Unit Theme: 9.4 It’s a Matter of Opinion Week: # 1

Teacher: Subject: English Grade: 9 th Date: From ________________ to __________________ 20____

Desired ResultEnduring UnderstandingExample: Students will understand that ...EU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation (Performance Task) (unit projects, exams, etc.) – Am I Persuaded? Memo – Persuasion Scrapbook – Persuasive Letter to Principal – Persuasive Podcast

Learning PlanSuggested Learning Activities:

Day 1 Day 2 Day 3 Day 4 Day 5Standards Listening

SpeakingReadingListening

ReadingListening

SpeakingListening

Reading

Expectations 9.L.1: Listen, support discussions, and interact with peers during read-aloud (of fictional and informational text).9. S.3: Use a variety of grade-appropriate academic formats to explain ideas giving presentations.

9.R.8: Write routinely to develop various types of paragraphs.9.L.1b: Follow turn-taking and show consideration by concurring with others.

9.R.1: Use in-depth critical reading9.L.1a: Ask relevant questions

9.S.1: Contribute to class group discussions9.L.1b: Follow turn-taking9.R.10: Read and comprehend literature9.R.1: Use in-depth critical reading

9.R.10: Read and comprehend literature

Academic Strategy

Instructional Strategy and Phase

Objective

After presenting examples of persuasive texts and identifying authors claim the student will find an example of a persuasive piece to identify persuasive elements.

Having introduced the unit by presenting several examples of persuasive text and media and discussing claim the student will debate or discuss whether or not the claims in the texts they found are convincing.

After discussing the persuasive strategy definitions the student will collaboratively read and view different persuasive pieces to identify examples of each persuasive strategy.

The student will discuss through which piece is more effective in persuading their audience.

After discussing author’s purpose claim and persuasive techniques the student will create part one of the persuasion scrapbook.

Depth of Knowledge (DOK) ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory

Region: __________________ District: ________________________

School: __________________ Reform Strategy: ________________

Desired ResultEnduring UnderstandingExample: Students will understand that ...EU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation (Performance Task) (unit projects, exams, etc.) – Am I Persuaded? Memo – Persuasion Scrapbook – Persuasive Letter to Principal – Persuasive Podcast

Learning PlanSuggested Learning Activities:

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

Initial Activities

The teacher asks essential questions EQ1/EQ2 to activate prior knowledge.

The teacher introduces the unit by presenting several examples of persuasive texts and media.

The teacher reviews elements of persuasive text.

The teacher will discuss persuasive strategy definitions (Attachment 9.4 Learning Activity - Strategy Definition)

The teacher distributes students into new groups with a representative from each of the initial groups.

The teacher collects magazines, pamphlets, speeches, etc. and accesses (or prints out) student-friendly websites with advertisements.

Development Activities

The teacher conducts read aloud and think aloud regarding the subject and the claim or message of each text or media example

The student presents the text or media.The students share his/her observations with a group of three other students.

The teacher assigns students to one of four groups.Each group sits at a table or computer (if technology is available) with a different persuasive piece.

The students collaboratively read and view the piece, writing examples of each persuasive strategy that they find in the examples column of Attachment: 9.4 Learning Activity-Strategy Definition.

In the new groups, each student presents the text/media that he or she read and the persuasive strategies that he or she found.

The students take turns listening, presenting, and asking questions for clarification

The student creates a scrapbook with at least five pages for five different persuasive texts/media.On each page the student pastes a copy of a different persuasive text.

Closing Activities The teacher explains that the author’s purpose or main point in a persuasive text is called the claim. The teacher thinks aloud about whether or not the claim is

The students debate or discuss whether or not the claims in the texts they found are convincing.

The students will collaboratively read and view different persuasive pieces to identify examples of each persuasive strategy.

The students discuss which piece was more effective in persuading its audience.They use examples from the texts to support their

The student circles all examples of persuasive techniques that he/she finds in each text/media.

Desired ResultEnduring UnderstandingExample: Students will understand that ...EU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation (Performance Task) (unit projects, exams, etc.) – Am I Persuaded? Memo – Persuasion Scrapbook – Persuasive Letter to Principal – Persuasive Podcast

Learning PlanSuggested Learning Activities:

convincing and justifies all ideas with evidence from the example.The teacher distributes attachment 9.4 Learning Activity - Persuasion Is All Around You that is going to be used to guide the homework

assertions.

Formative Assessment – Other evidence

Attachment 9.4 Learning Activity - Persuasion Is All Around

Attachment 9.4 Learning Activity - Strategy Definition

Performance task # 1 Persuasion Scrapbook

Materials

Homework

The student finds an example of a persuasive piece from the newspaper, television, radio, magazine, or billboard and completes the activity Persuasion Is All Around You to be presented during the next class.

The student writes a response independently to explain each persuasive strategy and provide one example of each from the texts.

Differentiated Instruction Strategies

___ Special Education___ LSP/LEP___ Section 504___ Gifted

Teacher Reflection

Unit Theme: 9.4 It’s a Matter of Opinion Week: # 2

Teacher: Subject: English Grade: 9 th Date: From ________________ to __________________ 20____

Desired ResultEnduring UnderstandingStudents will understand how to apply and use persuasive language and produce a persuasive textEU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast

Learning PlanSuggested Learning Activities:

Day 6 Day 7 Day 8 Day 9 Day 10Standards Reading Reading

SpeakingListening

SpeakingListening

WritingLanguageReading

WritingLanguageReading

Expectations 9.R.8: Delineate and evaluate arguments9.R.2I: Analyzing development of text

9.R.2I: Analyzing development of text9.S.3: Use variety of content specific academic words9.L.1a: Ask and respond to relevant questions

9.S.3: Use variety of content specific academic words9.L.1a: Ask and respond to relevant questions

9.W.7: Draw evidence from text9.LA.2: Demonstrate command of English Conventions 9.R. 2l: Provide a summary

9.W.7: Draw evidence from text9.LA.2: Demonstrate command of English Conventions 9.R. 2l: Provide a summary

Academic Strategy

Instructional Strategy and Phase

Objective

After discussing author’s purpose claim and persuasive techniques the student will create part two of the persuasion scrapbook.

After discussing author’s purpose claim and persuasive techniques the student will create part three of the persuasion scrapbook.

Once the student has completed the persuasion scrapbook they will present the product to the class.

After listening to a read aloud of a persuasive children’s book the student will distinguish effective an ineffective persuasion strategies.

Once the student read a persuasive children’s book they will identify effective and ineffective persuasion techniques to write a paragraph explaining how they knew certain techniques were effective/ineffective

Region: __________________ District: ________________________

School: __________________ Reform Strategy: _________________

Desired ResultEnduring UnderstandingStudents will understand how to apply and use persuasive language and produce a persuasive textEU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast

Learning PlanSuggested Learning Activities:

Depth of Knowledge (DOK)___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

Initial Activities

The teacher makes sure the student have circled all examples of persuasive techniques in each text/media they will include on the persuasive scrapbook.

The student will identify, which text in his/hers scrapbook was the most effective at persuading him/her.

The student will pick up their turn for the oral presentations.

The teacher reads aloud a persuasive children’s book (teachers selection)

Review effective and ineffective persuasion strategies.

Development Activities

The student writes a blurb for each page to explain the author’s purpose or claim, and the big names, logos, pathos, ethos, kairos, and research used in the piece.

Once the student have identified the most effective text/media will write an overall summary of it.

The student orally presents his/her scrapbook to the class.

The teacher poses literal comprehension questions which students answer using think/pair/share with a partner.The teacher models with a think aloud how to determine the effectiveness of the character’s persuasion in the text

The student independently reads a children’s persuasive book (see Literature Connections) and completed a t-chart to note effective and ineffective persuasion techniques from the text.

Closing Activities

Students will revise their work. The student explains why it’s the most effective one by referencing specific techniques used by the author.

The student provides feedback of the scrapbook to their class.

The teacher refers to explicit examples in the model text and states the effect of those effective and ineffective techniques on the character.e teacher creates a t-chart to write these examples of effective and ineffective persuasion strategies and posts it for future reference.

Using examples from the text, the student then summarizes his/her observations by writing a paragraph to explain how he/she knew certain techniques were effective / ineffective.

Desired ResultEnduring UnderstandingStudents will understand how to apply and use persuasive language and produce a persuasive textEU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast

Learning PlanSuggested Learning Activities:

Formative Assessment – Other evidence

Performance task # 1 Persuasion Scrapbook

Performance task # 1 Persuasion Scrapbook

Performance task # 1 Persuasion Scrapbook

T-CHARTT- chart

Materials

Homework

Differentiated Instruction Strategies

___ Special Education___ LSP/LEP___ Section 504 ___ Gifted

Teacher Reflection

Unit Theme: 9.4It’s a Matter of Opinion Week: # 3

Teacher: Subject: English Grade: 9 th Date: From ________________ to __________________ 20____

Desired Result Enduring UnderstandingStudents will understand how to apply and use persuasive language and produce a persuasive textEU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation – Performance Task: Am I Persuaded? Memo – Persuasion Scrapbook – Persuasive Letter to Principal – Persuasive Podcast

Learning PlanSuggested Learning Activities:

Day 11 Day 12 Day 13 Day 14 Day 15Standards Reading Writing Reading

ListeningLanguage

ReadingLanguage

Writing

Language

Expectations 9.R.1: In-depth critical reading to explain ideas9.R.6I: Conflicting evidence or viewpoints 9.R.8: Delineate evidence in text

9.W.1: Justify opinion and positions9.W.1a : Expressing and clarify view points

9.R.4l: Determine meaning of words including figurate speech9.L.1a: Ask and respond to relevant questions9.LA.3: Apply knowledge of language functions9.LA.5a: Interpret figure of speech

9.R.4I: Determine meaning of words including figurate speech9.LA.5a: Interpret figure of speech 9.W.7: Draw evidence from text

9.LA.3a: Use verbs in active or passive voice

Academic Strategy

Instructional Strategy and Phase

Objective After reading a text with a partner the student will identify irrelevant evidence and explain why the evidence doesn’t support the author’s claim.

Having discussed effective and ineffective persuasion strategies students will write a summary indicating whether or not they were convinced by the persuasive message of the text.

After students listen to a debate read out loud they will make inferences about why the author might use the idioms or figure of speech in a persuasive text.

Having discussed the use of idioms on a debate and considered whether or not they strengthened the arguments students will write a reflective summary about the effect of the figures of speech on a

After reviewing active and passive voice students will reviews a portion of the debate used in an earlier lesson and annotates or color codes where the author used passive voice or active voice.

Region: __________________ District: ________________________

School: __________________ Reform Strategy: ________________

Desired Result Enduring UnderstandingStudents will understand how to apply and use persuasive language and produce a persuasive textEU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation – Performance Task: Am I Persuaded? Memo – Persuasion Scrapbook – Persuasive Letter to Principal – Persuasive Podcast

Learning PlanSuggested Learning Activities:

persuasive tone

Depth of Knowledge (DOK)___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

Initial Activities

The teacher will explain what could be classified as irrelevant evidence and offer some examples.

The teacher prepares folders with two or three persuasive messages about the same topic

The teacher brainstorms about idioms and figure of speech. The teacher defines an idiom or figure of speech as a combination of words that had meaning.

Oral review of figures of speech and idioms and their use on persuasive text.

The teacher reviews the active and passive voice

Development Activities

The teacher presents a different text or media example that includes irrelevant evidence (see Literature Connections).

The teacher underlines examples of irrelevant evidence and explains that it doesn’t support the author’s claim.

In a text the student identifies the writer’s claim, explains the persuasive strategies used, analyzes the effectiveness of the strategies, and identifies irrelevant evidence.

The student provides suggestions to the writers of the message about what they could do to more effectively persuade the audience to agree with the claims.

The teacher reads aloud one text from a debate and stops to repeat any idioms or figures of speech that the writer used.

The students complete a similar chart using a text from the other side of the debate discussed on the previous day.

The teacher leads a discussion about the use of idioms in both texts and whether or not they strengthened the arguments of either side. (Questions such as: How did the idioms reflect the tone or purpose of the writer? Were the idioms or figures of speech helpful in persuading the audience).

The teacher reads aloud a brief paragraph that includes both active and passive voice.The teacher thinks aloud to explain several examples of both types of voice.

Each student receives two index cards with active and passive written on them.

The teacher reads or displayssentences and students hold up the active index card when the sentence uses active voice and the passive index card when the sentence uses passive voice.

Closing Activities The student reads another text with a partner to underline

The student writes a summary to indicate whether or not he/she

The teacher charts the idioms, their possible meanings based

Citing examples from either text, the students write a

Students will review a portion of the debate used in an earlier

Desired Result Enduring UnderstandingStudents will understand how to apply and use persuasive language and produce a persuasive textEU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation – Performance Task: Am I Persuaded? Memo – Persuasion Scrapbook – Persuasive Letter to Principal – Persuasive Podcast

Learning PlanSuggested Learning Activities:

irrelevant evidence and annotate the reasons why the evidence doesn’t support the author’s claim.

was convinced by the persuasive messages and which of the text The student frequently cites examples from the texts to support his/her assertions.

on the context, and an inference about why the author might have used the idiom.

reflective summary to synthesize their thoughts on the effect of figures of speech on a persuasive tone.

lesson and annotates or color codes where the author used passive voice or active voice.

Formative Assessment – Other evidence

Performance Task # 2 Am I Persuaded? Memo)

Graphic organizer Reflective writing Active or Passive? Game &Color Coding exercise

Materials

Homework

Differentiated Instruction Strategies

___ Special Education___ LSP/LEP___ Section 504 ___ Gifted

Teacher Reflection

Unit Theme: 9.4 It’s a Matter of Opinion Week: # 4

Teacher: Subject: English Grade: 9 th Date: From ________________ to __________________ 20____

Desired ResultEnduring UnderstandingExample: Students will understand that ...EU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation (Performance Task) - (unit projects, exams, etc.) - Summative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast

Learning PlanSuggested Learning Activities:

Day 16 Day 17 Day 18 Day 19 Day 20Standards Reading Writing

LanguageWriting

LanguageListeningSpeaking

ReadingListeningSpeaking

Expectations 9.R.4I: Analyze the impact if specific word choices

9.W.4: Develop and strengthen writing9.W.8: Write routinely to develop various types of paragraphs9.LA.1: Conventions of English

9.W.4: Develop and strengthen writing9.W.8: Write routinely to develop various types of paragraphs9.LA.1: Conventions of English

9.L.1: Listen, support discussion, and interact9.S.2a: Evaluate complex instruction and information9.S.2b: Explain information

9.R.4I: Determine meaning of words9.L.1b:Follow turn taking and show consideration9.S.1: Contribute to class9.S.3: Use a variety of grade-appropriate social and content –specific academic words

Academic Strategy

Instructional Strategy and Phase

Objective

After the students review persuasive materials in the classroom library the student draws conclusions about which type of voices are used more often by persuasive writers and explains why that might be the case.

Given enough practice and discussion of persuasive techniques in language the student will write a draft on their persuasive letter to the principal about an issue in the school community.

Once the students have written a draft, they will peer review and edit to complete their persuasive letter to the principal about an issue in the school community.

At the end of the lesson the student will listen to a speech and evaluate the speech effectiveness in persuading the audience.

After students take turns reading sections of the speech they will write reflections to evaluate which speakers were more effective.

Region: __________________ District: _________________________

School: __________________ Reform Strategy: __________________

Desired ResultEnduring UnderstandingExample: Students will understand that ...EU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation (Performance Task) - (unit projects, exams, etc.) - Summative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast

Learning PlanSuggested Learning Activities:

Depth of Knowledge (DOK)___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

Initial Activities

The teacher will write sentences on the board and students will place index cards beside the sentences to review the use of active and passive voice.

The teacher will discuss the rubric for the performance task activity.

The teacher leads a brainstorm to create a list of possible persuasion topics.

*The teacher will review with the students the peer review guideline.

The teacher will brainstorm what the students know about speeches.

The teacher distributes copies of another persuasive speech.

Development Activities

Students will go thought the classroom library and review persuasive materials.

Students will create a T-chart with examples of active and passive voice.

The teacher divides the students in groups of three who will work on the same issue.

The students will complete a web to generate reasons for his/hers persuasive claim

The students trade papers and evaluate each other using the rubric. Then each partner completes the Peer Review Guidelines handout. (See Attachment: 9.4 Performance Task- Peer Review Guidelines).

The students edit each other’s papers for grammar, spelling, and conventions using a color pencil.

The teacher plays a recording of the persuasive speech so that students can hear the intonation, inflection, etc. of the speaker

The teacher asks WH questions about the recording.

The teacher plays the recording for second time.

The teacher breaks into partnerships to read sections of the speech out loud to each other.

The students take turns reading sections of the speech

Closing Activities The student draws conclusions about which type of voices is used more often by persuasive writers and explains why that might be the case.

The student uses his/her Persuasive Topic Exploration sheets to outline the body of his/her letter.

The student orally presents his/her letter to a different partner who chose a different topic on which to persuade the principal.

The student evaluates the speech using the Persuasive Speech Rubric to guide his/her listening. (See Attachment: 9.4 Learning Activity- Persuasive

The student listens and gives feedback to their classmates according to the Persuasive Speech Rubric

Desired ResultEnduring UnderstandingExample: Students will understand that ...EU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation (Performance Task) - (unit projects, exams, etc.) - Summative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast

Learning PlanSuggested Learning Activities:

The student analyzes whether or not active or passive voice is more effective when attempting to persuade an audience to believe a claim.

The student composes a rough draft of the letter using the outlines.

Speech Rubric).

Formative Assessment – Other evidence

Passive and active activityT-Chart

Performance Task : Persuasive letter to Principal

Performance Task : Persuasive letter to Principal

Attachment: 9.4 Learning Activity- Persuasive Speech Rubric

Materials

HomeworkThe student underlines any times he/she used active voice or figures of speech in order to persuade in their drafts.

Differentiated Instruction Strategies

___ Special Education___ LSP/LEP___ Section 504___ Gifted

Teacher Reflection

Unit Theme: 9.4 It’s a Matter of Opinion Week: # 5

Teacher: Subject: English Grade: 9 th Date: From ________________ to __________________ 20____

Desired ResultEnduring UnderstandingExample: Students will understand that ...EU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation (Performance Task) - (unit projects, exams, etc.) - Summative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast

Learning PlanSuggested Learning Activities:

Day 21 Day 22 Day 23 Day 24 Day 25Standards

Expectations 9.LA.3: Apply knowledge of language to understand how language functions in different context9.S.1:Contribute to class9.S.3: Use a variety of grade-appropriate social and content –specific academic words

9.L.1.d: Listen to a variety of literature9.W.8: Write routinely to develop various types of paragraphs9.LA.1: Demonstrate command of the convention of English grammar

9.W.1a: Express and clarify viewpoints and opinions, take and defend positions that differ from others9.W.8: Write routinely to develop various types of paragraphs

9.LA.1: Demonstrate command of the conventions of English grammar9.LA.2: Demonstrate command of the English conventions9.LA.3: Apply knowledge of language to understand how language functions in different context

9.S.4: Persuade others through debates9.S.6: Plan and deliver a variety of oral presentations9.L.1: Listen, support discussion, and interact

Academic Strategy

Instructional Strategy and Phase

ObjectiveAfter listening to various speeches student will write a reflection to evaluate which speakers were more effective.

After listening to sample podcast student will identify elements of persuasive technique in podcast.

In order to accomplish the performance task students will draft the script for the podcast.

In order to accomplish the performance task students will revise and edit the script for the podcast.

As a final activity of the unit students will share and evaluate each other’s podcast.

Depth of Knowledge (DOK) ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory

Region: __________________ District: ________________________

School: __________________ Reform Strategy: ________________

Desired ResultEnduring UnderstandingExample: Students will understand that ...EU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation (Performance Task) - (unit projects, exams, etc.) - Summative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast

Learning PlanSuggested Learning Activities:

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Skill / Concept___ Strategic Thinking___ Extended Thinking

Initial Activities

The teacher reviews the previous lesson.

The teacher creates a listening center that features speeches for students to listen to and evaluate.

The teacher selects a sample podcast and introduces it by briefly discussing podcasts.

The student brainstorms a topic about which he/she would like to persuade his/her family.

The student revises the podcast using the given format as a guideline but he/she may have more points to articulate.

The teacher discusses the rubric criteria that will be used for the podcast.

Development Activities

The student writes reflections to evaluate which speakers were more effective..

The teacher plays the podcast the first time, so students listens the overall claim.

The teacher distributes a handout that explains guidelines for persuasive speaking. (See Attachment: 9.4 Performance Task- Elements of Persuasive Speaking).

The student add figure of speech and examples of active voice to his/hers script of the podcast.

Students listen to other podcast and evaluate it using a rubric.

Closing Activities

Student explains his/her reasoning by citing relevant examples from the speeches.

The teacher plays the podcast the second time, to identify elements of persuasive techniques

The student writes a draft of his/her podcast script. (See Attachment: 9.4 Performance Task- Persuasive Podcast Sample Format).

The student edits the scrip for the podcast before recording it.

The student provides feedback to their classmates and suggestions may be given.

Formative Assessment – Other evidence

Other evidence (Reflections) (Performance Task # 4Persuasive Podcast)

(Performance Task # 4Persuasive Podcast)

(Performance Task # 4Persuasive Podcast)

(Performance Task # 4Persuasive Podcast)

Materials

Homework Recording the podcast using technology integration

Desired ResultEnduring UnderstandingExample: Students will understand that ...EU1. Literature both reflects and contributes to knowledge.EU2. Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.EU3. Deliberate word choice positively impacts persuasive writing.EU4. Persuasive writing has power and can affect lives and viewpoints.

Assessment EvidenceSummative Evaluation (Performance Task) - (unit projects, exams, etc.) - Summative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast

Learning PlanSuggested Learning Activities:

Differentiated Instruction Strategies

___ Special Education___ LSP/LEP___ Section 504___ Gifted

Teacher Reflection