L2+Taylor,+Kyle

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand that using the correct methods, any argument is debatable in a persuasive way. ||
 * Student will know about persuasive conversations, commentary on images, music, and group decisions. ||
 * Student will be able to argue their side (point or belief) effectively [both] on paper [and verbally]. ||

B4. Persuasive Grades 9-Diploma// //Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.//** a. Employ a variety of persuasive techniques including anticipating, addressing, and refuting possible counterclaims in a thesis-driven logical argument to influence the opinions, beliefs or positions of others.
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results: English Language Arts - B. Writing


 * Rationale:** Students will be reviewing persuasive techniques through watching videos, and then practicing these techniques in their own speech. ||

Blog: The follow-up to the recording for students will require them to reflect on the argument and work out how the argument could have gone better. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Recording: Students will receive feedback on their argument in the following class after the teacher has the opportunity to listen to how the informal debate on the recording went.
 * **Summative** (Assessment of Learning)
 * Blog: The final assessment for this lesson will involve a reworking of the written dialog that was recorded during the student's informal argument. The students will have an entry that presents the original conversation (linked if they prefer not to rewrite it) and a dialog with improved points that show a further mastery of persuasive techniques that can be used verbally. ||

= = Social Science: This lesson, along with the unit, has a political aspect woven throughout it. Science: This particular lesson involves information concerning the environment and the effect humans produce on it chemically. ||
 * =**Integration**= ||
 * Type II Technology: Students will be using blogs and GarageBand (or something like it) in order to record their thoughts and conversations. Students will also need to have the ability to manipulate their blogs enough to link a GarageBand product to the site.


 * =**Groupings**= ||
 * Students will be working in partners (or in threes, numbers permitting) for a large portion of this lesson. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Interpersonal:** partner activity
 * Intrapersonal:** blog reflections
 * Linguistic:** speaking in argument/blogging
 * Naturalistic:** present a video clip of an environmental debate
 * Logical:** arguing
 * Visual:** video clip ||
 * **Modifications/Accommodations**
 * "I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations."

**Absent Students:** If students are absent they are responsible for approaching either classmates, myself, or the online class resources in order to acquire missed work and assignments. I will be available for students in a time outside of class should they require and request it. A 24-hour notice should be given in order to be seen outside of class, unless prior or urgent arrangements have been made. ||
 * **Extensions**
 * Students will be using blogs and GarageBand for their Type II technology. I will also be showing several debate videos on youtube, preferably the debates will be new to the year, or as recent as possible. ||

Persuasive Techniques pre-test Laptops Writing utensil Notebook GarageBand ||
 * =Materials, Resources and Technology= ||
 * Student Blog Accounts

[|www.blogger.com]
 * =Source for Lesson Plan and Research= ||
 * Blog:

youtube: [|www.youtube.com]

GarageBand ||


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** This particular lesson uses 7 of the MIs with a simple potential to use all 8. This will be a very interactive day and allow students to work in a variety of environments. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lessons follows very closely to topic with some leeway for discussion. The class will have to move on schedule, though. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson uses two Type II technologies with a potential of more. It includes nearly all of the MIs. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson has two formative assessments and one summative assessment. The assessments are primarily feedback based, but in the long run go towards the unit grade. ||


 * =Teaching and Learning Sequence:= ||
 * Students will enter the classroom and the setup will be the same as the previous lesson. The desks will be in a circle of which the teacher will be a part. There will be no formal pre-assessment the class, though I will quickly go over the definitions from the day before to ensure that they remembered it and still understand them thoroughly. I will then introduce my hook, and begin the youtube videos. If I feel that the students have not yet mastered the aspects of persuasion that I introduced the previous class, I may ask them to identify some while watching the videos. ||
 * Once I have shown the videos, I will put some of the topics that were discussed on the board, and then ask for some other controversial topics that are present in the world and student's lives today. Once these topics have been established, I will set students lose for a number of minutes to research one side of one of the topics that interests them. I will be playing some music in the background while they work. After students have obtained some decent information, I will split the team up in to pairs (or threes if necessary). Partners will be chosen by topic and side, preferably everyone will be working with someone that has chosen the opposing side of what they chose. ||
 * Once the partners come together, they will trade information and argue the side that they did not choose to one another. This informal argument will be recorded for future reference. Students will then switch information back, and give feedback to one another to what they have missed about each other's topics due to bias or other things. Students will then argue their proper side, also recording this debate. ||
 * After some partner reflective work, students will go back to their seats and work on their own again with music playing in the background. They will map out the debates in their blogs. If there is time, they can finish the summative assessment in class. If there is no time, they will finish it for homework by a designated time (according to their personal life, sports, and prior arrangements made personally) so that the teacher can provide feedback by class the next day. ||

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