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Understanding By Design

Lesson Plan Format

Title: Modern Woodsman Oration: A Great Time in American History

Subject Matter Emphasis and Level: Reading and Communication Arts 7th grade

Author: Linda K. Dodds

School District: White Lake School District

Email: Linda.Dodds@K12.sd.us

Brief Description of the Lesson/Unit:

After researching great times in American history, students will develop an opinion essay on one great time in American history by using the opinion essay model in the 7th grade grammar text, which will first be studied.

Stage 1: Identify Desired Results

1. What enduring understandings are desired?

Students will write effectively for different audiences and specific purposes.

Students are able to speak effectively in a variety of formal and informal situations.

2. What essential questions will guide this unit and focus teaching/learning?

What criteria do you use to select an important time in history?

When a new idea is presented to you, what does the presenter need to do to make you a believer or agree with the presenter?

3. What key knowledge and skills will students acquire as a result of this unit?

Students will be able to use appropriate content, organization, form, and style in an expository (opinion) writing.

Students will be able to create expository (opinion) text of more than one paragraph.

Students will be able to create an organizational structure that includes a catchy introduction, clear focus, effective transitions, and a satisfying conclusion.

--Use a variety of details to clarify focus (quotations, dialogue, suspense, narrative action)

--Develop word banks of transition words and phrases as well as using synonyms and key words

Students will choose appropriate language and style for writing purpose and audience.

Students will present the information orally in front of an audience.

--Students will learn methods of handling stage fright when speaking in front of an

audience.

--Students will choose presentation strategies to match audience and purpose.

4. What prior learning, interests, misconceptions, and conceptual difficulties might be brought to this unit?

Students may have a limited knowledge of American history.

Students may struggle with adequately developing their ideas.

Students may not be aware that transitions include more than just specific transition words.

Organizing their thoughts logically may be difficult at first.

Stage 2: Determine Acceptable Evidence

1. What evidence will show that students understand?

Performance Tasks:

Students will practice their orations in front of class and practice techniques for handling stage fright.

Students will present their essays turned into orations in front of a set of 3 judges and local audience.

Other Evidence

Quizzes, Tests, Prompts, Work Samples (summarized):

Students will write an opinion paragraph that contains an opinion, a reason with 3 supporting details or examples. After writing it, they will add transitional words or phrases to at least 2 sentences.

A quiz in which students will list transitional words and phrases.

Students will create a web graphic organizer containing their opinion and reasons with 2-3 details per reason for an essay..

Students’ opinion essays will be evaluated on the 6+1 traits of ideas and content, organization, voice, conventions.

Peer editing

Student/teacher conference about the essay.

Unprompted Evidence: (observations, dialogues, etc.)

Observing on task time when given class time to work on essay

Observing peer editing groups

Student Self-Assessment

A self-assessment rubric judging the opinion paragraph qualities listed at the beginning of the opinion-writing chapter.

Stage 3: Plan Learning Experiences and Instruction

1. What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?

1. Ask the class essential question of what a presenter needs to do to make them believe the presenter.

2.As class, brainstorm a variety of great times in American history.

3.Class time in computer lab to research great times in American history or any particular aspect of it on which a student may wish to focus.

4.Study text chapter on opinion paragraph and opinion essay.

5.Write opinion paragraph and share it with class.

6.Select a definite opinion paper focus and develop a web of 3 reasons and 2-3 supporting details per reason

Major Learning Activities:

Day 1

Introduce the Modern Woodsman Oration Contest and provide each student with the topic and the rubric the judges will use when judging the oration.

Ask essential question: When a new idea is presented to you, what does the presenter need to do to make you a believer or to make you agree with th.e presenter?

Discuss and as a class create criteria to use when selecting an important time in American history.

Brainstorm great times in American history as a class. We can break the topic into areas such as specific moment, day, year, decade, commerce, invention, leadership

Explain the plan of attack we’ll use in reaching our goal of the finished oration

Day 2

A day in the computer lab and/or library researching and gathering ideas and information

Day 3

Discuss findings of previous day’s research and ideas and questions students may have.

To get one’s idea across in an oration, each student will first develop his speech in essay form . Many approaches can be used, but one of the basic formats may be opinion format; therefore, the class will study opinion writing while further researching and developing their oration topic idea.

Using their textbook Houghton Mifflin English, level 7 (pages387-391) examine sample opinion paragraphs. Students find the opinion, the reason for the opinion, and the supporting sentences for the opinion.

Students find the topic sentence and examine the concluding sentences of sample opinion paragraphs.

Students determine what transitions are and create a list of them. Provide added information and handout of added transitions.

Students find transitional words and phrases used in the paragraph.

Students will write their own opinion paragraphs for the next day incorporating an opinion, one reason, and 3 supporting details. It must have a strong concluding sentence and at least 2 transitional words or phrases.

Day 4

Students share their paragraphs in small groups and then each in group select one to read to the class. While in the group, each should have at least one student do a peer editing of that paper according to the rubric having the requirements of the assignment included. The shared ones will be evaluated by the class according to the requirements of the assignment. It will be in rubric form.

Approximately Days 5-10

(392-414 of text as basis) Analyzing the sample student opinion essay

Discuss guidelines of a great opinion essay (p. 397)

As go over each section in text, have students apply it to the topic they have selected for their Modern Woodsman essay. ( Webbing opinion, reasons, and details; elaborating reasons; organizing reasons effectively; transition;,writing with voice; introductions and conclusions.

Do self evaluations and peer evaluations of essay using p.411 guidelines.

Discuss revising strategies and then students revise their essays. (pp.412-414)

As students work with their topics and revise them, allow them to alter their approaches because not all students may want to use a strict opinion paper format.

(During this period, utilize workbook pages that provide practice with supporting sentences, webbing, organizing ,writing with voice, and introductions and conclusions, revising, sentence fluency—pages156-163)

Days 11-12

Discuss controlling stage fright techniques

Practice reading their final essays in small groups and later in front of the class.

After revision

Show students how to move their essays into outline speaker format for 3”x5” notecards.

Allow class times to do so.

Materials & Resources (technology & print):

Houghton-Mifflin English, Level 7, pages387-415.

Houghton-Mifflin English, Level 7 Workbook Plus, pages156-163

Houghton-Mifflin English, Level 7 Reteaching Workbook pages95-102, if needed.

Houghton-Mifflin English, Level 7 Grammar and Assessment, pages39-42 for good introductions, strong topic sentences, organization, transitions, webbing practice.

Internet Connections:





The sites contain models of student opinion writing, graphic organizers, revising, and some fun proofreading practice.

Management:

It is a long-range project that will last approximately 6-7 weeks. They will be developing portions of the essay and oration after instructional stages which will be intermingled with other instruction on grammar.

Support Services and Special Teacher Notes:





Extensions and Adaptation:

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