Can you create a differentiated reading and writing 3-lesson mini-unit for middle school students on persuasive writing?

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timer Asked: Jul 2nd, 2018
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Details:

Design a differentiated reading and writing three-lesson mini-unit for middle school students on the topic of persuasive writing.

Using the "Class Profile," identify three differentiated groups of students for whom the mini-unit will be designed. In a 250-500 word summary, list each group of students and provide a rationale for your grouping decisions. Each lesson should integrate reading and writing activities and differentiate instruction to meet the needs of the groups you have previously identified. It should be three different lesson plans (over three days) that make up the unit. within each lesson plan, you will differentiate for each of your groups. All groups should be following all three lessons. Think of a mini unit as a unit of study working toward the same objective or standard, with each lesson building on the skill from the previous lesson.

Upon completing your grouping choices, complete the COE Lesson Plan Template."

APA format is not required, but solid academic writing is expected.

You are required to submit this assignment to Turnitin.

Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Classroom and student factors: National / State Learning Standards: Specific learning target(s) / objectives: Teaching notes: Agenda: Formative assessment: Academic Language: Key vocabulary: Function: Form: Instructional Materials, Equipment and Technology: Grouping: II. INSTRUCTION A. Opening Prior knowledge connection: Anticipatory set: B. Learning and Teaching Activities (Teaching and Guided Practice): Page 1 of 2 I Do Students Do Differentiation III. ASSESSMENT Summative Assessment: Differentiation: Closure: Homework: Page 2 of 2
Arturo Yes Bertie No Low SES Asian Female No None Grade level Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level Donnie No Mid SES African American Female No Hearing Aids Grade level Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level Emma No Mid SES White Female No None Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading Male No Grade level One year below grade level One year above grade level Two years above grade level Low SES Hispanic Tier 2 RTI for Reading Grade level One year above grade level Internet Available at Home Parental Involvement Math Performance Level Reading Performance Level Age Other IEP/504 Gender Ethnicity Socio-economic Status English Language Learner Student Name Class Profile At grade level Med No At grade level Low Yes At grade level Med Yes Low No Med Yes At grade level Low No At grade level At grade level Med Yes One year below grade level At grade level Low No At grade level At grade level Low Yes One year below grade level At grade level Low No One year below grade level One year below grade level Yes Frances No Francesca No Low SES Mid SES Low SES White Female No Tier 2 RTI for Reading White Female No Diabetic White Female No None Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level White Male Learning Disabled Grade level Internet Available at Home Parental Involvement Math Performance Level Reading Performance Level Age Other IEP/504 Gender Ethnicity Socio-economic Status English Language Learner Student Name Fatma One year below grade level One year above grade level Low Yes At grade level At grade level Med Yes At grade level At grade level High No Two years below grade level One year below grade level Two years below grade level One year below grade level One year above grade level One year above grade level Very High No Low No High Yes Med Yes Fredrick No Low SES Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level Jade No Mid SES African American Female No None Grade level At grade level Kent No High SES White Male Emotionally Disabled None Grade level At grade level Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Internet Available at Home Parental Involvement Math Performance Level Reading Performance Level Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Low Yes Age Other No Gender IEP/504 Ethnicity Socio-economic Status English Language Learner Student Name Sharlene One year below grade level One year below grade level Two years above grade level One year above grade level Two years below grade level Two years below grade level Two years above grade level
Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Classroom and student factors: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by Learning number and its text. Standards: Specific learning target(s) / objectives: Teaching notes: Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study. after the standards-based lesson. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Academic Key vocabulary: Language: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Instructional Materials, Equipment and Technology: Grouping: Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s). Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Identify grouping strategies that will support your students’ learning needs. II. INSTRUCTION Page 1 of 6 A. Opening Prior knowledge connection: Anticipatory set: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Students Do Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Differentiation Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? III. ASSESSMENT Summative Assessment: Closure: Homework: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 2 of 6 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Classroom and student factors: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by Learning number and its text. Standards: Specific learning target(s) / objectives: Teaching notes: Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study. after the standards-based lesson. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Academic Key vocabulary: Language: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Instructional Materials, Equipment and Technology: Grouping: Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s). Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Identify grouping strategies that will support your students’ learning needs. Page 3 of 6 II. INSTRUCTION A. Opening Prior knowledge connection: Anticipatory set: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Students Do Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Differentiation Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? III. ASSESSMENT Summative Assessment: Closure: Homework: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 4 of 6 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Classroom and student factors: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by Learning number and its text. Standards: Specific learning target(s) / objectives: Teaching notes: Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study. after the standards-based lesson. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Academic Key vocabulary: Language: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Instructional Materials, Equipment and Technology: Grouping: Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s). Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Identify grouping strategies that will support your students’ learning needs. Page 5 of 6 II. INSTRUCTION A. Opening Prior knowledge connection: Anticipatory set: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Students Do Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Differentiation Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? III. ASSESSMENT Summative Assessment: Closure: Homework: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 6 of 6
3 Lesson Mini-units on Persuasive Writing for Middle School Students Details: Design a differentiated reading and writing three-lesson mini-unit for middle school students on the topic of persuasive writing. Using the "Class Profile," identify three differentiated groups of students for whom the mini-unit will be designed. In a 250-500 word summary, list each group of students and provide a rationale for your grouping decisions. Each lesson should integrate reading and writing activities and differentiate instruction to meet the needs of the groups you have previously identified. It should be three different lesson plans (over three days) that make up the unit. Within each lesson plan, you will differentiate for each of your groups. All groups should be following all three lessons. Think of a mini unit as a unit of study working toward the same objective or standard, with each lesson building on the skill from the previous lesson. Upon completing your grouping choices, complete the COE Lesson Plan Template." APA format is not required, but solid academic writing is expected. You are required to submit this assignment to Turnitin.

Tutor Answer

henryprofessor
School: University of Virginia

Attached.

Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title

Grade 6
July 9, 2018
English Writing
Facts and Opinions

I. PLANNING
Lesson
summary and
focus:
Classroom and
student factors:

This lesson is aimed at allowing students to appreciate the difference between facts and opinions
as used in argument. Primarily, it is the build-up lesson to using persuasive strategies in writing
and applying both facts and opinions when doing so.
The classroom includes three different levels of students’ performance on reading level. The first
group is students above the grade level, secondly, there are students at grade level, and third, there
are those below grade level.
National / State CCSS.ELA-LITERACY.WHST.6-8.1. (a) Introduce claim(s) about a topic or issue, acknowledge
Learning
and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
Standards:
evidence logically.
Specific learning target(s) / objectives:
Teaching notes:
The students will correctly distinguish between facts
This is an introductory lesson ion persuasive writing which
and opinions when expressed in sentences and
focuses on distinguishing facts from opinions based on
paragraphs.
words used in a sentence. It is a prerequisite for the next
lesson of identifying persuasive sentences and words.
Agenda:
(1) Introduction (5 minutes)
(2) Main teaching and formative assessment (30
minutes)
(3) Conclusion (5 minutes)
Academic
Key vocabulary:
Language:
Fact, opinion,
Analyze,
compare,
summarize,
define

Instructional
Materials,
Equipment and
Technology:
Grouping:

Formative assessment:
The teacher will ask questions during the process of teaching
to ensure that students understand the content.

Function:
Enhancement of the
understanding of the key
verbs and connecting them to
the content learned in class.

Form:
Distinct definitions of words
and using the words in
sentences will be the main
forms of the language used.

Notes, class text, PowerPoint presentation on terms to clarify, projector, laptop, worksheets
corresponding to class activity.

Gifted students in advanced reading will be paired with disadvantaged readers for them to assist in
class exercises.

II. INSTRUCTION
Page 1 of 6

A. Opening
Prior
knowledge
connection:
Anticipatory
set:

This lesson is the first in persuasive writing and thus does not directly connect to other lessons.
However, it needs prior reading skills from students and their understanding will depend on their
reading and analytical skills.
This lesson prepares students to identify persuasive and fallacious thinking in different media such as
advertisements and the news.

B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
1.
I introduce the subject topic
and present the teaching materials to
the students.
2.
I engage students in
defining facts and fiction by giving
examples of facts and opinions in
my daily experience.
3.
I ask students to give
examples of facts and opinions from
their daily lives.
4.
I project on the board two
sentences one with a fact and one
with an opinion for the students to
read out loud.
5.
I explain the difference
between fact and opinion and the
reason for presenting each in speech
or writing.
6.
I present students with a list
of words that denote facts and
another list that shows opinion.
7.
I provide the class text
exercise for students to complete as I
go round and check their progress.
8.
I sum up the lesson with an
overview of what we have learned.

Students Do
1.
Students take notes on the
subject topic and pay attention to the
teacher.
2.
Students ask questions on facts
and opinions.
3.
Students reply with examples of
facts and opinions.
4.
Students engage with the teacher
to determine the factual and opinionated
sentences.
5.
Students take notes on the
content the teacher presents.
6.
Students work in pairs to outline
the facts and opinions in the words
presented as well as the summary
sentences and paragraphs.
7.
Students work individually to
complete the exercise.

Differentiation
Students who finish early are
provided with a reading
comprehension essay where they
will be told to underline all
words and sentences that they
think show that the author uses
facts or opinions. Furthermore,
the teacher will move around
assisting disadvantaged readers
with the activity provided in
class.

III. ASSESSMENT
Summative
Assessment:

Closure:
Homework:

Students’ comprehension will be measured using the class text
exercise provided in class.

Differentiation:
The approach of assisting
students who do not finish their
work on time while those who
finish early engage with
advanced exercises will be used.
The teacher will ask students to ask any questions before they leave. Before that they will provide a
brief overview of class content and a brief overview of what the class will learn in the next lesson.
The class text provides exercises which will be used as additional homework for students. These
exercises including the comprehension passage are skill-practice-based.

Page 2 of 6

Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title

Grade 6
July 10, 2018
English Writing
Persuasion in Writing

I. PLANNING
Lesson
summary and
focus:
Classroom and
student factors:

This lesson is aimed at allowing students to identify or pinpoint persuasive writing and strategies
applied. Essentially, the aim of this lesson is to allow students to identify the difference between
persuading, informing, and entertaining in writing.
The classroom includes three different levels of students’ performance on reading level. The first
group is students above the grade level, secondly, there are students at grade level, and third, there
are those below grade level.
National / State CCSS.ELA-LITERACY.WHST.6-8.1. (a) Introduce claim(s) about a topic or issue, acknowledge
Learning
and distinguish the claim(s) from alternate or opposing cla...

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Review

Anonymous
Thanks, good work

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