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PROF 310: Self as Professional

INSTRUCTIONAL PLAN

Claire Smith (10173345)

PART 1: Cover Page

Lesson Sequence Big Idea: Writing is an effective tool for self-expression.

Lesson One: “I want to explain”: Writing with Purpose.

Lesson Two: “I learned a lot today”: First Person Narration.

Lesson Three: “Why language class is the best”: Persuasive Writing.

Culminating Task: Writing About My Hobby.

1. How does each of the three lesson plans reflect and develop students’ understanding of the big idea (above)? How does the culminating task evaluate this understanding?

I want my students to understand that their voice matters. Through these lessons—on authorial purpose and audience, first person narration, and persuasive writing, respectively—I aim to give them to the tools to properly express that voice. Each of my lesson plans contribute to the main idea—that writing is an effective tool for self-expression—by providing students with knowledge relating to how to write, what to write about, and in what form(s) writing is best presented.

The sequence in which I have ordered these lesson plans aids the success of my big idea because each topic presented is relevant to the one’s surrounding it. Similarly, the most general or simple one is taught first, then knowledge is layered on with consecutive lessons as the concepts become more specific and challenging. More specifically, my first lesson that discusses purpose and audience teaches students that all writing has an underlying intent and how that intent is usually targeted at a specific audience. They will use this knowledge to hopefully have their own purpose when they express themselves through writing. That ties into first person narration, the most common form of self-expression in writing. In that lesson, my goal is to go beyond the definitions of first person point of view and narration, and rather, offer my students guidelines and tips for first person narration that is detailed and impactful. Finally, persuasive writing will be introduced once my students have a more concrete understanding about the voice they can have in writing. They will be taught how to use that voice persuasively, expressing more than just their thoughts or observations: their opinions and feelings towards certain topics.

My lessons gradually expose my students to the idea that writing is very versatile in its forms and extremely multi-leveled. I want them to understand this fully so that they feel comfortable exploring these forms and playing with various writing activities (e.g. writing things that appeal to various audiences, that entertain versus solely inform, etc.).

The culminating task that I created evaluates my students understanding of the lessons’ big idea by asking them to apply what they’ve learned over the three lessons and write something with a designated purpose and audience, using first person narration, to persuade someone to agree with their opinion (or try their hobby). My guidelines are clear and student-friendly but also open-ended enough that my students have some choice regarding the topic and style of their writing (what hobby they write about and whether they do so through persuasive paragraphs or narrated diary entries). This was important to me because my big idea of self-expression would not have much weight if I limit them on what they are allowed to express. The task, “Writing About My Hobby,” also involves using language conventions as to solidify past learning and continue to practice these techniques. I firmly believe that my thoroughly and thoughtfully planned out lessons, paired with my thought provoking and engaging culminating task, will achieve my goal of showing my students that writing is an effective tool for self-expression.

2. What are the dominant culture and minoritized perspectives on the topic that you have selected for your lesson sequence? How does your lesson sequence work toward Banks Level 3 (Transformation)? What is the role of each lesson and of the culminating task in this work?

The topics that I have chosen for my lesson sequence allude to a dominant culture very minimally and subtly, allowing for many other cultures to be reflected. I chose to cover these concepts (purpose and audience, first person narration, and persuasive writing) and employ certain examples to clarify them for the reason that they could be approached from multiple perspectives (race, gender, home setting, socioeconomic status, etc.), working toward Banks Level 3: Transformation. While language is not a very politically driven subject, I have made an effort to include in my lessons ideas that relate to the larger scheme of things, real-world application through social action. For instance, in lesson one I install the idea that everyone’s purpose or reason for writing is valid. In lesson two, I use first person narration as a way to express one’s own life, avoiding the idea that there is a “norm” for what someone observes or sees at home, for example. In my third lesson, I will discuss the right that everyone has to their own opinion while teaching persuasive writing. While the knowledge of these lessons are contributions and additive, l have ensured that these latter inclusions are transformative.

The dominant culture that is hard to avoid in my language lessons is that of Western-styled English language, and the assumption that my students all speak this fluently. I am aware that, for some minoritized students who speak a different language at home perhaps, language conventions may be harder to grasp. Thus, I am willing to work with these students as they take advantage of the opportunity to choose their own resources (a commonality in many of my lessons) that aid their learning, respect their culture and abilities, and don’t stress them.

I wanted my lessons to be “mirrors” versus “windows” so that all of my students could find something that reflects their own life. One of the ways that I ensured this was by not overusing external resources (e.g. just some videos or songs for my hooks). When external resources were needed for my process, I made sure to provide a diverse variety of examples so that there would be many cultures present; for instance, in the Scavenger Hunt activity, rather than choosing a book that likely adheres to dominant culture, the class will visit the library and use the school’s vast collection of books.

Moreover, my big idea and lessons all relate directly to the mainstream curriculum, but I genuinely believe that I have surpassed the expectations by including the opportunity of choice, employing diverse resources, and encouraging transformative learning and social action.

PART 2: Lesson Sequence

Each lesson is presumed to be 80 minutes long. Adjust times as needed.

Lesson One:

“This is why I write”: Writing with Purpose.

|Curriculum Expectations |Topic |

|List the Specific Expectations that you are addressing and assessing in this lesson. |What particular issue, theme, case study, event, example, |

| |etc. is explored? |

|This unit adheres to the Ontario Ministry Guidelines of Grade 3 Language: it falls under the | |

|writing expectation of “Developing and Organizing Content,” within the specific area “Purpose |This lesson explores subtext and intent behind a piece of |

|and Audience” of section 1.1 and “Review” from section 1.6 (Ministry of Education, 2006, 70). It|writing, and how an author’s purpose caters to their |

|also relates to the reading expectation within “Reflecting on Reading Skills and Strategies”: |audience. In learning about this, students will come to |

|metacognition (69). The following outlined expectations will be satisfied: |understand the versatility of writing— |

|Identify the topic, purpose, audience, and form for writing. |from story telling and personal accounts to explaining |

|Determine whether ideas and information are relevant and adequate for the purpose. |facts—and the techniques that writers use to get their |

|Identify and order main ideas and supporting details into units. |message(s) across. I want to install the idea that every |

| |one of these messages/purposes is valid and significant, |

| |and that each is informed differently by the writer’s |

| |experiences and style. |

|Learning Goals |

|What will students work toward today? |

| |

|1. Understanding that authors of various forms of writing all have a purpose. |

| |

|2. Expressing one’s own purpose in writing. |

| |

|3. Understand why it is important to have a purpose in writing. |

| |

|4. Catering one’s own writing to a specific audience and carefully choosing words to help them understand one’s |

|purpose. |

|Success Criteria |

|What will students be able to do when they have achieved today’s learning goals? |

| |

|1. Identify the main idea or purpose of a piece of writing. |

| |

|2. Identify the ideal or intended audience for a piece of writing. |

| |

|3. Apply knowledge of purpose and audience to one’s writing. |

|Prior Knowledge and Skills |

|List things that your lesson presumes your students know or can do (e.g., summarizing, graphing, reflecting, presenting, using dictionaries or reference |

|materials, interacting respectfully, working independently). |

| |

|This lesson presumes that most of students will be able to listen to the lecture without major distraction, summarize one’s thoughts in writing, and |

|reflect on things that they have read in the past in relation to what they learn about purpose and audience. Furthermore, this lesson assumes that the |

|majority of the class will be comfortable respectfully working in small groups for the introductory section, and independently in the core activity. |

|Finally, in writing purposefully, students will have to draw on previously learned language rules (spelling, grammar, structure, etc.) and may need to |

|reference materials like dictionaries or thesaurus, which they have been taught to do before this lesson. |

|Differentiation |

|Describe the student presumed by your lesson in terms of ability. What additional supports or options might be needed for learners who do not fit this |

|profile? |

| |

|I am aware that not all of my students will fit the mold that I previously mentioned; there will be some exceptional learners who require additional |

|supports, accommodation, or modification. Some of the instances that I am willing and prepared to deal with include the following: if a student struggles |

|with the process of reading lyrics to a song (perhaps they are not a visual learner or are dyslexic), I will also provide them time to listen to it |

|aurally. Similarly, if a student is affected by Autism Spectrum Disorder, I do not want to overwhelm them with stimuli (handouts and the lecture, group |

|conversation, the sound of the song, change of scenery, etc.), so I can alter the learning environment and place them near my desk or a corner of the room |

|in case they need to temporarily remove themselves, as well as give them advanced notice of any change in routine. I will also employ the use of |

|electronics like tablets or hearing devices to cater to students that need them (e.g. those who are hard of hearing, or who have trouble verbalizing their |

|ideas or writing by hand. |

| |

|I want all of my students to succeed, and thus, I am willing to work hard at surpassing any boundaries or obstacles that different levels of ability bring |

|to the classroom. Differentiation like this is part of that process. |

|Materials and Set-Up |

|What will you need to bring, make, prepare, copy, etc. for students to participate in the lesson? |

|How should the room be set up? For P/J lessons, include information on how students should be grouped. |

| |

|For this lesson, I will need the following materials and resources: |

|PowerPoint (includes slides outlining lesson schedule/plan, definition slides, and activity; saved on USB); in the absence of a screen, I can write key |

|terms on the chalkboard or whiteboard and give more detailed printed handouts. |

|Handouts summarizing the learning goals, definitions, etc. |

|Lyrics sheets (one per table group). |

|Projector (rented for the period from I.T. lab, if allowed). |

|Paper (one sheet per student or one stack per table). |

|Tablet (allow students with accommodations to use if necessary). |

|Hearing aid microphone (to accommodate for any hearing impaired students). |

| |

|The room will be set up in table groups of four (pre-arranged based on the learning needs and compatibility of my students), all of which have visibility |

|of the board. Because this is a fun activity that relates to popular culture, I will ask that all groups stay in the classroom (versus going in the hall) |

|to avoid groups getting carried away in the introductory activity. I will circulate around the classroom and library during the hook and activity sections,|

|but will be in front of the class at the board for the lecture part. |

|Hook (15-20 minutes) |

|Describe how you will open the lesson and introduce this lesson sequence. *Include URL for any videos. |

| |

|Video (5 mins.) |

|I will start the lesson by engaging the students with a lyric video of an age appropriate song (e.g. “Stronger” by Kelly Clarkson: |

|). I will play the song while also projecting the lyrics on a Smart Board or posting them on a |

|whiteboard/chalkboard, as well as handing out copies of these lyrics to each table group. |

|Group Work (10 mins.) |

|Following the clip, I will ask table groups to talk about what they heard and answer the following questions: |

|What is the singer trying to say with this song? |

|Why do you think they are saying that? |

|Why does it matter? |

|Who is the singer singing to? |

|Who is listening? |

|Walk around the class to check in on groups and prompt their thinking. |

|Introduction (5 mins.) |

|Debrief activity by explaining that the questions that the students discussed in groups correlate to purpose and audience, respectively. |

|Ask for some volunteers to share their ideas from their table groups. |

|Direct Instruction (20 minutes) |

|What will you have to ‘frontload’ before the activity through direct instruction? What part of the activity will you model that students will then practice|

|with your support? Briefly outline concept(s), term(s), example(s), etc. that you would include as well as how and the order in which you would cover them.|

| |

|Lecture (15-18 mins.) |

|Remind students of any recent/past language lessons that will be relevant to today’s lesson. |

|Define the terms purpose and audience (projected on PPT or written on chalkboard); e.g. purpose: someone’s intent, motive, reason or cause for doing or |

|writing something. |

|Give examples for each definition (e.g. my purpose today is to teach you this lesson about purpose and audience so that you understand it and can use it in|

|your writing). |

|Promote class participation and thinking post-examples by asking students to think of something they’ve read or watched recently, who the audience was for |

|that, and what the purpose was. |

|Explain that an author could have many purposes, that all of them are significant (to inform, to entertain, to express). |

|Explain that having a specific audience can determine what is written, what examples are used, what’s emphasized, etc. (show examples of covers of kids |

|books versus adult books and ask who they think the audience is). |

|Explain that both purpose and audience impact writing in many ways (e.g. tone, style, form). |

|Key notes and definitions from the PPT will be included on a handout that every student will get; it is to be put into their language duo-tang/folder. |

|Question Period (2-5 mins). |

|Answer any questions. |

|Activity (30 minutes) |

|How will students apply content from direct instruction and work toward the success criteria? Include, in sequence, the instructions you will give students|

|for all stages of the activity. Include any questions that guide debriefing. |

| |

|The following activity asks students to apply the knowledge that they just gained in the lecture. It is interactive and self-driven and, thus, appeals to a|

|variety of learners. |

| |

|Scavenger Hunt (30 mins.) |

|Pre-book/reserve the library (if not available, use resources like magazines, textbooks, novels in class reading nook) for this time so that students can |

|have a diverse range of resources to choose from. |

|Explain the activity: to fill out the following information (printed on individual worksheets): |

|• Find a resource or book that [entertains]. |

|• What is the title? |

|• Who is the author? |

|• How do you know that this source [entertains]? Explain. |

|• Can you find another purpose to this book or resource? |

|• Who is the audience? How do you know? |

|The above exercises are to be repeated for a book or resource that informs, and another one that persuades. |

|Individual work is to be encouraged, but quietly working in pairs is allowed. |

|Alternative Activity |

|If there are students who either finish the scavenger hunt early or for modification or other purposes cannot do the scavenger hunt, they can complete the |

|worksheet shown in Appendix Figure 2. This activity can also be given to students who missed the in-class hunt as they can complete it at home. |

|Consolidation (10 minutes) |

|How will you meaningfully end the lesson, consolidate student learning, and look ahead to next time? |

| |

|Discussion (3 mins.) |

|Ask class about their findings once back in classroom, after they’ve handed in their worksheets. Were there any surprises? Was there a particular type of |

|book that was hard to find? What was your favourite part? |

|Mini-Quiz (7 mins.) |

|To see how much of the lesson was absorbed by the students, there will be an exit card that is an assessment for learning (formative). |

|Students will individually answer the following questions on a piece of paper: |

|• What purpose would a geography textbook most likely have? |

|A. To entertain B. To inform C. To entertain |

|• What kind of audience would you expect to read a book called ”Mother Goose’s Nursery Rhymes”? |

|___________________________________ |

|• True or False: A book can only have one audience or purpose. |

|T F |

|• Write a sentence using words that make the purpose clear. Below that, write the purpose. |

|___________________________________ |

Lesson Two:

“I learned a lot today”: First Person Narration.

|Curriculum Expectations |Topic |

|List the Specific Expectations that you are addressing and assessing in this lesson. |What particular issue, theme, case study, event, example, |

| |etc. is explored? |

|This unit adheres to the Ontario Ministry Guidelines of Grade 3 Language: it falls under the | |

|writing expectations of “Using Knowledge of Form and Style in Writing,” within the specific |I will guide my students’ learning while exploring the |

|areas “Voice” of section 2.2 (Ministry of Education, 2006, 71). It will also touch on “Point of|topic of first person narration. They will learn about the|

|View” (2.5) and “Voice” (2.2) from the same area. The following outlined expectations will be |advantages, disadvantages, and general effects of using |

|satisfied: |this specific point of view. Additionally, I will try to |

|Establish a personal voice in writing. |help them understand that this form is a good one for |

|Identify point of view and other possible points of view on a topic, and determine if the |personal stories and expression. |

|information supports one’s own view. | |

|Use words and phrases that will help convey meaning as specifically as possible. | |

|Learning Goals |

|What will students work toward today? |

| |

|1. Understanding why first person narration is used. |

| |

|2. Acknowledging the benefits and biases of first person narration. |

| |

|3. Using knowledge of point of view and purpose to analyze first person narratives. |

| |

|4. Describing one’s actions, thoughts, and feeling using descriptive and specific words or phrases. |

|Success Criteria |

|What will students be able to do when they have achieved today’s learning goals? |

| |

|1. Identify when a text is written in first person. |

| |

|2. Narrate one’s actions or thoughts by writing in the first person. |

| |

|3. Recognize that first person narration is a form of expression. |

|Prior Knowledge and Skills |

|List things that your lesson presumes your students know OR know how to do (e.g., summarizing, graphing, reflecting, presenting, using dictionaries or |

|reference materials, interacting respectfully, working independently). |

| |

|My students will have previously (briefly) learned about points of view, but will need to be able to recall and draw on that knowledge as they learn about |

|first person narration specifically in relation to purpose and audience. They will also have worked on reflection before, so that will be used as an |

|example of familiarity when navigating the first person writing activities during the lesson. They work both independently and in small groups daily and |

|have been taught to interact respectfully. Furthermore, this lesson presumes that my students will feel comfortable using their own narrative voice to |

|express themselves and that they can record these ideas in writing. |

|Differentiation |

|Describe the student presumed by your lesson in terms of ability and learning style. What additional supports or options might be needed for learners who |

|do not fit this profile? |

| |

|I realize that some of my students will need differentiation in order to complete this lesson. This lesson asks for a certain process (e.g. the |

|activities), but I am willing to accommodate those who will struggle with this. For instance, for students that are less verbal or uncomfortable with the |

|process of narrating their surroundings to a partner, I can provide the option of writing those down and sharing it with their partner that way. I can also|

|monitor the learning environment by using inclusive materials in my examples (of books, for instance) that reflect a variety of cultures and home settings.|

|Similarly, I have included a tablet (to be given to students with I.E.P.’s allowing for that, for example) and a hearing aid microphone (for me to wear) in|

|my materials list as additional supports, as well. It is my goal that these supports help every student feel ready to learn. |

|Materials and Set-Up |

|What will you need to bring, make, prepare, copy, etc. for students to participate in the lesson? |

|How should the room be set up? |

| |

|For this lesson, I will need the following materials and resources: |

|PowerPoint (includes slides outlining lesson schedule/plan, definition slides, and activity; saved on USB); in the absence of a screen, I can write key |

|terms on the chalkboard or whiteboard and give printed handouts. |

|Projector (rented for the period from I.T. lab, if allowed). |

|“A Day in the Life of [Name]” Worksheets (one per student). |

|Highlighters/markers (a bin of them to be distributed amongst table groups). |

|Tablet (allow students with accommodations to use if necessary). |

|Hearing aid microphone (to accommodate for any hearing impaired students). |

| |

|The room will be set up in pre-formed table groups; I would ideally like to have flexible seating (e.g. rolling chairs, moveable desks) to allow for a more|

|collaborative and adaptable workspace. I will perform the lecture at the front of the class by the board but will circulate during independent work time. |

|Hook (15-20 minutes) |

|Describe how you will open the lesson. *Include URL for any videos. |

| |

|Video (5 mins.) |

|Play the following clip to remind students of point of view: . |

|Activity (5 mins) |

|Explain the activity: pairing up with an elbow partner, take turns doing the following activity—one person closes their eyes while the other describes |

|everything that they see, how it makes them feel, etc. |

|Following the activity, write down or do a Think-Pair-Share about their first impressions of that narration activity. How did that feel? Was it difficult? |

|Did it remind you of anything? |

|Debrief (5-10 mins.) |

|Ask students about their first impressions. |

|Prompt their thinking by asking what that type of explaining was called. |

|Ask if they've read books with narration like that; allow them to offer examples. |

|Direct Instruction (20 minutes) |

|What will you have to ‘frontload’ before the activity through direct instruction? What part of the activity will you model that students will then practice|

|with your support? Briefly outline concept(s), term(s), example(s), etc. that you would include as well as how and the order in which you would cover them.|

| |

|Lecture (20 mins.) |

|Define “first person” again (can ask students before revealing answer). |

|Define “narration”. |

|Give examples of where first person narration could be seen (e.g. certain novels, voiceovers, diaries, etc.) and what it would be used for. |

|Do a pros and cons list (can take answers from students if offered) of the advantages (e.g. more personal outlook) and disadvantages (e.g. bias) of first |

|person narration. |

|Show various sentences or paragraphs and ask the class if they are in first person narration. |

|Explain what effective first person narration should include (e.g. lots of descriptive adjectives and details, transition words, full sentences, etc.). |

|Activity (30 minutes) |

|How will students apply content from direct instruction and work toward the success criteria? Include, in sequence, the instructions you will give students|

|for all stages of the activity. Include any questions that guide debriefing. |

| |

|Writing Activity (30 mins.) |

|Explain activity: complete the worksheet and follow these instructions: |

|“A Day in the Life of [Name]”: Write about your day so far—when you woke up, what you did before school, how you’re feeling, what you have seen, smelt, |

|heard, and/or thought, etc. Use a minimum of five adjectives in your description. Use the first person and proper paragraph structure in your writing. |

|Take any questions about this. |

|Remind the students that this is independent work. Use a homemade sound-meter to show what level of noise is acceptable at this time. |

|Tell students that if they need reminders on writing conventions, that they can reference sheets posted up on the wall(s) of the classroom from previous |

|lessons. |

|Hand out worksheets to each table, where the students will be working. |

|Circulate around the room to check in on students. |

|Allow exceptional learners or students with modifications to work with a Special Education assistant if available. |

|Students will be given a half-hour to complete this to the best of their ability. |

|Consolidation (10 minutes) |

|How will you meaningfully end the lesson, consolidate student learning, and look ahead to next time? |

| |

|Peer Edit (8 mins.) |

|Hand out highlighters/markers to each table group. |

|Ask that students swap “A Day in the Life of [Name] Worksheets” with the person after them on the attendance list (projected/put up on board). Allow some |

|time for the swap and for everyone to be comfortably seated. |

|Explain the peer edit activity: go through your peer’s writing and, using markers or highlighters, highlight the following: adjectives, personal addresses |

|(e.g. “I,” “me”), descriptive details, etc. This is meant to consolidate the students’ learning about what first person narration should look like. |

|Remind the students to be respectful, and that this is peer review and assistance, not marking. |

|After some time with the peer’s work, hand it back and review. |

|Debrief (2 mins.) |

|Answer any questions or address any difficulties that occurred in the lesson, for example if clarification is needed on a specific term or concept. |

Lesson Three:

“Why language class is the best”: Persuasive Writing.

|Curriculum Expectations |Topic |

|List the Specific Expectations that you are addressing and assessing in this lesson. |What particular issue, theme, case study, event, example, |

| |etc. is explored? |

|This unit adheres to the Ontario Ministry Guidelines of Grade 3 Language: it falls under the | |

|writing expectation of “Developing and Organizing Content,” within the specific area “Developing|The class will explore persuasive writing. In relation to |

|Ideas” of section 1.2 (Ministry of Education, 2006, 70). The following outlined expectations |that, they will be exposed to the realization that people |

|will be satisfied: |can have different perspectives on topics, and the |

|Generating original ideas using various strategies. |importance of respecting those opinions while using your |

|Recording ideas. |words wisely in the case that one wants to convince them |

|Writing with knowledge of language conventions. |otherwise. |

|Brainstorming. | |

|Formulating and asking questions to identify personal thoughts. | |

|Learning Goals |

|What will students work toward today? |

| |

|1. Understanding the basics of writing for a persuasive purpose. |

| |

|2. Accepting that everyone has a different opinion. |

| |

|3. Associating specific reasoning to one’s thought process. |

| |

|4. Describing and expressing one’s opinions using descriptive and specific words or phrases. |

| |

|5. Recognizing whether or not there is persuasive detail in one’s writing. |

| |

|6. Demonstrating application of previous language knowledge (perspective/point of view, grammar rules, paragraph structure) in writing. |

|Success Criteria |

|What will students be able to do when they have achieved today’s learning goals? |

| |

|1. Recognize a persuasive statement and distinguish that from other sentences written in first person. |

| |

|2. Explain when and where persuasive writing can and should be used. |

| |

|3. Apply knowledge of writing conventions in making one’s own persuasive statements. |

|Prior Knowledge and Skills |

|List things that your lesson presumes your students know OR know how to do (e.g., summarizing, graphing, reflecting, presenting, using dictionaries or |

|reference materials, interacting respectfully, working independently). |

| |

|This lesson will follow a unit on purpose and audience, in which students would have learned to identify who a text was directed towards and what the |

|author was trying to say. They will also have brief experience with perspective in writing and points of view. Additionally, they will have learned about |

|tone and style earlier in the year, as well as basic paragraph structure. Most children will have worked independently in class activities or assignments. |

|The students will be invited to use thesauruses in finding adjectives, something that they would have previously practiced. |

|Differentiation |

|Describe the student presumed by your lesson in terms of ability and learning style. What additional supports or options might be needed for learners who |

|do not fit this profile? |

| |

|The average student in my class will be able to recall past language classes to draw on previous knowledge of writing conventions, be comfortable working |

|with others while vocalizing their opinions in a small group, and be able to attentively listen to a class lecture. I have ensured that this lesson |

|involves respectful tasks, a shared responsibility for learning, and assessment that informs both teaching and learning. I do need to be aware, however, |

|that some of my students who are differently-abled may need additional supports; for instance, some students (such as those affected by Attention Deficit |

|Disorder or Generalized Anxiety Disorder) may not be able to stay still or focused throughout the lecture. Because of this, I will alter the learning |

|environment so that they are seated near the door. Similarly, during the group activity, those who struggle with social interactions (for example, a |

|student with Autism Spectrum Disorder) should be grouped with people with similar interests but different learning profiles so that the student feels |

|accepted but is challenged. Since it is difficult to differentiate this content, I can do so for the product—if a student can’t write the exit cards, I can|

|meet with them after class and have them verbally describe what they learned. |

| |

|My goal with this differentiation is to ensure that my students feel supported but not singled out. I want them to feel confident that they have what they |

|need to reach their maximum potential. |

|Materials and Set-Up |

|What will you need to bring, make, prepare, copy, etc. for students to participate in the lesson? |

|How should the room be set up? |

| |

|For this lesson, I will need the following materials and resources: |

|PowerPoint (includes slides outlining lesson schedule/plan, definition slides, and activity; saved on USB); in the absence of a screen, I can write key |

|terms on the chalkboard or whiteboard and give printed handouts. |

|Projector (rented for the period from I.T. lab, if allowed). |

|Chart paper (one for each group and one for me to demonstrate). |

|Laminated prompts (one for each group). |

|Markers (box of assorted washable markers; one marker per student). |

|Tablet (allow students with accommodations to use if necessary). |

|Hearing aid microphone (to accommodate for any hearing impaired students). |

|Cue cards (one per student, for consolidation activity). |

| |

|Regarding room setup, this lesson will mainly be done in the classroom, although groups can scatter themselves around the classroom for the group activity,|

|and up to three groups may be allowed to work in the hallway (as long as they are within calling range and close enough that I can walk by and check on |

|their progress). Individual work will be done seated at desks/tables. I will do most of the lesson at the front of the class, by the screen and whiteboard,|

|but will also circulate the classroom—this would be according to a pre-made seating arrangement I created, keeping in mind class observations (who works |

|well together, who needs to be close to the board or the door, etc.). |

|Hook (15-20 minutes) |

|Describe how you will open the lesson. *Include URL for any videos. |

| |

|Class Discussion (10 mins.) |

|Start by asking the class to raise their hand if they agree with the statement “the sky is blue” (most or all hands will likely go up). |

|Explain that there was minimal to no need for persuasion in that statement; everyone agrees and there is proof and evidence (i.e. good reasons) to believe |

|it. |

|Next, ask students to raise hand if they agree with the statement “students should be allowed to bring pets to school,” then if they disagree. |

|Explain that there are two sides to every story, and that there are good arguments for both (e.g. pets are fun to have and to play with in class, they are |

|cute, and can meet all of the classmates, but they may distract students from learning, some students may be allergic, and the pets may be happier being at|

|home where they live). Install the idea that everyone has a right to one’s own opinion. |

|Do a brief (approx. 5 mins.) Think-Pair-Share: individually write down or think about whether a statement—provided on a laminated sheet to each table—is |

|one to be favoured, then compare with table group, then regroup as a class and share some volunteers’ examples. |

|Give other examples of arguments or statements and reasons why people would think either way (if students are disengaged, ask for examples from them to |

|re-engage and refocus). |

|Ask the class what it’s called when you use your words to make someone agree on something with you (right answer: to persuade them). |

|Define persuasion further (shown on PPT). |

|Direct Instruction (20 minutes) |

|What will you have to ‘frontload’ before the activity through direct instruction? What part of the activity will you model that students will then practice|

|with your support? Briefly outline concept(s), term(s), example(s), etc. that you would include as well as how and the order in which you would cover them.|

| |

|Lecture (15-18 mins.) |

|Remind students of writing conventions (examples shown on PPT: sentence structure, tenses, perspective etc.), ask them for brief examples or vague |

|definitions of such (e.g. Can someone tell me a what point of view is?). |

|Explain what makes a piece of writing persuasive (list of characteristics such as “makes you think in a different way than before” and “argument is clear |

|and makes sense,” shown on PPT). |

|Define and describe various tactics people might take in persuading someone (simplified pathos, ethos, and kairos rhetoric, etc.) |

|Explain how persuasive writing is commonly seen in everyday life (e.g. not just in essays and books, but in advertisements). |

|Show sentences (on PPT) and ask students whether or not they think they are persuasive (e.g. “She is kind of nice” is not very persuasive, but “Gym class |

|can be fun because we get to play games and go outside” is quite persuasive). |

|Intermittently ask if there are any questions or if repetition is needed. |

|Give more examples of statements (e.g. “Soda pop should be banned because of the sugar”), ask for examples of persuading towards one side of the argument |

|or another (if inadequate or few responses given, lead discussion on own). |

|Explain a general structure that is good for persuasive writing (claim, evidence, example, etc.). |

|Question Period (2-5 mins). |

|Answer any questions. |

|Activity (30 minutes) |

|How will students apply content from direct instruction and work toward the success criteria? Include, in sequence, the instructions you will give students|

|for all stages of the activity. Include any questions that guide debriefing. |

| |

|The following activity asks students to use what they learned about persuasive writing and act on that in a group setting. |

| |

|Group Activity (30 mins.) |

|Explain activity: as a group, choose one of five statements (projected on PPT or given out on handouts, e.g. school should be all year). Pick a side, and |

|come up with three reasons that could persuade someone to agree, and mention one reason that someone might not agree. Ask if any questions or clarification|

|is needed. |

|Assign groups (pre-determined and assigned—group list projected on PPT and/or read out). Reassure students that this is just a practice and brainstorm |

|session versus an assessment. |

|Establish where every group will be working. |

|Hand out chart paper and markers. |

|Walk around classroom/hallway to assess group’s progress (while doing so, drop “What I Learned” Cue Cards by each table, but make sure not to distract |

|while doing so); employ learning aids like tablet if necessary. Give groups 20-25 mins. to work, encouraging students to reference past lessons, handouts, |

|and use resources as needed while doing so. |

|Call everyone back to their seats. Express any obvious commonalities or struggles with the activity. Explain that the chart papers that they worked on will|

|be put up on the classroom wall for the next week if people want to see other groups’. |

|Consolidation (10 minutes) |

|How will you meaningfully end the lesson, consolidate student learning, and conclude this lesson sequence? |

| |

|Show goal prompts like the following on the screen and discuss them with the class. They are meant to trigger learning from all lessons in this sequence. |

|Do I know what the word persuasive means? |

|Do I understand how to make someone think the way I do with writing? |

|Can I use adjectives and similes to say what I think and feel? |

|Can I tell when it is appropriate to use persuasive writing? |

|Do I feel comfortable using my own point of view in my persuasive writing? |

|Do I understand the purpose of writing persuasively? |

|Can I tell what a person/author’s purpose is from their persuasive writing? |

| |

|To promote thinking and curiosity, mention that because of the success of the day’s class, there will be an assignment in the near future (can hand out |

|assignment sheet if time allows). |

| |

|To encourage reflection, tell students to fill out “What I Learned Today” cue cards, and give them time to answer the following: |

|1. What is something I knew before that I used today? |

|2. What is something I learned today that surprised or confused me? |

|3. What do I want to learn more about? |

|Before they leave class, ask that they hand these in to the teacher or drop them in a designated bin. |

PART 3: CULMINATING TASK

|Assignment Title |

|Choose a title that gets students engaged in the assignment. |

| |

|“Writing About My Hobby”. |

|It is my hope that this title gets students engaged because they will acknowledge that they have the power of choice to decide their hobby and write about |

|something they know and care about. |

|Assignment Description |

|A few student-friendly sentences that introduce the purpose and structure (e.g., essay, presentation, artwork) of the assignment as well as situate the |

|assignment in relation to the lessons you designed. |

| |

|For this assignment, you will use what you learned about an author’s purpose, first person narration, and persuasive writing. You will be writing about |

|something you choose that you are passionate about—a hobby of yours—from your own perspective and opinion. |

|Evaluation |

|List at least three Specific Expectations (from your lesson plans) evaluated by this task. |

| |

|Writing with knowledge of language conventions. |

| |

|Identify the topic, purpose, audience, and form for writing. |

| |

|Establish a personal voice in writing. |

| |

|Record ideas. |

| |

|Identify point of view and other possible points of view on a topic, and determine if the information supports one’s own view. |

|Instructions |

|Provide a sequence of clear, student-friendly instructions for completing the assignment. What will students do? Are there drafts, check-ins or different |

|components involved? Do these components have different due dates or is there one due date (make one up)? Will students have a choice of topics or will you|

|provide a list? |

| |

|Follow the steps below* in order to complete your assignment. You will have four in-class work periods: March 7th (per. 2), March 9th (per. 1), March 13th |

|(per. 3) and March 15th (per. 5). Please finish any extra work in free time or as homework before the due date: March 19th. |

| |

|Step one: pick a hobby of yours to write about (e.g. painting, collecting stamps, reading). |

| |

|Step two: choose one of the following topics. |

|Write a persuasive set of paragraphs (3-4) convincing someone to try a hobby of yours. |

|(E.g. “Why you should try rock climbing".) |

|Write a couple of diary entries (2) describing times that you have practiced or done your hobby, telling and persuading the reader why it was enjoyable (or|

|not). |

|(E.g. “When I had a singing lesson, when I performed a concert, when I learned a new song”.) |

| |

|Step three: brainstorm about your hobby (e.g. what you like about it or how it makes you feel, how difficult it is, how you learned to do it, what people |

|should know before trying it, etc.). You can use graphic organizers, wordles, mind maps, or another way of showing your thoughts. See Appendix Figure 1 for|

|examples. |

| |

|Step four: write a first draft. This is due at the end of the third work period (March 13th). |

| |

|Step five: edit your draft based on notes from the teacher. Get your table partner to look over a final draft. |

| |

|*For some differently-abled students in my class, these expectations/instructions may be slightly adjusted based on their needs or I.E.P.s (e.g. receiving |

|advanced notice of the lesson, extra time to complete certain activities, or additional resources) so that they can achieve equitable goals along with the |

|rest of the class. |

Replace highlighted text with your own in the rubric below, and

describe what each level looks like.

|CULMINATING TASK RUBRIC |Level 1 |Level 2 |Level 3 |Level 4 |

| |(50-59%) |(60-69%) |(70-79%) |(80-100%) |

|Knowledge/Understanding |Shows very limited |Demonstrates knowledge of|Exhibits an understanding |Shows thorough understanding|

| |knowledge of previously |past lessons and concepts|of lessons from this unit |on concepts as well as |

|E.g., Correctly applies key concepts from the |learned concepts and no |but does not understand |and demonstrates knowledge |extensive knowledge on the |

|preceding lessons. |understanding of their |them in full detail. |of techniques learned |topic, surpassing what was |

| |relevance to the | |previously in the |learned in class and |

| |assignment. | |curriculum. |alluding to further |

| | | | |research. |

|Thinking |Did not exhibit |Displays limited thinking|Displays thinking by |Displays deep thinking by |

| |additional thinking and |by only stating obvious |acknowledging other |analyzing specific evidence |

|E.g., Analyzes and selects sources that are |lacked any explanation |reasoning and forgetting |opinions and giving logical|for one’s opinion or |

|trustworthy and relevant; critiques sources if|for thoughts, opinions, |to acknowledge other |reasoning for own opinions |observations and mentioning |

|warranted and supports critique with evidence.|or observations. |opinions or observations.|or observations. |various contrast viewpoints.|

|Communication |Communication is very |Writing shows an attempt |Communicates clearly and |Communicates concisely, |

| |unclear; writing is vague|to communicate specific |with persuasion, with |persuasively, and extremely |

|E.g., Effectively communicates ideas in |and not descriptive, and |ideas or opinions, but |minimal grammatical errors |clearly with no errors, |

|writing (i.e., spelling, essay structure, APA |there are many |includes multiple errors |(i.e. spelling, structure, |using a variety of sentence |

|citation). |grammatical errors |and is repetitive or |or punctuation mistakes) |types and large vocabulary. |

| |throughout. No |simple in its structure |and a diverse vocabulary. | |

| |purpose/intent is |and vocabulary. | | |

| |apparent. | | | |

|Application |Does not apply writing or|Application of techniques|Applies appropriate writing|Applies many writing |

| |persuading techniques; |is apparent but flawed |techniques and language |techniques and uses them |

|E.g., Applies data collection techniques that |writes with inconsistent |(e.g. structure elements |conventions to enhance |together to appeal to reader|

|are appropriate to the topic and thorough. |form and sense of voice. |are there but improper). |expression. |and achieve purpose. |

Level 3 is shaded because it is the provincial standard.

APPENDIX:

Figures and Images

Figure 1: Methods of Organizing One’s Thoughts

[pic]

Figure 2: Purpose and Audience Worksheet*

[pic](Johansen 2018)

*Because this worksheet doesn’t explicitly address audience, there could be an additional worksheet on that specific topic, or students could write on a separate piece of paper who a potential audience could be for each book mentioned on the worksheet.

References

Cite any outside sources, whether academic or professional (i.e., resources used, sources of borrowed activities, etc.), in APA style.

Baharian, S. (2018). Author’s Purpose. . Retrieved from



Clarkson, K. (2011). “Kelly Clarkson - (What Doesn't Kill You) Stronger - Lyrics.” Youtube, Retrieved from

watch?v=Q4Y-FbeCX14

Johansen, D. (2018). “Author’s Purpose”. Pinterest. Retrieved from

McDonald, P. (2018). Lesson Planning: Banks Curriculum Integration [PowerPoint slides]. Retrieved from



McDonald, P. (2018). Lesson Planning: Differentiation [PowerPoint slides]. Retrieved from



Ministry of Education (2006). Language. In The Ontario Curriculum Grades 1-8 (Grade 3). Retrieved from



Scott, J. (2017). “Point of View Song- Teach 1st, 2nd, 3rd Perspective.” Youtube. Retrieved from

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