L3+Taylor,+Kyle

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: Persuasive Writing**

 * =**Objectives**:= ||
 * Student will understand that a thesis is a single, logically driven statement that is the core of any basic argument. ||
 * Student will know about: thesis, argument, persuasion ||
 * Student will be able to use a variety of persuasive techniques in a thesis-driven argument (essay). ||

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


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Blog: Students will be expected to have finished their blog by the end of class for them to receive feedback by that night. ||
 * **Summative** (Assessment of Learning)
 * Written thesis: While the blog itself will be considered a formative assessment, the thesis within the blog will be graded individually. ||

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 * =**Integration**= ||
 * Type II Technology: Students will write in the blog for their Type II technology. ||


 * =**Groupings**= ||
 * Students will work independently for the majority of this day. Partners for peer review will be offered for the last minutes of the period in order to allow for interaction. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * 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 ||
 * **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. Also, I will be using a youtube video (http://youtube.com/watch?v=z5msT0AOF20) in order to hook the students. ||

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

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

youtube: [|www.youtube.com] ||


 * =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 lesson, like all the others, incorporates several MIs and learning strategies in order to accommodate for different learning styles. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This assignment pertains directly to the creation of the final product for the end of this unit. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson uses Type II effectively and with the students working alone. ||
 * __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 uses a conjoined summative or formative assessment. The summative is done in class while the formative will be assigned for homework. ||


 * =Teaching and Learning Sequence:= ||
 * Students will enter to find the desks in a slightly more traditional way then is usually used in the classroom. They will be either in rows or in a semicircle with the teacher facing out in the middle. I will informally ask students for their knowledge on thesis statements and thesis driven essays. ||
 * After this, I will play the audio clip for the class, linked above, and ask them to pick out the thesis or potential thesis of all sides of the argument. With this, students will begin their work without partners, music playing in the background if they are quite enough. Their work will be to eventually recreate a thesis and how the argument would have turned out with their thesis on either way. Towards the end of class students might get the opportunity to work together to check each other's work. ||
 * Students will have finished their blogs by the end of class, but do not yet have to have an official thesis chosen. This will be their homework. ||

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