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NEVADA STATE COLLEGE
TEACHER PREPARATION PROGRAM
LESSON PLAN FORMAT
Description of Classroom: Twelfth Grade
Mix of boys and girls
Multiple cultural backgrounds
Background:Students will pick a villain from one of the
books/short stories we read in class, or one of the books
he or she read for sustained silent reading. This lesson will
take three days, one to start the pre-writing
one to peer review and one to present. However, students will be
given a week to complete theassignment.
Content Objective(s):
SWBAT: Use prewriting strategies to plan their speech. Draft
multiple paragraphs addressing aspecific audience and purpose.
SWBAT: Revise drafts to focus ideas, eliminate irrelevant
details, strengthen voice by using making
strong word choices, and improving sentence fluency.
Language Objective(s):SWBAT: Pick their favorite villain from a
book read in class or on their own, then use prewritingstrategies
to plan written work.
SWBAT: Draft a persuasive campaign speech using
multiple-paragraphs to convince voters to vote
for the villain. This must include an introduction, supporting
details, transitions, and a conclusion thatencourages the voters to
get out and vote.
SWBAT: Revise the campaign speech, making sure it is geared
toward highlighting the positive (or
funny/ironic) positive qualities of the villain chosen. Students
will use this stage to focus ideas, make
sure the speech is organized, contains relevant details from the
reading, creates a persuasive voice for
the villain, uses proper word choice, and combines sentences to
improve fluency.
SWBAT: Read the speech in their group and be given feedback,
then make final revisions based on
feedback.
SWBAT: Present the speech to the class.
Nevada Standards:5.12.1 Use prewriting strategies to plan
written work.
5.12.2 Draft multiple-paragraph papers that address audience and
purpose; include an introduction,
supporting details, transitions, and a conclusion.
5.12.3 Revise drafts for audience, purpose, focused ideas,
organization, relevant details, voice, and
word choice; combine sentences to improve sentence fluency.
Key Vocabulary:Students will use a dictionary and thesaurus to
pick strong words. Example: Encourage, urge, unite,
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overcome, purify, etc.
Best Practices: (put an X next to those that you address in your
lesson)Preparation Scaffolding Grouping Options
X Adaptation of content X Modeling X Whole ClassX Links to
background X Guided practice X Small groups
X Links to past learning X Independent practice Partners
X Strategies incorporated X Verbal scaffolds X IndependentX
Procedural scaffolds
Integration of Processes Application Assessment
X Listening X Hands-on X IndividualX Speaking X Authentic
(Meaningful) X Group
X Reading X Linked to objectives X Written
X Writing X Promotes engagement X Oral
Teaching Strategies:Blooms Taxonomy, Gardners MI,
Myers/Briggs.
Warm Up Activity:Prewriting: Students will select their villain
and construct a circle map or bubble map listing what
they know about the character and the characters strengths and
weaknesses.
Lesson Sequence:Daily Review: We will begin the class by
discussing what a villain is and how they function within a
fictional work. What makes them bad or villains? We will hold a
whole class discussion on theseconcepts, before I explain the
activity.
Daily Objective: Students will use a character that is hard to
defend and defend them by writing a
persuasive speech as if this character were running for
president. It can be serious or funny.
Concept and Skill Development and Application: Students are
learning how to write apersuasive speech for a subject that is hard
to defend. This will help them to write essays
when they are assigned subjects they do not care about.
Guided/Independent/Group Practice: Together we will construct a
bubble map about a villain,then write a few sentences about the
character. Students will then do it on their own.
Closure: Students will reflect on what they learned and what
value they think the lesson has. Theywill explain in their own
words how this activity helps strengthen their writing.I will
explain in a few
words what my purpose for this lesson is.
Long Term Review: This will help students in future essay
construction.
Homework: Work on speech until it is complete, then revise.
Assessment: Assessment will be based on the stages of the
writing. The brainstorming, first
draft, and final draft will need to be submitted upon completion
of presentation.
Accommodations:Will be based on students IEP or specific request
by the student. ELL and GATE accommodations
will be made based on the specific student.
