will be excited to sing and rhyme identifying –at family words. Multiple Means of Representation Small Group: • • • Focus: High Frequency Word Fluency Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at. Next we will see how we can take the word hat and change the first letter to make new words in the –at family. Book Intro Cat in the Hat: • • • • • Have you ever had a really silly friend? Have you ever made a big mess in your house? What are some rules you should follow when you visit someone’s house? Do a book walk and identify the H sound in hat//has. Also look for –at sounds like in cat and hat. Children will then read independently with teacher listening on in a round robin format. © 2019. Grand Canyon University. All Rights Reserved. Time Needed 10 mins Time Needed 15 mins 3 rotations GCU College of Education LESSON PLAN TEMPLATE • • After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part? Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do? Explain how you will differentiate materials for each of the following groups: • English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort. • Students with special needs: Repetition. Allow student(s) to begin with familiar objects to make connections such as cat and hat to develop the –at sound. Model vocabulary for students. Praise effort. • Students with gifted abilities: Have students individually or pair read a sight book looking for the it, am, and at sounds. • Early finishers (those students who finish early and may need additional resources/support): This is a small group activity with differentiation. Once students finish the rotation and have teacher approval, they will move to the engagement activity. Multiple Means of Engagement • • • Students use the story to build the words they found that have the –at sound and then put their finger under it and read it. Students use dry erase markers to do “Show Up” activity to write the words quickly and “show” their boards when the teacher prompts. We looked at the -at family. Examples may include at, cat, bat, mat, and sat. Students raise hands offering answers and participating. Explain how you will differentiate activities for each of the following groups: • English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort. • Students with special needs: Based on needs, allow for extended time when hearing the word and pointing to it in the book and copying words onto their dry erase board. Allow student(s) to work with a partner to increase confidence. Allow student to use letter cards to build words on the table prior to writing. © 2019. Grand Canyon University. All Rights Reserved. Time Needed 15 mins Working with a parent volunteer or the co teacher GCU College of Education LESSON PLAN TEMPLATE • Students with gifted abilities: Have students look for multi-syllable objects with the review sound, – it in a selection on short reading books such as: kitchen, kitten, mitten, and rabbit. • Early finishers (those students who finish early and may need additional resources/support): This is a small group activity. Once students finish the rotation and have teacher approval, they will move to the engagement activity. Multiple Means of Expression Informal observations will be made while students are reading and writing both at small group and throughout the corner activities. As needed, teacher will ask students to join a small group activity to assess their comprehension of the practiced site words for th ...
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SIGHT WORDS GUIDED LESSON PLAN

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Sight Words Guided Lesson Plan
Name
Institution

SIGHT WORDS GUIDED LESSON PLAN

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Sight Words Guided Lesson Plan
What is the lesson's objective? Is it measurable and observable? If not, how could
the objective be rewritten to be measurable and observable? Provide the grade level and
academic subject area for the lesson, along with the corresponding academic standards.
The objective of this lesson is to teach the students how to identify and read sight words.
The student will be required to write and read parts of a tree. This plan is measurable, and the
teacher will use an I Pad application to determine if the students can effectively identify and read
the sight words and which the student should score 80 percent. Based on this plan the standards
will be Missouri early learning as well as the students an understanding about parts of a tree.
Is whole group instruction utilized in the lesson? If not, how can whole group
instruction be incorporated into the lesson? Is small group instruction utilized" If not, how
could it be incorporated? How could a co-teacher be utilized during instruction?
In this plan, group instruction will be used before individual instruction. Learners will
gather in the school forest where they will read stories about trees before being taught. A coteacher will be utilized in the process as the students will be in groups and therefore the teacher
will require a helping hand to guide the group learning.
What technology might be incorporated to increase student engagement during
lesson activities?
In this lesson plan, the teacher can incorporate several technologies including watching
informational videos about trees which is appropriate to the age of the students. The teacher can
also use shine-2 software to help the students understand various parts of a tree. The students can
draw and paint parts of plants to aid their understanding.

SIGHT WORDS GUIDED LESSON PLAN

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What is a strategy you could teach within the lesson to a student with dyslexia to
help them decode and comprehend the vocabulary being presented? (Select a different
strategy for each lesson).
While dealing with children with dyslexia, the teacher will begin by showing the
student the sight words and then reading them out loud. The teacher will then request the learner
to cite the letters in the word and ask them to mention the vowels in the words and the letters he
or she sees in the start, middle and end of the word.
How could you assess student learning during the lesson? Outline a formative
assessment that is developmentally appropriate for the students and aligned to the lesson's
learning objectives.
Student's assessments during the lesson will be based on their ability to identify and
repeat sight words and how they talk about the words that relate to the parts of the plant.
Students w...

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