webt Unit:_______Persuasive Arguments _______________________ Grade/Class___8th/ English____ Academic Content Standard(s)_Writing Strategies 1.1, 1.2, 1.3, Writing Applications 2.4, Written and Oral Language Conventions 1.5, 1.6, Listening and Speaking Strategies 1.8, and 1.9_____________ DIRECTIONS: Summarize your plans for the standard/focus, instructional strategies, and assessments. STANDARD(S)/ CONCEPTS/ FOCUS/TOPIC INSTRUCTIONAL STRATEGY (direct instruction, cooperative groups, individual practice, whole-class discussion) ASSESSMENT (entry-level, progress monitoring, summative) LESSON PLAN Learning elements of persuasive arguments and writing persuasive essays. Direct Instruction Group Work (identifying argument types, worksheets, answering critical thinking story questions) Individual work (practice of necessary) Whole-Class Discussion Classwork Homework Group Work Persuasive elements quizzes Persuasive Arguments Worksheets Persuasive Essay Video Clip Analysis of Mr. Deeds speech (persuasive elements used)
INSTRUCTION PLAN REFLECTION What instructional strategies and activities will you use for this lesson? Class: Activities should be varied so that students have a better chance of staying interested in the subject. Bringing in a video clip from Mr. Deeds, the speech, makes the topic relevant and fun for the students since they have all probably seen the movie. Direct instruction, group work, individual work, and tests allow students to shine in many areas and also gives them a chance to receive constant feedback. English Language Learner modifications: They would receive extra handouts about persuasive essays and the print out of the speech prior to the watching of the video. This would make them feel more comfortable with the language and analyzing it. Special Education Student modifications: Same as English Language Learner. In what ways are your instructional strategies and activities effective in measuring the learning goals for this lesson? Class: The activities are all centered around the idea of achieving the learning goals, and they all test certain aspects of the goals. All the activities test skills and offer feedback from the teacher and the other students. English Language Learner: Same. Special Education Student: Same.
INSTRUCTIONAL PLAN REFLECTION PROGRESS MONITORING ASSESSMENT What evidence (student work) will you collect during this lesson that will show the extent to which students have achieved the learning goal(s)? Class: Persuasive elements test, persuasive essay, homework, classwork, and the Mr. Deeds speech analysis. English Language Learner modifications: Same, but also extra persuasive elements handouts. Special Education Student modifications: Same as English Language Learner. In what ways are your assessment strategies effective in measuring the learning goals for this lesson? Class: Assessments show their knowledge of the acquired skills. They show the mastery of the learning goals from the beginning to the final paper. English Language Learner: Same. Special Education Student: Same. How you modify assessment of the academic content standard(s)? Class: Academic standards are considered and interpreted prior to making the unit, activities, assessments, and the lesson plans. English Language Learner: Same. Special Education Student: Same. INSTRUCTIONAL PLAN REFLECTION
How will you group students for instruction during this lesson? (based on reading level, English learner level, etc.)? Groups chosen at random, there are never permanently set groups. How did you choose the group for English Language Learner? Either they are with other English Language Learners or mixed in with the rest of the class, with one another E.L.L with them. How did you choose the group for Special Education Student? Either only with other Special Education Students or with very patient and academically strong regular students. What instructional materials and technology will you use? Paper, textbook, handouts, Mr. Deeds clip, pen, and pencil. English Language Learner modifications: Extra handouts on persuasive elements and the print out of the Mr. Deeds speech. Special Education Student modifications: Same as English Language Learner. In what ways are these grouping(s) appropriate for your students? Class: Gives students the opportunity to learn how to work well with all different kinds of academic levels in students. English Language Learner: them a chance to be comfortable in their learning environment, while at the same time challenging them academically. Special Education Student: Same as above. In what ways are the materials and technology effective? Class: All materials are provided either by the school, or by the teacher but all the students do not have to go out of their way to be able to get the tasks done. English Language Learner: Same. Special Education Student: Same.