L2+Sprague,+Karina

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: ** Karina Sprague **__Lesson #:__** 2 **__Facet:__** Empathy

 **__Grade Level__:** 8th grade **__Numbers of Days:__** 2

 **__Topic:__** Persuasion

 **__PART I:__**

 **__Objectives__**

 Student will understand that that they must research and understand their topic. Students must also understand the reasoning behind the arguments surrounding their current event topic.

 Student will know what order to present information in and how to glean important information. Students will also understand the meaning of argument.

 Student will be able to consider the opposing side(s) of the argument.

 Product: Interactive Persuasion Map

 **__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

 Common Core Standards

 Content Area: Speaking and Listening

 Grade Level: 8th Grade

 Domain: Speaking

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Standard: Presentation of Knowledge and Ideas

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cluster(s): 4 and 5

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Rationale:** Students will be able to determine the different arguments surrounding a topic, and how to present these arguments in a non-bias fashion.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Assessments__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Formative (Assessment for Learning)__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section I – checking for understanding during instruction**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The teacher will use a fist-5 technique to assess the students understanding throughout the lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section II – timely feedback for products (self, peer, teacher)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will use a checklist to peer assess their partner's persuasion map. The teacher will use the same checklist to assess the persuasion maps.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Summative (Assessment of Learning):__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The teacher will collect and assess the interactive persuasion maps at the end of the lesson to assess the students' learning. The persuasion maps will show that the students understand the difference between arguments, recognize their position on the topic, and understand the main ideas of their current event topic.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Integration__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Technology:**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will use laptops and the internet to create interactive persuasion maps.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Content Areas:**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Social Sciences: Students will research a current event and present the argument(s) and debates surrounding the topics.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Groupings__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section I - Graphic Organizer & Cooperative Learning used during instruction**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will use an interactive persuasion map to plan the arguments that they will use to supplement their position paper (next lesson). Students will be randomly paired up using a numbered heads technique. During their time with their partners, students will give each other assistance, suggestions, and peer review each others persuasion maps.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section II – Groups and Roles for Product**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will be randomly paired by using the numbered head technique. Although students are creating their own interactive persuasion maps, they will assist their partners by giving advice, suggestions, and by peer reviewing the interactive persuasion maps.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Differentiated Instruction__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__MI Strategies__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Students will use a persuasion map as a graphic organizer to plan their argument**.**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Students will be able to type their arguments for and against their current event.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** Students will be able to see the sequence of their argument in the graphic organizer.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** Students can create a ryhme or a song to use in their future presentation to portray their argument.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Students will create their own persuasion maps.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will collaborate with partners to review their arguments.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** Students can act out their argument with their partners during review time.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Students may support their arguments using examples from nature or choose a current event topic about nature.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Modifications/Accommodations__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Plan for accommodating absent students:** Students will have homework buddies that will record notes from class and e-mail them to their absent partners. The notes will include directions and suggestions for filling out the persuasion maps, as well as idea's that were shared during the partner exercises. If both partners are absent, the teacher will send these notes. Any worksheets or assignments will be left in an absent folder. Students will have extra time to make up missed assignments.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Extensions__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Type II technology:**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will create an interactive persuasion map to show the different arguments and debates surrounding their current event topic. This is type two technology because students can collaborate with each other online, and the maps can be accessed from multiple computers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Gifted Students:**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> As an additional challenge, students may explain more than one argument. They can do this by creating multiple persuasion maps, or by adding many branches to one map(see content notes).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Materials, Resources and Technology__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*Persuasion maps (see sources)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*Laptops//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*Internet Access//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*Checklists//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Source for Lesson Plan and Research__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*// <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">/-Interactive Persuasion Map

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__PART II:__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Teaching and Learning Sequence__ (Describe the teaching and learning process using all of the information from part I of the lesson plan)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The desks in the classroom will be set up in pairs for easy transitions into work time with partners.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Day 1: (80 Minutes)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will introduce the lesson by asking students if they could carry on an educated and knowledgeable argument...and win? (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The students will have a short discussion about their experience with debates. (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will count off the students by number heads, and the students will transition into the partner seating (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*//Once with their partners, the students will introduce their current event topic and discuss the arguments/debates that surround their topic. (20 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*//The teacher will regain the students attention and ask for a fist-5 explaining how much the students understand the arguments surrounding their topic (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*//The teacher introduce the interactive persuasion maps and give a tutorial (15 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*//The students will create a draft interactive persuasion map to practice using the program and to brainstorm ideas (15 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*//The teacher will give another fist-5 to assess how comfortable the students are with the persuasion maps and give an overview of tomorrows lesson (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Day 2: (80 minutes)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The students will come into class and sit with their partners so the teacher can pass out the checklists that will be used to assess the persuasion maps(5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will go over the checklists and answer any questions that the students have about the checklist or the persuasion maps (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The students will work on their interactive persuasion maps (45 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The students will post the persuasion maps onto the class wiki and their partners will peer assess the maps using a checklist(15 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The students will pass in the peer assessments and give on more fist-5 to tell how happy they are with their persuasion maps (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Content Notes__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Student will know what order to present information in and how to glean important information. Students will also understand the meaning of argument. (See Content Notes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> During the first day of the lesson, the teacher will ask the students if they think they could carry on a knowledeable argument and win? This will lead into a class discussion, hopefully with minimal input and direction from the teacher. However, it may be necessary to ask the students when they might have to participate in an educated argument in everyday life. After the end of the discussion, which should only last about 15 minutes, the teacher should count off the students to create groups of two, or partners. (total number of students/2=count up to that number twice) There may have to be a group of 3 if there are an odd number of students or if someone is absent. The students will split apart and sit with their partners. Once all the partners are together, each student will take turns telling their partner about their current event topic and introduce the arguments/debates surrounding their argument. The students should be urged to help each other figure out/dig deeper into the arguments surrounding their topic. The partners might have a new outlook on the topic, which could add another argument. During this time, the teacher should walk around and observe the conversations, answer questions, and give suggestions if students seem stuck or confused. After the students talk to each other for around 20 minutes, the teacher will regain the students attention by standing in front of the room and raising their hand. Once all the students respond by ending their conversations and raising their hands, the teacher will ask for a fist-5 to show how comfortable each person is with the arguments surrounding their topic. fist-I have no idea what the arguments are, 5-I could make a valid speech for every argument. Next, the teacher will give the students a tutorial for the interactive persuasion maps. The students will get onto the site using the link that is posted on the class wiki. Once every student is on the site, the teacher will begin the tutorial. First, the students have to put in their name. After they created a persuasion map, they can start adding to it. At this point, the students only need to create outlines or lists for each of the arguments. The interactive map will direct the students and explain what part of the argument they should be writing about. The students will get 15 minutes to brainstorm idea's and create their lists/outlines on the persuasion maps. After the students finish their map, they will print out a copy to use tomorrow. The teacher will close the class with a fist-5 as the students walk out the door. fist-I don't understand it/I didn't do any of it, 5-I know exactly what I'm doing and I got it all done.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> On the second day, the students will come in and sit with their partners. The teacher will pass out the checklists that the students will use to peer assess the interactive persuasion maps. The students will be assessed on content(did they include every argument, do they clearly understand the argument, is it obvious what the different arguments are, are the explanations in paragraph form) and technology use (did the students use the map correctly, was their map finished/passed in). Students will work on their interactive persuasion maps for 45 minutes. The students will use their drafts from the day before to expand their final drafts and add more information. The teacher will walk around during class, observe students, make sure students are working on the appropriate assignment, and answer any questions that the students have. After the 45 minutes are up, the students will post their final map onto the class wiki. The students will then peer assess their partners maps. Once the students finish the peer assessment, they will pass in their first draft, their peer assessment checklist, and give a final fist-5 to show how happy they are with their map. Fist-Can I redo it?, 5-It's perfect! The teacher will assess the maps using the checklist and give feedback during the next class.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Handouts__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*Checklists for peer and teacher assessments of the persuasion maps//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Maine Standards for Initial Teacher Certification and Rationale__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//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.//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//__Learning Styles__//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Clipboard://** organization, structure, visual directions, clear closure, sequential learning, clear procedures, clear expectations

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Microscope://** discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Puppy://** comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Beach Ball://** adaptive environment, various manipulative, extensions to activities and personal freedom

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Rationale://** During this lesson, the students will be expanding on their chosen current event topic. The students will use an organized and directed interactive persuasion map to plan the arguments surrounding their topic. The students will work in pairs and support each other throughout the process.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Content Knowledge**: The teacher will have to know how to use an interactive persuasion map, how to determine the different arguments surrounding a current event, and how to present these arguments in a non-biased way. The teacher will be able to teach the students this information through tutorials and being available to answer questions throughout the process.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//CCSS: Speaking and Listening//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Facet: Empathy: Students will understand other people's opinions and feelings by learning about the arguments that surround their topic.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Rationale://**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//MI Strategies://**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal-Linguistic**: Students will be able to type their arguments for and against their current event

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical/Mathematical**: Students will use a persuasion map as a graphic organizer to plan their argument

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual/Spatial**: Students will be able to see the sequence of their argument in the graphic organizer

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Bodily/Kinesthetic**: Students can act our their argument with their partners during review time.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical**/**Rhythmic**: Students can create a ryhme or a song to use in their future presentation to portray their argument

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal**: Students will build the persuasion maps on their own

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal**: Students will collaborate with partners to review their arguments

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Students may support their arguments using examples from nature

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Type II Technology://** Students will use an interactive persuasion map online to plan their arguments, then post the map on the class wiki so it can be accessed from any computer.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Rationale//**: By allowing the students to pick the subject of their research, they are able to support their research using many different types of intelligences. Students may choose a current event topic and a research path that suits their desired intelligence.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Formative:** The teacher will asses the students understanding by using the fist-5 technique. The teacher will also assess the students progress and understanding by collecting the first drafts of the persuasion maps, and by observing the students work throughout the lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Summative**: The teacher will collect the final persuasion map along with the draft. The final map will portray the students understanding of the arguments surrounding their topic. By comparing the final map to the draft, the teacher can understand the growth of the student.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Rationale: The teacher shows their understanding of this standard by administering multiple types of assessments that can be easily altered to fit the needs of every student. Also, the teacher is collecting assessments at multiple different times throughout the lesson. The teacher can compare these assessments to better understand the students growth. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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