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.”APA format is not required, but solid academic writing is expected.You are required to submit this assignment to LopesWrite.
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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
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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
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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
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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
Gilette`s “We believe: the man can be” advert
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
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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.
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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.
Miranda Greenapple audio advert.
Beats by Dr. Dre audio advert
Xylem audio advert (GSCE Product Design)
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.
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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”
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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
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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.
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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.
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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):
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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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