L5+Taylor,+Kyle

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand that a thesis is a single, logically driven statement that is the core of any basic argument. ||
 * Student will know how to build a thesis, how to formulate an argument, and how to structure an essay. ||
 * Student will be able to successfully create a formal persuasive essay using all skills learned from the unit. ||

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 creating a formal persuasive essay that accents all major persuasive techniques in their proper written form. ||

Blog: On the night of completing the essay, preferably directly after completion, the students will blog the response in their essay. It is highly encouraged that what they write will not affect their grade, despite they will be writing about the time they finished, the circumstance of the day or period, and the schedule that was around the essay, including sports, lounge time, etc. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Rough Drafts: The rough drafts of their paper will be due on the day after introducing the topic and completing a graphic organizer in class. ||
 * **Summative** (Assessment of Learning)
 * Essay: At the end of this lesson, the day after the rough draft is due, the students will hand in their completed essay along with rough draft, peer review sheets, and graphic organizer.

= = Social Science: This is a politically driven persuasive essay, encouraging enthusiasm from this area. ||
 * =**Integration**= ||
 * Type II Technology: Blog of reflection before handing in the essay.


 * =**Groupings**= ||
 * Aside from specific peer editing sessions, this in class work will be done separately so that the instructor can keep track of progress and student hindrances. However, students will be encouraged to talk about this paper outside of class with their peers. ||


 * =Differentiated Instruction= ||
 * **Strategies**:
 * 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 ||
 * **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**
 * The Type II Technology used here is blogging. Not only is this in a reflective manner, but should students choose to share it, in a public manner amongst their peers. ||

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:


 * =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:** Here, the students are creating an essay that will, if willing, be shared with the class from graphic organizer, through thought process, and in to a final copy. This will help to expand on many aspects of their lives focusing on positive social interactions and peer intellectual development. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This is the final step to a unit. Students will be exercising all of the major curriculum goals that were introduced at the beginning of the unit. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** The lesson consists of 6 different MIs along with a friendly and familiar Type II technology to ensure the lessening of student angst. ||
 * __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 consists of not only a major summative assessment, but also several formative ones that aid in the furthering of the development leaning towards the summative. ||


 * =Teaching and Learning Sequence:= ||
 * This is a multi-day lesson.

Day one: At the beginning of class, students will be receiving instructor and peer feedback. From here, they will be handed a graphic organizer, and led towards the introduction of the essay. They will see that the reason they gave feedback while in a role, was because the crowd that was //least// convinced by their advertisement needs to be swayed. Therefore, the student will have to write a formal persuasive paper directed to this crowd. The day will be spent with the students creating a thesis, getting it approved, and beginning on their graphic organizers. Music will be played in the background should students feel comfortable and quiet enough to do so. iPods will be allowed if they are had, should district rules allow for such. ||
 * Day two: Students will be expected to have not only their completed graphic organizer, but also a completed rough draft of their paper. Today students will do peer reviews of each other's work, as well as meet briefly with the teacher in order to receive any final suggestions or ask any final questions. If they have time, they can begin writing the essay in class using their laptops. ||
 * Day three: Today the students will hand in their final essay, along with the packet explained above. This day will be dedicated to discussion. Students will have completed both of their major assignments for the unit, and we will discuss it. Students can talk about their topics specifically, or about the process of the writing. ||

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