L1+Taylor,+Kyle

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10-11 Topic: Persuasive Writing**

 * =**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:** This lesson contains emphasis on a variety of persuasive techniques used in a verbal way. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Blog: 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!). Students will read over their blogs and go more in depth about the types of persuasion that were used in their chosen conversation. Students will reenact their conversations from the blog (or something like them) with a partner or group (depending on the number of people involved). The teacher and students will take time to comment on a select amount of the blogs in order to push for further thinking. ||
 * **Summative** (Assessment of Learning)
 * Blog: Students will be visibly aware of the different types of persuasion that are used in their everyday actions and conversations. Through the revisions, they will demonstrate a further and more developed knowledge and awareness to these types of persuasion, and the outcome that they produce. ||

= = Social Science: The entire lesson is built on a political edge. ||
 * =**Integration**= ||
 * Type II Technology: I will have students use a blog in order to reflect on their own conversations. Also, by using a blog, students will be able to share what they wrote with the class in order to gather information and expand their own knowledge on the subject.


 * =**Groupings**= ||
 * Before the class breaks in to partners, we will discuss the different types of persuasion that are used in some select blogs. Once their blog has been put in to a category, students will be assigned partners so that their two categories do not match. By doing this, students will be able to gather more information about different types of persuasion other than ones they identified themselves. If the number of students call for it, groups of three will be acceptable. ||

"I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations."
 * =Differentiated Instruction= ||
 * **Strategies**
 * 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 ||
 * **Modifications/Accommodations**

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. || I will be using an online blog as a Type II technology. Students will already have a blogger account (activated the first day of class), and a blog page devoted specifically to my class. We will also be watching a youtube video clip of Martin Luther King Jr.'s "I have a dream..." speech. ||
 * Absent Students:**
 * **Extensions**

Student Blog Accounts Persuasive Techniques pre-test Laptops Writing utensil Notebook ||
 * =Materials, Resources and Technology= ||
 * **Day 1:**

[|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 allows for several different MIs to be used in the classroom. The lesson also allows for personalized attention to the students from the teacher and from their peers, along with personal growth. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lessons strictly follows a plan that adheres to the understanding and goals. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** Type II technology is used throughout the lesson, as well as strategies that allow for the non-use of the technologies. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Feedback is used productively to assess the students throughout the lesson. Formal assessments are not present or necessary until later in the unit. ||


 * =Teaching and Learning Sequence:= ||
 * When the students enter the classroom, they will find the desks in a circular position to allow for more efficient group discussions. I will be sitting in a desk as part of the circle along with the students. To begin I will give a pre-assessment on the definitions of: anticipating, counterclaims, argument, persuasion. After this, I will begin my hook of starting a simple conversation with a random student. I will then direct the conversation in to a persuasive one. After explaining what I have done, I will encourage students to do the same with one another, one pair at a time so that the rest of the class can listen in. If necessary, I will pick another student to get the class a little more comfortable with the subject. ||
 * Once students have realized the basic format of conversational persuasion, I will begin to give definitions of the terms I pre-assessed at the beginning of class. Now that the definitions have been exemplified and written down, I will show a short clip of Martin Luther King Jr.'s "I have a dream..." speech. During this clip, students will be asked to identify the usage of some of the terms we just discussed. As a slightly added aspect, students will be asked to pay attention to his body language as well. I will have students do a quick writing activity in their blogs where they will simply jot down an example of conversational persuasion they experienced in the recent past. We will then discuss these instances as a class and pick out which of the terms are shown in the example given. Once the students are familiar with these concepts, they will write down one or two more occasions, now defining which terms are used. ||
 * || Students will now turn to their nearby classmates and work in partners (or groups of three, numbers depending) and reenact their conversations allowed so that they can hear them aurally. Students will be encouraged to share some of these conversations so that the whole class can hear them allowed, as to not only hear themselves speaking. To continue with aural learning, and to allow students to step away from the blogs for a moment, I will play several audio clips of instrumental music. Not using their computers, I will ask students to write down the things they 'get' from the sound of the music (what they picture, feel or think). We will informally discuss these things as a class. It is my hope that this will lead to some sort of informal conversational persuasion. Towards the end of class, students and myself alike will take some time to comment on each other's blogs in regards to the terms used, and even possible lines or techniques that could have been used to further the conversation in one way or another. ||  ||
 * If there is time at the very end of class, students will be asked to reflect on the day's work, what they learned, and how they feel about the lesson in general. For homework, they will be asked to blog about some sort of conversational persuasion that occurred at another point during their day. If here is not time at the end of class, both of the blogs will be assigned as homework. ||

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