Persuasive Mini-Unit: Part Two

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Using the feedback provided from your instructor, continue to develop your persuasive writing mini-unit from the previous week. Each lesson should integrate reading and writing activities and differentiate instruction to meet the needs of the groups you have previously identified. Complete the Instruction and Assessment sections of your lesson plans using the "GCU Lesson Plan Template."

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RUNNING HEAD: Persuasive Mini Unit Part One Differentiated Learning Overview Introduction Differentiated teaching involves using different teaching techniques that suit different students according to their abilities and levels of understanding. Differentiated teaching is therefore important in persuasive writing because singularity of writers or authors is key (O’Connor & Simic, 2002). In the mini-lesson, thirty 7th Grade students will be grouped into three groups. The first group will have students with special needs and students with low learning capabilities and includes Garcia, Hernandez, Walter, Rashid, James, Queen, Olivia and Liam. The second group will encompass average students who include Logan, Mia, Maisha, Bella, Theodore, Wyatt, Atticus, Isla, Tess, Leon, Lilly, and Aurora. The last group will contain early finishers and those with gifted abilities, namely Brodgon, Dirk, Lee, Daisy, Maverick, Jermaine, and Makayla. Lesson 1: Introduction to Persuasive writing Lesson Agenda: Identifying Persuasion Time: 40-60 minutes For an introduction to persuasive writing, students will be shown a video clip of an advertisement then asked to explain what they have watched. They should be able to explain that the advert is trying to persuade them to buy the product therein. The students will then be given the same persuasive article that persuades them towards a particular topic. They will then be 1 RUNNING HEAD: Persuasive Mini Unit Part One asked between a poster and a short written summary then use their preferred choice to identify the author`s position, provide proof of the author`s position, and their feeling towards the position. Students will be given a rubric showing how they will be assessed. The students should correctly explain the meaning of the word persuasion. Lesson 2: Techniques of Persuasive Writing Lesson agenda: Understanding Different Persuasion Techniques Time: 45-60 minutes Students will be required to carefully listen to different persuasive audio clips. Each student will be given a worksheet containing titles of the audio clips and options on what technique of persuasion each uses. After listening to each clip, the student will be required to tick on the options the speakers use, which are logos (reason/logic), ethos (credibility), pathos (emotional appeal), and Kairos (opportune moment). Each student will then be asked to write a persuasive paragraph on a preferred topic that uses one of these techniques, and then they will be assessed using a predetermined rubric. Lesson 3: Checking for Understanding Lesson agenda: Assessing how well students have grasped the topic Time: 60 minutes The students will be placed into their three respective groups, and each group will be given an essay. The group with special needs students and those with low learning capabilities will be given the persuasive “Changing the way students make the grade.” Students grouped as average will read the article “Limit teens` time on texts, tweets, and online time.” The group containing 2 RUNNING HEAD: Persuasive Mini Unit Part One early finishers and those with gifted abilities will be given an academic essay “Making the grade without getting one.” All students will be asked to read the essay then write a summary of the authors` positions and identify persuasive techniques. I will be walking around the class assessing each student`s progress while helping those that are stuck. Mini Lesson Plans: Mini Lesson Plan 1 Section 1: Lesson Preparation Teacher Candidate Name: Sondra L Washington Grade Level: 7th Grade Date: March 6, 2019 Unit/Subject: Persuasive Writing/ Language Arts Instructional Plan Title: Introduction to Persuasive Writing/Mini Lesson 1 Lesson Summary and Focus: This lesson will focus on familiarizing students with persuasive content. Classroom and Student Factors/Grouping: The class will contain three groups. The first group will have students with special needs and students with low learning capabilities and includes Garcia, Hernandez, Walter, Rashid, James, Queen, Olivia and Liam. The second group will encompass average students who are include Logan, Mia, Maisha, Bella, Theodore, Wyatt, Atticus, Isla, Tess, Leon, Lilly and Aurora. The last group will contain early finishers and those with gifted abilities, namely Brodgon, Dirk, Lee, Daisy, Maverick, Jermaine and Makayla, Nina, Brian and Diana. Students will watch Coca-Cola and Gilette adverts then I will ask them what the purpose of the adverts are. After identifying the adverts` motives as persuasion, I will ask them how the adverts tries to persuade them 3 RUNNING HEAD: Persuasive Mini Unit Part One National/State Learning Standards: CCSS.ELA-LITERACY.WHST.6-8.1- writing arguments focused on discipline specific content CCSS.ELA-LETERACY.WHST.6-8.1.E- Writing informative and explanatory tests with well-organized ideas, well-chosen facts while maintaining a formal style. Specific Learning Target(s)/Objectives: By the end of this lesson; Academic Language Academic vocabulary students will learn in this lesson are; ➢ ➢ ➢ Helping students identify persuasion from a poster and a persuasive article Students should explain what makes it persuasive Students must be able to write a summary of what they learned about persuasion from a poster and a short piece of a persuasive article. ➢ Persuasion ➢ Main idea ➢ Fact ➢ Opinion Students will be asked what they think these words mean then they will contribute by show of hand. I will also give examples of facts and opinions and ask them to distinguish both after which I will explain the terms. Resources, Materials, Equipment, and Technology: The resources and materials are: ➢ ➢ ➢ ➢ ➢ ➢ Cocacola`s “Mama Di Mama” advert https://www.youtube.com/watch?v=n6g2tyaQ-dw Gilette`s “We believe: the man can be” advert https://www.youtube.com/watch?v=koPmuEyP3a0 Projector- I will connect to my laptop for showing an advertisement to the students Laptop-this will contain the adverts Persuasive article about pizza https://newsela.com/read/pizza-obesity Worksheets- this is where the students will write their summaries on towards the end of the class 4 RUNNING HEAD: Persuasive Mini Unit Part One Mini Lesson Plan 2 Section 1: Lesson Preparation Teacher Candidate Name: Sondra L Washington Grade Level: 7th grade Date: March 6, 2019 Unit/Subject: Persuasive Writing/ Language Arts Instructional Plan Title: Persuasion Techniques/Mini Lesson 2 Lesson Summary and Focus: During this lesson, students will learn about different ways of persuasion and identify them by listening to audio clips on persuasion. They will also be expected to demonstrate their understanding of these techniques by either writing a short persuasive piece or drawing a poster that appeal to any of these techniques depending on their preferences and capabilities. Classroom and Student Factors/Grouping: The class will contain three groups. The first group will have students with special needs and students with low learning capabilities and includes Garcia, Hernandez, Walter, Rashid, James, Queen, Olivia and Liam. The second group will encompass average students who are include Logan, Mia, Maisha, Bella, Theodore, Wyatt, Atticus, Isla, Tess, Leon, Lilly and Aurora. The last group will contain early finishers and those with gifted abilities, namely Brodgon, Dirk, Lee, Daisy, Maverick, Jermaine and Makayla, Nina, Brian and Diana. National/State Learning Standards: The standards which are relevant to this lesson are CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.WHST.6-8.2.d Using of precise language and domain-specific vocabulary to inform about or explain a topic. Specific Learning Target(s)/Objectives: Objectives of this lesson are as follows. ➢ ➢ Listening to different audio clips in order to figure out different ways in which people use persuasion. Students should demonstrate their understanding of persuasive techniques by writing persuasive articles or designing persuasive posters which use at least one technique. 5 RUNNING HEAD: Persuasive Mini Unit Part One ➢ Academic Language Students should be able to define all techniques of persuasion. Academic vocabulary in this section is: ➢ Logos (reason/logic) ➢ Ethos (credibility) ➢ Pathos (emotional appeal) ➢ Kairos (opportune moment) Students will learn these terms by listening to audio clips. They will also be presented with worksheets that contain each audio clips. After listening to an audio clip, a student is expected to show its type by selecting an option on the worksheet. The students will also be expected to write their own persuasive paragraph so as to apply the techniques to persuasive writing. Resources, Materials, Equipment, and Technology: Resources necessary for this lesson are: ➢ ➢ ➢ ➢ ➢ ➢ ➢ Mountain Dew Audio advert. https://www.youtube.com/watch?v=iIaxBiEIhDs Miranda Greenapple audio advert. https://www.youtube.com/watch?v=78rEdm7BQ2U Beats by Dr. Dre audio advert https://www.youtube.com/watch?v=Mt1Sp9OPfko Xylem audio advert (GSCE Product Design) https://www.youtube.com/watch?v=gEaK4TgPvvQ A laptop to play the audio clips A music system to project the sound Worksheets containing titles of the audio clips and options to be selected in order to label them according to their type of persuasion. 6 RUNNING HEAD: Persuasive Mini Unit Part One Mini Lesson Plan 3 Section 1: Lesson Preparation Teacher Candidate Name: Sondra L Washington Grade Level: 7th Grade Date: March 6, 2019 Unit/Subject: Persuasive Writing/ Language Arts Instructional Plan Title: Critical Analysis and Persuasive Writing /Mini Lesson 3 Lesson Summary and Focus: This lesson will involve focusing on the previously learnt persuasive skills and applying them while working in groups. Students will be required to not only identify persuasion and persuasive techniques, they will also be required to apply these skills to demonstrate their understanding. Classroom and Student Factors/Grouping: The class will contain three groups. The first group will have students with special needs and students with low learning capabilities and includes Garcia, Hernandez, Walter, Rashid, James, Queen, Olivia and Liam. The second group will encompass average students who are include Logan, Mia, Maisha, Bella, Theodore, Wyatt, Atticus, Isla, Tess, Leon, Lilly and Aurora. The last group will contain early finishers and those with gifted abilities, namely Brodgon, Dirk, Lee, Daisy, Maverick, Jermaine and Makayla, Nina, Brian and Diana. Group work ➢ ➢ ➢ The group with special needs students and those with low learning capabilities will be given the persuasive “Changing the way students make the grade”. Students grouped as average will read the article “Limit teens` time on texts, tweets, and online time”. The group containing early finishers and those with gifted abilities will be given an academic essay “Making the grade without getting one” 7 RUNNING HEAD: Persuasive Mini Unit Part One National/State Learning Standards: The standards useful in this lesson. ➢ ➢ ➢ CCSS.ELA-Literacy.WHST.6-8.2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) CCSS.ELA-Literacy.WHST.6-8.2.b Develop a topic with relevant facts, definitions, solid details, other information and examples. Specific Learning Target(s)/Objectives: Learning objective Academic Language Vocabulary to be learned: ➢ ➢ Critically analyzing persuasive articles Identifying the position of an author, the purpose of his or her persuasive article and writing a persuasive piece critically analyzing content of the article. ➢ Critical analysis ➢ Author`s position ➢ Supporting evidence For the above vocabulary, I will ask students to contribute in defining the terms by show hands. Afterwards, I will give them the definitions. The students will then to demonstrate what they understand bout those terms on graphic organizers. Resources, Materials, Equipment, and Technology: Materials and resources. ➢ ➢ ➢ ➢ Graphic organizers Copies of a persuasive academic article, “Making the grade without getting one”. https://newsela.com/read/school-nogrades Copies of a persuasive article “Changing the way students make the grade” https://newsela.com/read/grades-homework/id/2289/ Copies of a persuasive article “Limit teens` time on texts, tweets, and online time”. https://newsela.com/read/curbing-cyberkids 8 RUNNING HEAD: Persuasive Mini Unit Part One References O’Connor, E.A. & Simic, O. (2002). The effect of reading recovery on special education referrals and placements. Psychology in the Schools, 39 (6), 635-646. 9 GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. © 2018. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: • Who is the audience • What action verb will be measured during instruction/assessment • What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. © 2018. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: • I will use a visual of the planet Earth and ask students to describe what Earth looks like. • I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: • I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. • I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: • I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. • I will model one example of solving a number sentence on the white board before having students search for the matching card. • I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alte ...
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