School of Education



Long Lesson Plan Template

| Lesson Design Template |

|Teacher Candidate |Rebecca Young |

|Mentor Teacher |Denise McLean |

|University Coordinator |Margie Bellmer |

|School |Omitted |

|Grade |9th-10th mixed |

|Subject |Humanities |

|Date |3/4/13 |

|1. Context for Learning – Who are the students you are teaching in this class? |

|1.1 – What is the name of the course you are documenting? |

|Persuasive Language and Writing Unit |

|1.2 – What is the length of the course? |

|2 weeks |

|1.3 – What is the class schedule? |

|90 min block period |

|1.4 – Total number of students |19 |

|1.6 – Number of students identified as gifted and talented |n/a |

|1.7 – Number of students with Individualized Education Plans (IEPs) |2 |

|1.8 – Number of students with 504 plans |n/a |

|1.9 – Attach a chart that summarizes the required accommodations or modifications for any students that will affect your instruction of this |

|lesson. Consult with your mentor teacher to complete the chart. |

|Two students have IEP plans in this classroom. |

| |

|Student 1 – requires additional time for reading, no additional time for writing identified, requires accommodations for hearing: for oral |

|presentations or direct instruction requires a seat closer to the front to hear better |

| |

|Student 2 – requires additional writing time for written assignments, suggested modifications are extended due dates or shorter writing |

|assignments |

|1.10 – Describe the range of abilities in the classroom. |

|Students range from about reading level of 4th grade to a reading level of 11th grade. Most students fall into a middle range of 7th-9th grade|

|reading level making them adequate for the course. Students overall in this class lack a critical thinking ability but are able to write and |

|convey their thoughts at a least a 7th grade level. This information comes from mentor teacher observations/assessments and students reading |

|levels scored previously in middle school. |

|1.11 – Describe the range of socio-economic backgrounds of the students. |

|On a whole, most students are coming from a poorer socio-economic status with half the student population on free and reduced lunch. School |

|Profile Report: link omitted to protect school’s identity (school profile report displays percentage of students on free/reduced lunch) |

|1.12 – Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive. |

|The class is a very diverse group with white being the minority and black or Hispanic being the majority. To make my teaching more culturally |

|responsive during this unit, I plan to have students incorporate their personal beliefs and background knowledge to make the unit more |

|approachable and connected to their personal lives. Students will be held responsible for bringing in materials such as newspapers and |

|magazines that they find interesting or that exist in their homes, bringing their culture and personal lives into the classroom. |

|1.13 – What prior knowledge, skills, and academic background do students bring to the lesson? (Consider previous learning experiences, |

|assessment data, etc.) |

|Prior knowledge that students will be bringing into this unit will include their knowledge of advertising through billboards, |

|magazine/newspaper ads, and television commercials. People today are bombarded by advertising, so students should have some prior experience |

|with some form of advertising. This will help scaffold an understanding of persuasive language that students will use when creating |

|compositions during this unit. |

|1.14 – What do you know about the students’ conversational and academic English? How do you know? |

|Students in this class have adequate conversational English as they have displayed their verbal skills through group discussions and |

|presentations. Academic English needs to be further scaffolded as students have demonstrated a lack of transfer from verbal skills to written |

|English. |

|1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class. |

|No ability grouping or tracking in the class or school. |

|1.16 – What additional needs might students have? |

|Students in this class will need additional grammar support and written language support as they have demonstrated an overall lack in writing |

|skills with only a few exceptions. This comes from previous writing assignments and assessments done by my mentor teacher throughout the |

|school year. My mentor teacher has expressed these same concerns and hopes to better scaffold writing skills and grammar usage in future |

|lessons |

|1.17 – Describe any district, school, grade-level, and/or cooperating teacher requirements or expectations that might impact your planning or |

|delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc. |

|N/A |

|1.18 – Describe any classroom rules, routines and/or classroom management issues that affect the lesson. How might you proactively address |

|those issues in your lesson design? |

|For this class, classroom management does not raise an issue except for a few key students who need to be reminded to keep on-task or focus on|

|their work. To address these issues in my lesson, I plan to have more group work or paired work to have other students be in charge of keeping|

|these key unfocused students on task. Having them do only individual work will result in not producing work. |

|1.19 – Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the name, publisher, |

|and date of publication. |

|N/A |

|2. Lesson Plan Explanation – Why are you teaching this lesson? |

|2.1 – Upon what assessment data or previous lessons are you building? |

|Students have displayed a lack of understanding on how to build an argument effectively in their writing. This lesson and unit will be used to|

|build argument writing skills and the use of persuasion in their writing. |

|2.2 – What requisite skills do students need in order to access the lesson and participate fully? |

|Students will need a basic understanding of how to write an informational essay, which they have displayed in pervious lessons. Students will |

|also need a understanding of sentence structure which has been taught previously. |

|2.3 – How does the content build on what the students already know and are able to do? |

|Students should be able to use what they have learned about informational texts and how to write them to develop claim sentences and structure|

|argument/persuasion essays. |

|2.4 – How does this lesson fit in the curriculum? |

|This lesson will help students to begin to see trends in persuasive writing and argumentative essays. Using the knowledge gained from the |

|previous lessons, students will begin to apply that knowledge to understand how persuasive arguments are structured. |

|2.5 – How does this lesson build on previous lessons or previous learning? |

|This lesson builds on students’ knowledge of informational texts and adds to the previous learning of different writing styles. |

|2.6 – How will the learning in this lesson be further developed in subsequent lessons? |

|The learning in this lesson will be further developed as the unit progresses. Students will refer back to what they learned in today’s lesson |

|as they progress and reflect on their developing understanding of persuasion and arguments in writing. |

|3. Learning Targets – What are the objectives for the lesson? |

|3.1 – What is the title of your lesson? |

| Dissecting a Persuasive Essay |

|3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.” |

|The big idea for this lesson and this unit is for students to see how persuasion is used everyday and how they can take the skills of |

|persuasion to create an effective argument which can be used to change opinions or enact people to change policies or rules in their schools, |

|lives, and government. |

|3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs. |

|CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and |

|technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion |

|differs from that of a newspaper). |

|CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, |

|or larger portions of a text (e.g., a section or chapter). |

|3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text. |

|N/A |

|3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the|

|lesson? Be concrete and specific. The objectives need to be measurable. Use action verbs. They need to be aligned with the GLEs/performance |

|expectations and EALRs/standards. |

|Students will identify the elements of a persuasive essay structure through the completion of a graphic organizer. |

|3.6 – Rephrase your learning targets using student-friendly language. |

|I will understand the structure of a persuasive essay by using a chart to identify the specific elements of an argument |

|3.7 – How will students demonstrate this? Describe observable actions. – e.g. Given (learning activities or teaching strategies), the students|

|will (assessable behaviors) in order to demonstrate (connection to EALRs/Standards). |

|The students will complete a persuasive essay graphic organizer in order to demonstrate a beginning understanding of how a persuasive |

|essay/argument is structured. |

|3.8 – What do you as the teacher know about this particular concept/topic etc.? |

|I have an understanding of what makes up a strong argument and how to use an argument to persuade an audience. My personal knowledge, |

|supplemented with various resources, can give students a clear understanding or what an argument looks like, what types of persuasion there |

|are, and how to persuade. |

|3.9 – Where did you find this information? (List specific resources, using APA style.) |

|Resources I would use: |

|Persuasive Language, Retrieved from: |

|Language of Persuasion, Retrieved from: |

|Essay Outlines & The Claim, Evidence, Commentary Model, Retrieved from: |

| |

|Augmentative Essays, Purdue Owl, Retrieved from: |

| |

|Basic Argument Essay Structure, Retrieved from: |

| |

|Structuring an Argumentation (Persuasive), Retrieved from: |

|Essay |

|3.10 – Academic Language – What are the linguistic demands embedded in the learning targets? (Consider what language and literacy skills |

|students may need to know in order to demonstrate their competency on the learning targets successfully.) |

|The linguistic demand that is embedded in the learning target is understanding the structure of an argument. Understanding how an argument is |

|structured, what it looks like, and the type of language associated with an argument of persuasion are all part of the linguistic demands |

|3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach? |

|Persuasion – n. the act of persuading or seeking to persuade, to prevail on (a person) to do something, as by advising or urging |

|Persuasive Language – n. encourages us to think or behave in a certain way, perhaps to change our opinion, make us aware of something. Or |

|encourage us to buy something. |

|Claim – n. an assertion of something as a fact |

|Argument – n. an address or composition intended to convince or persuade; persuasive discourse |

|Counter Argument – n. a contrasting, opposing, or refuting argument. |

|Hook – n. something that attracts attention or serves as an enticement |

|3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are |

|teaching? |

|Students will verbally discuss and write to express a developing understanding of the structure of persuasive arguments. |

|3.13 – Academic Language Forms – What words and phrases (implied grammatical features and syntactic structures) do students need in order to |

|express their understanding of the content you are teaching? How will you teach students the relevant grammatical constructions? |

|For this lesson, students will be exposed to persuasive language as used by the teacher and as used indirectly by the students. Students will |

|be exposed to academic language associated with the structure of a persuasive essay through their graphic organizers. |

|3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both |

|written and oral? |

|Students will have the opportunity to use their academic language through both written and verbal form in the lesson |

|4. Lesson Assessment – How will students demonstrate their learning? |

|Formative Assessment (Process) |

|4.1 – How will you know that the students are learning/working towards the learning targets? |

|Through class discussion and observation of individual work, I will be able to assess if students are developing an understanding of how |

|persuasive arguments are structured. |

|4.2 – How will students demonstrate their understanding? |

|Through the completion of a persuasive essay graphic organizer (located at the end of the lesson plan) |

|4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson. |

|These assessments will inform my teaching decisions as I will move the class forward if students overall are expressing an understanding of |

|how persuasive essays are structured during the whole class discussions or I will further scaffold the learning objectives if class discussion|

|is showing that overall students are not grasping the concept of persuasion and how it can be used. Individual instruction will be given to |

|those who exhibit struggle with the individual task. |

|Summative Assessment (Product) |

|4.4 – In what ways will the evidence document student achievement? |

|N/A |

|4.5 – How might you modify your assessment(s) for the students with whom you are working? |

|N/A |

|4.6 – How will students be able to reflect upon and self-assess their learning? |

|N/A |

|4.7 – To what extent are your assessments aligned with your objectives? |

|N/A |

|4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson. |

|Consider the following questions: |

| |

|Formative Assessment |

|In what ways will you monitor student learning during the lesson and how might this guide your instruction? |

|What specific actions do you expect to observe? |

|How will you record what you see and hear? |

|What feedback will you provide? |

|How will your feedback support students in meeting the learning targets? |

| |

|Summative Assessment |

|What evidence of student learning will you collect? |

|What criteria will you use to judge whether or not your students are meeting the learning targets? |

|What are your evaluative criteria (or rubric) and how do they measure student proficiency for your learning targets? |

|Description of formative assessment|Evaluative criteria |What the assessment is designed to |Feedback to students |

|activity | |assess | |

|Persuasive Essay Graphic Organizers|Students will complete a graphic |To assess students developing |Written Feedback; students will use|

| |organizer by choosing an editorial |knowledge of how a persuasive |feedback to inform them how utilize|

| |and dissecting its structure |essay/argument is structured |the graphic organizer to structure |

| | | |a argument. This will be important |

| | | |for later summative assessment in |

| | | |the unit. |

| | | | |

| | | |Class discussion in next lesson on |

| |Students need to answer the exit |To assess students developing |Exit Slip answers. Verbal feedback.|

|Exit Slip |slip questions and turn in before |knowledge of how a persuasive | |

| |leaving class |essay/argument is structured | |

|Description of summative assessment|Evaluative criteria |What the assessment is designed to |Feedback to students |

|activity | |assess | |

|N/A |N/A |N/A |N/A |

|4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified. |

|The linguistic demand that is embedded in the assessments is understanding how to persuasive essays/arguments are structured. Only formative |

|assessment will be used in this lesson, thus modifications do not need to occur until after the assessment has taken place to get a better |

|understanding of what students are understanding about the lesson and the unit so far. |

|4.9 – Academic Language – How is the understanding of academic language being assessed? |

|Students’ completion of the persuasive essay graphic organizer will show a beginning understanding of the academic language presented on the |

|graphic organizer. |

|5. Instructing and Engaging Students in Learning – What will happen in the lesson? |

|5.2 – What learning activities do you have planned for the students? (This describes what the students do.) |

|Students will use a graphic organizer to dissect the structure of a persuasive essay |

|5.3 – What instructional strategies will you use? (This describes what the teacher does.) |

|Direct Instruction – PowerPoint Presentation on the structure of a persuasive essay |

|Scaffolded learning – Teacher will give direct instruction on the structure of a persuasive essay, teacher and students will work together to |

|dissect a persuasive essay, students will work independently to dissect a persuasive essay. |

|5.4 – What opportunities will the students have to articulate the learning target(s), monitor their own progress, and identify support needed |

|to achieve the learning target(s)? |

|Students will have the opportunity to articulate the learning target through group and whole class discussion. Students will be able to |

|reflect on the learning objectives through an exit slip which will be assessed and addressed the next day |

|5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may be more directive (e.g., ITIP) or open|

|(constructivist). Whatever design is used, the lesson needs to be explicitly outlined. |

| |

|For example, an ITIP lesson sequence would include the following sequence: |

|Objective & Purpose ( Anticipatory Set ( Input/Activity (Modeling (Check for Understanding (Guided Practice (Independent Practice |

|For a constructivist lesson: |

|Objective & Purpose (Explore/Experiment (Hypothesize/Explain (Report/Assess |

| |

|Sufficient detail is needed to see intention of the learning experiences. Consider the following questions: |

|How will you communicate the learning targets to the students? |

|How will you communicate your expectations to the students? |

|How will you connect to your students’ previous experiences? |

|How will you link the lesson to their lives as students? |

|What are the key teacher questions or prompts? |

|What are the procedural directions for students to follow? |

|How will you explicitly teach/model or demonstrate the skill/strategy/concept? |

|How will you adapt the instructional procedures to meet the needs of the students whom you are teaching? |

|What learning activities make up the lesson? |

|What kind of examples/samples will you provide for your students? |

|How will students know where the work is going and what is expected of them? |

|What opportunities will you provide for students to practice this new skill/strategy? |

|What questions might you pose to push student thinking and check for understanding? |

|What feedback do you plan to provide? |

|How might you correct student misunderstandings? |

|What kind of opportunities will you provide students to apply this new learning and demonstrate mastery? |

|How might students evaluate their work and its implications? |

| |

|It should be clear that the learning experiences are aligned with the learning targets and assessment tasks. The sequence of lesson steps |

|should reflect: |

|Multiple approaches to learning that are responsive to the description of students provided in the Context for Learning. |

|Research and principles of effective practice. |

|A transformative multicultural perspective. |

|Attempts to stimulate problem solving and critical thinking. |

| |

|Complete the following table: |

|Provide an estimate of time. |

|List the sequence of the various learning experiences in the lesson. |

|Articulate a purpose for your selection of each significant learning activity. Focus on the choice of instructional strategies and on why |

|significant learning experiences are chosen for student engagement. Your purpose statements can help identify evidence of effectiveness in |

|your teaching. |

|Time |Learning experiences |Purpose |

|5 mins |Do Now: |To get student interest input for the day’s lesson |

| |Go to Seattle Times Editorial Page | |

| | | |

| |Look at the current editorials and pick out which editorial interests you | |

| |the most. | |

| |We will have a vote in class for which article to read. | |

| | |To introduce the structure of a persuasive essay |

|20 mins |Direct Instruction, Structure of a Persuasive Essay. PowerPoint on the | |

| |structure of a persuasive essay/argument/editorial. References: | |

| | | |

| | | |

| | |

| |b/Structuring-an-Argumentative-Essay.pdf | |

| | | |

| |Oral Reading of an Editorial from the Seattle Times: | |

| | |Editorial picked by students, student interest, and |

| | |read out loud to model oral reading. To have a |

|5 mins | |common editorial that the whole class understands |

| | |and can dissect together. |

| | | |

| | |To use the knowledge gained form the direct |

| |Whole Class Dissection of a Persuasive Essay. Students and Teacher will |instruction presentation and apply it to dissection |

| |work together to complete the Persuasive Essay Graphic Organizer (example |of the chosen editorial. |

| |at the end of lesson plan) according to the editorial read out loud. | |

|20 mins |Students will use knowledge gleaned from the direct instruction portion | |

| |and apply it to dissecting the persuasive and argumentative elements of | |

| |the editorial. | |

| | | |

| |Individual Dissection of a Persuasive Essay. Students will find and tear |To give students the chance to apply the knowledge |

| |out one editorial from a magazine/newspaper from the magazine table. |learned so far in the lesson. |

| |Students will work independently to complete a persuasive essay graphic | |

| |organizer for their selected editorial. Students will turn in their | |

| |completed graphic organizer along with their article by the end of the | |

|30 mins |period. Students who finish early will be given a copy of “I Had a Dream” | |

| |speech to be read for tomorrow’s class. | |

| | | |

| |Exit Slip – Clear and Unclear Windows | |

| |What was clear today? | |

| |What was unclear today? |To assess what students understood about the day’s |

| | |lesson and what they didn’t understand so that |

| | |re-teaching can occur if necessary. |

| | | |

| | | |

| | | |

|10 mins | | |

|5.6 – Closure – How will the key points of the lesson be articulated? |

|Key points of the lesson will be articulated through the graphic organizer. Students will need to turn in their completed graphic organizer |

|along with their article by the end of the period. |

|5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning |

|target(s)? |

|Exit Slip: Clear and Unclear Windows |

|This will inform me about what students did or did not understand about the day’s lesson and inform me of what needs to be retaught. |

|5.8 – Closure – How will students rethink and revise their understanding and work? |

|Students will be given back their persuasive essay graphic organizers with feedback to refer to as the unit progresses and as they continue to|

|dissect persuasive essays. |

|5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson? |

|PowerPoint |

|Smartboard or a plain White Board |

|5.10 – Materials – What materials will students need for this lesson? |

|Laptops |

|Magazines/Newspapers (taken from the Magazine table) |

|Writing utensil and paper |

|Persuasive Essay Graphic Organizer |

|5.11 – Grouping of students for learning – How will student learning groups be formed? |

|No Groups |

|5.12 – Management and Safety Issues – Are there management and/or safety issues (physical and/or emotional) that need to be considered when |

|teaching this lesson? If so, list them. What will you do to prepare your students for these issues? |

|Management issues will come in the form of keeping students on task during group and solo work. No safety issues. |

|5.13 – Family involvement – Describe any family involvement that accompanies this lesson. If the lesson does not explicitly require family |

|involvement, then describe how the lesson fits in with the family involvement plan for the unit. Letting parents know how the student is |

|doing in the course may also be part of the plan |

|Family involvement will come in the form of having parents help supply the magazines and newspapers that will be used in the lesson and |

|throughout the unit. Parents would have been sent an email a week before the unit started to let them know that the class would be collecting |

|magazines and newspapers to use in the upcoming unit. |

Graphic Organizer:

[pic]

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