S3+Taylor,+Kyle

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), and **What** (MLR and Product)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Instruction), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding)

=Lesson 1= 2. Start a simple/normal conversation with a student and making it persuasive, encouraging a pair of students to do the same. (**Hook**) 3. anticipating, counterclaims, argument, persuasion (**Equip**) Students will think back to the last conversation they had that turned persuasive and reflect on the dialog and outcome. (**Explore**) Students will share their conversations with the class and discuss what types of methods are seen inside. (**Experience**) 4. As students become more familiar with the concept of everyday persuasion, they will revisit more conversations and see just how many decisions are persuasively built (even personal decisions!) (**Rethink**) Students will read over their blogs and go more in depth about the types of persuasion that were used in their chosen conversation (**Revise**) Students will reenact their conversations from the blog (or something like them) with a partner or group (depending on the number of people involved). (**Rehearse**) The teacher and students will take time to comment on a select amount of the blogs in order to push for further thinking. (**Refine**) 5. Checklist of what makes a conversation or decision persuasive. (**Evaluate**) 6. 7. Argue their side (point or belief) effectively [both] on paper [and verbally]. (**Organize**) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that using the correct methods, any argument is debatable in a persuasive way. (**Where**) Persuasion is a part of every day conversation, even simple talks with friends, family, or strangers. (**Why**) **//Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.//** (**What**) Product: blog about a recent conversation that turned persuasive.
 * Interpersonal:** working in groups or with a partner
 * Intrapersonal:** reflecting on conversations and blogging
 * Linguistic:** writing the blog
 * Visual:** watch videos of persuasive speeches ("I have a dream..")
 * Kinesthetic:** examine the body language in the video
 * Musical:** different instrumental music will be played in order to persuasively discuss what each student heard
 * Logic:** concept of persuasion

9. Video clip of a recent debate from the news. (**Hook**) 10. persuasion in today's world (**Equip**) Students will be asked to do some quick research on one side of a topic that interests them. (**Explore**) Students will pair up with someone that chose the same topic, but the opposite side, trade information, and debate with each other. 11. Students will discuss the argument with one another after switching information back and explore potential pieces they may have missed. (**Rethink**) After discussing, the students will argue the side of the argument they had chosen originally, using the new perspective they gained. (**Revise**) Students will listen over the argument they just recorded and take down notes on their own points that were refuted. (**Rehearse**) Students will blog out the dialog of the argument and refine what they said in order to make it more effective. (**Refine**) 12. Checklist of persuasive techniques (**Evaluate**) 13. 14. Interpret other arguments - namely ones contradicting their own. (**Organize**) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that in order to persuade one side of an argument, they must stand strongly on their side and use a variety of persuasive tools. (**Where**) While we must stand for what we believe in, it is at times necessary to fight for or stand for something that we either don't care about, or don't agree with. (**Why**) **//Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.//** (**What**) Product: a short audio clip of the mock argument, and blog
 * 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
 * Musical:** music playing while students work independently.

16. We will listen to an audio clip of a comical argument between parents and a child (**Hook**) 17. thesis, argument, persuasion (**Equip**) Students will examine the dialog and point out what could have been done or said to be more persuasive, students will also point out what is wrong with either side of the argument. (**Explore**) Students will revert back to their first blog entry and map out a possible way in which it could have been approached differently from both ends. (**Experience**) 18. Once students have figured out what could have been better in the argument, they will create an alternate scenario. (**Rethink**) Students will revise the alternate scenario using a checklist containing several persuasive techniques. (**Revise**) Students will go over the dialog out loud with a partner. (**Rehearse**) Students will redo the dialog, including a thesis for the basis of their argument. (**Refine**) 19. Thesis rubric (**Evaluate**) 20. 21. Be open to counterarguments in order to strengthen their own. (**Organize**) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. A thesis is a single, logically driven statement that is the core of any basic argument. (**Where**) If you ever approach a situation in which you are trying to convince someone of something, whether with friends, family or teachers, you must have a single goal that you are trying to reach. (**Why**) **//Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.//** (**What**) Product: a blog consisting of a persuasive argument they have had (or intend on having). The blog must have a clearly stated topic point of debate (thesis).
 * Intrapersonal:** students will reflect in their blogs
 * Linguistic:** students will be writing in their blogs
 * Logical:** creating arguments
 * Musical:** due to it being a self-work day, background music will be played during the lesson
 * Naturalistic:** at times in place of music, nature noises will be playing in the background as well
 * Kinesthetic:** students will have the opportunity to work at desks, on the floor, in the hall, or simply stand up to think if they please, as it is a personal and informal day

23. Student sample (**Hook**) 24. thesis, anticipating, addressing, counterclaims, refuting, argument, debate, persuasion, persuasion in today's world (**Equip**) Students will begin to write a script for their advertisement after choosing their topic. (**Explore**) Students will share their script with a partner that is doing the opposite side of their topic. (**Experience**) 25. By hearing the script of an opposing argument, students will be able to strengthen their own topic. (**Rethink**) Students will add some counterarguments in to their script based off of their 'opponents' script (**Revise**) Students will debate with their partner using the script to see how it stands in an argument. (**Rehearse**) Students will rewrite their script to make it more effective against the other end of the topic. (**Refine**) 26. Rubric for presentation (**Evaluate**) 27. 28. Justify one side of a highly debatable topic. (**Organize**) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. In order to persuade one side of an argument, they must stand strongly on their side and use a variety of persuasive tools. (**Where**) Everyone will come to a point in their life where they will have to fight for something that they believe in, whether it is a raise at work or getting a teacher to understand why you handed in that major assignment a day late. (**Why**) **//Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.//** (**What**) Product: advertisement (iMovie or Garage Band)
 * Interpersonal:** students will be working with partners
 * Intrapersonal:** students will be working on their own for a good amount of time
 * Linguistic:** students will be writing a script
 * Visual:** student sample
 * Naturalistic:** students will have the option to pick a topic pertaining to the environment
 * Logical:** argument creation

30. Students will be given their feedback on the presentation inside of the created scenario. (**Hook**) 31. how to build a thesis, how to formulate an argument, how to structure an essay (**Equip**) Students will be given examples of persuasive essays to read and analyze (**Explore**) Students will create working thesis and introduction for their paper in class. (**Experience**) 32. Students will conference will me on their rough drafts. (**Rethink**) Students will make changes to their paper based on the conference results. (**Revise**) Students will group up and go over each other's papers. (**Rehearse**) Students will create a final product of the paper. (**Refine**) 33. Rubric (**Evaluate**) 34. 35. a. Use a variety of persuasive techniques in a thesis-driven argument (essay). (**Organize**) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. A thesis is a single, logically driven statement that is the core of any basic argument. (**Where**) A persuasive piece of writing is the most formal approach to any debatable issue, and is seen in every person's life regardless of their occupation. (**Why**) **//Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.//** (**What**) Product: a persuasive essay directed to the category of the public that was least influenced by their advertisement.
 * Interpersonal:** students will be working in partners
 * Intrapersonal:** students will create their own ideas and perspectives
 * Logical:** creating arguments
 * Visual:** feedback format
 * Musical:** music will be playing in the background
 * Linguistic:** students will be writing for the majority of class

37. 38. how to formulate an argument (**Equip**) Students will receive feedback on their papers. (**Explore**) Students will conference with the teacher on the feedback (**Experience**) 39. Students will be given the option to redo their paper based on the conference. (**Rethink**) Students will blog about their errors or mishaps in the paper (**Revise**) Students will go over their paper again with the revisions (**Rehearse**) Students will hand in their revised copy (**Refine**) 40. Rubric (**Evaluate**) 41. 42. Reflect on their own beliefs and opinions in a logical and meaningful way. (**Organize**) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Using the correct methods, any argument is debatable in a persuasive way. (**Where**) The most effective debates are ones that you can argue with passion and logic. (**Why**) **//Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.//** (**What**) Product: a blog consisting of reflections on their own work, along with the work of the fellow student(s) that argued the opposing side.
 * Intrapersonal:** students will be working on their own for the majority of the day
 * Logic:** students will be working with arguments once again
 * Linguistic:** students will be writing for the majority of class
 * Musical:** music will be played in the background
 * Interpersonal:** students will be conferencing
 * Visual:** rubric format

2004 ASCD and Grant Wiggins and Jay McTighe