Kelly's+Lesson+Outline

This is a very methodical and hands-on unit. Although most of the prompts are intriguing, the best topics come from the students. On day 5, 6, or 7 consider asking students what school controversies already exist: there may be dress codes or restrictions or program cutbacks that concern students. You might help students reflect on what are the strongest kinds of evidence: single-opinion, survey opinion, expert opinion, factual data, statistics, etc. Once they have some evidence, give them time to draft an argument before outlining. It will capture their voice and help them "hear" the argument as they write.

10/10

“Better Than”

**Day 1 **

 * Writing Prompt ** (for the 1st 10 days, students will be given the first 5 minutes to complete a writing prompt. This is to help students immediately focus upon entering the classroom. It also gives the teacher a chance to get organized and take attendance.): **[School Uniforms] ** There has been a problem in local schools with discipline and violence. Your school board has decided to institute a school uniform policy in order to cut down on these problems, based on the positive examples that they have seen at other schools. What is your position on this issue?


 * Purpose **

As an introduction to the unit on persuasion, students will engage in a preliminary activity called, “Better Than.” The purpose of this activity is to introduce the idea of persuasion and evaluate their prior knowledge on the concept.


 * Preparation **

Show Superman-Batman clip as a representation of something they could produce

[]


 * Procedure **
 * Students will form groups of 4.
 * Each group will come up with a topic: “X is better than Y.”
 * Students will get the topic approved by teacher.
 * Group of 4 will split into 2 groups of 2. Each pair will take the opposing side: “X is better than Y” or “X is NOT better than Y.”
 * With the time left in class, groups will create their arguments. The object of this is to assess what students already know about persuasion thus teacher involvement/help should be kept to a minimum.
 * Students will be required to make 3 clear points supporting their claim.
 * On day 3, students will present a (NO MORE THAN) 2 minute speech in which between the 2 group members, they must persuade their classmates that they are correct.


 * Assessment **

As homework, students will continue to brainstorm ideas to support their topic. NO EVIDENCE can be used in their speech, ONLY PRIOR KNOWLEDGE. Students will be encouraged to utilize a visual aide during their presentation.


 * Day 2 **


 * Writing Prompt: [Locker Searches/Personal Searches] ** The principal at your school has instituted random locker and backpack/book-bag searches to check for guns, knives, and other weapons. Anyone caught with these weapons will be immediately suspended. The principal argues that the random searches will not only guard against illegal weapons at school but will also will help students feel safer. What is your position on this issue?


 * Purpose **

This class period will be dedicated to allowing time for students to work with their partners in order to finalize 3 key points, visual aide, and practice speech.


 * Preparation **

Students will need to refer to previous day’s work.


 * Procedure **
 * At the beginning of class, teacher will provide students with rubric of expectations for speech. The use of notecards will be encouraged but not required-again, the goal is to evaluate prior knowledge and ability.
 * The rest of the time will be dedicated to students working cooperatively within their partner. It will be encouraged for students to practice their speech ahead of time. Both people must talk within the 2 minute speech.
 * Teacher will be available to answer any questions throughout the class period.


 * Assessment **

Students will be required to come prepared to class tomorrow with their visual aid and speech.


 * Day 3 **


 * Writing Prompt: [Too Much Homework] ** Some of the parents at your school have started a campaign to limit the homework that teachers can assign to students. Teachers at your school have argued that the homework is necessary. What is your position?


 * Purpose **

Students will be presenting their speeches today. The purpose of this is for the teacher (and student) to evaluate where their persuasive technique currently lies.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

The classroom will be set up in a circle. Students who are presenting will be at the front of the classroom ready to with the teacher sitting in the back of the room. A list of the order in which groups will be presenting will be posted on the wall to ensure that transitions between speeches run smoothly.


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * Each pair will have 2 minutes to present, they will be cut off if they go over the time.
 * Transition time between groups should be kept to a minimum.
 * Students are not required but are encouraged to take notes of positives and negatives during presentations, they will be helpful for upcoming discussions.
 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Reflection #1 : Students will write a 3 paragraph reflection for homework: Paragraph 1 will answer the question: What went well with the speech?, Paragraph 2: What went wrong with the speech?, and Paragraph 3: What could have made my speech better?

“Elements”


 * <span style="font-family: 'Calibri','sans-serif';">Day 4 **


 * <span style="font-family: 'Calibri','sans-serif';">Writing Prompt: [Censorship] ** Your local public library has come under criticism for allowing patrons under the age of 18 to check out books that are unacceptable. The books are either explicit, describe graphic violence, or use questionable language. Most recently, a high school senior checked out James Joyce's //<span style="font-family: 'Calibri','sans-serif';">Ulysses //. The student's parents did not approve of the student reading the book and complained to the town council. As a result, the council is considering removing all questionable books from the library. What is your position on this issue?


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

The purpose today is to review and discuss the previous day’s presentations. From this experience, students will then delve into persuasive elements and evaluate how well they incorporated these elements into their speech.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

Students will come to class with their reflection written for homework. The teacher will lead a (roughly) 15 minute discussion based on these reflections, offering students an opportunity to share and reflect. If students are lacking in conversation, some prompt questions could include:

Consider giving these questions out in advance.
 * What was your favorite speech? Why? What made it persuade you?
 * Draw from a specific speech as an example and ask the class how it made them feel.
 * Who changed their mind based on what was said in a speech? Which one and why?
 * Was it hard not to use facts or evidence? Do you think it would have helped your case?
 * Is it important to be able to decipher between fact and opinion? How does it affect your decision making?
 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * After the discussion, students will take notes on the basic elements of persuasion from this presentation (presented and elaborated on by teacher): Click on 2nd link “Persuasive Strategy PowerPoint Presentation”: []
 * (Optional) During presentation, provide students with this accompanying handout: []
 * Narrow in on “Logos,” “Pathos,” “Ethos,” and “Kairos” in 4 groups. Each group will have 1 of these. From their notes, they will have the definitions.
 * Each group will rank all 4 elements then defend the position of their group’s element. Their defense could include specific examples, references to effectiveness in previous day’s speeches, and/or creating a short example implementing their element.
 * Each group will write their rankings on the board then delegate 1 group member to present their defense.
 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Reflection #2: Students will write a reflection on how the 4 main elements of persuasion affected their own persuasive speeches. What was missing? Which of these could have made it better?

“Types”


 * <span style="font-family: 'Calibri','sans-serif';">Day 5 **


 * <span style="font-family: 'Calibri','sans-serif';">Writing Prompt: [Litter] ** A litter problem has developed on your school's campus. Students are throwing trash on the ground, leaving empty soda cans and bottles outside on benches, and dropping napkins and other trash on the cafeteria floor rather than carrying them to the trash can. Your principal has asked students to take more care, but the litter problem persists. The principal has reacted by canceling all after-school activities until the problem is taken care of. What is your position on this issue?


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

Students will be able to identify persuasive elements within written persuasive material using the notes from yesterday’s discussion on “Logos,” “Pathos,” “Ethos,” and “Kairos.”


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **


 * <span style="font-family: 'Calibri','sans-serif';">T **he teacher will read a portion of Dr. Martin Luther King Jr.’s “I Have a Dream” speech: (Begin reading where it says: “Let us not wallow in the valley of despair”)[]

Ask students who spoke these words? What impact did this speech have?

Identify the 4 elements: Where are they? What impact do they have? Is one more powerful than the other?


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * Break students into small groups (no more than 4 students to a group).
 * Provide each group with a different text. Either choose from the following or supply a more current piece: []
 * Provide students with a worksheet that will help identify the 4 elements.
 * Teacher should continuously walk around and help students engage in their texts.
 * Time will be allowed at the end of class for groups to present their findings. Each group will:
 * State the speech
 * Overall tone (reminder of this concept will be provided on worksheet)
 * Which element was the strongest or most supported?


 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Each student will be responsible for completing and turning in their worksheet from this activity.


 * <span style="font-family: 'Calibri','sans-serif';">Day 6 **


 * <span style="font-family: 'Calibri','sans-serif';">Writing Prompt: ** Come up with your own dilemma. Maybe it's something you want from your parents, maybe it's an issue that bothers you about school or society. Right your feelings on the subject and how you would argue your opinion/case.


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

Students will examine text examples of persuasion.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

Students will have their speech worksheet returned to them. After examining speeches yesterday, students will now use this to compare to textual persuasion.


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * Divide students into groups of 3-4.
 * Provide each student within the group a different essay. Some essays could include:
 * Student Work: []
 * Essay Samples: []
 * Editorials/News Articles
 * After reading your piece, discuss in your group:
 * What your article was about.
 * What elements of persuasion were used? Give examples.
 * Were you persuaded or not? Why?
 * Class Discussion:
 * Which form (speech or text) did you most like?
 * What elements were the same? Which were different?
 * Which form do you feel is more effective?
 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Students will be assessed by their participation in group and class discussions. Everyone must contribute!


 * <span style="font-family: 'Calibri','sans-serif';">Day 7 **


 * <span style="font-family: 'Calibri','sans-serif';">Writing Prompt: **

Different from yesterday, come up with your own dilemma. Maybe it's something you want from your parents, maybe it's an issue that bothers you about school or society. Right your feelings on the subject and how you would argue your opinion/case.


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

Today students will explore a variety of types of persuasion in their lives.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

Drawing on the past 2 day’s exploration into persuasive speeches and texts, students will collaborate in a class discussion to brainstorm other sources of persuasion. A list will be produced on the board and may include (but are not limited to): commercials, public service announcements, advertisements, propaganda, movies and trailers, letters to the editor, reviews, etc.


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * Present students with other forms/examples of persuasion. Some resources you can use:
 * Show images of propaganda (Google is a good place to find images)
 * Show a movie trailer for a current movie
 * Show a current/popular commercial
 * Show advertisements/posters/fliers
 * Endless possibilities, just look around you! Current material is the best.
 * After each is presented, engage students in a class discussion:
 * What are they trying to persuade us to do or think?
 * What are other ways this company has tried to persuade us?
 * Is it effective?


 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

For homework, students will find and bring in an example of persuasion in their own lives. They will also fill out the following worksheet: [].


 * <span style="font-family: 'Calibri','sans-serif';">Day 8 **


 * <span style="font-family: 'Calibri','sans-serif';">Writing Prompt: **

Different from yesterday, come up with your own dilemma. Maybe it's something you want from your parents, maybe it's an issue that bothers you about school or society. Right your feelings on the subject and how you would argue your opinion/case.


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

Students will practice applying what they have learned about persuasion to a practice activity to prepare them for their summative essay.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

For the first few minutes of class, the teacher will go around the room and have students hold up their example of persuasion to show the class.


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * Students will now have the chance to create their own persuasive piece (a practice for their upcoming summative assessment). Students will read the following 3 articles relating to relevant teenage concerns within schools:
 * []
 * []
 * []
 * Students will complete this handout: []
 * Students will then choose their favorite topic from these 3 choices and develop a letter to their principal outlining their own opinion/call to action on their particular issue.
 * Students will be provided with this rubric: []
 * Students will be required to draw on the elements of persuasion previously discussed. Students will be given the rest of the class period to write.


 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Students will be responsible for finishing their letter for tomorrow.


 * <span style="font-family: 'Calibri','sans-serif';">Day 9 **


 * <span style="font-family: 'Calibri','sans-serif';">Writing Prompt: **

Different from yesterday, come up with your own dilemma. Maybe it's something you want from your parents, maybe it's an issue that bothers you about school or society. Right your feelings on the subject and how you would argue your opinion/case.


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

Students will create their finished letter to the principal.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

Students will come to class with their finished draft of their letters to the principal. During the first 15 minutes of class they will share their writing in small groups. Each person will in the group will be responsible for reading and responding to 2 peer pieces.


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * Following the peer review, students will be taken to the computer lab to allow for time to type up pieces.
 * The following web tool will be utilized in creating their formal letter to their principal: []


 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

At the end of class, students will turn in their printed letter.

“Choosing a Topic”


 * <span style="font-family: 'Calibri','sans-serif';">Day 10 **


 * <span style="font-family: 'Calibri','sans-serif';">Writing Prompt: **

See "preparation" for last entry.


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

After spending nearly 2 weeks examining the elements and types of persuasion, it is time for students to start narrowing in on topics for their upcoming summative assessment.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

Students will begin by reviewing the previous 9 writing prompts that they have been journaling about. They will create an tenth entry answering these questions:
 * Which prompt did I write the most about?
 * Which prompt did I feel the most passionate about?
 * Which prompt did I have the most supporting evidence for?
 * Which prompt would I like to expand on if given the opportunity?


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **

Students will then be presented with the first half of the summative assessment.
 * Go over directions, expectations, and rubric.
 * If applicable, provide students with written examples for the essay portion.
 * Briefly mention the second half of assessment which will include creating a visual representation of their persuasive speech. (Important to consider and think about when choosing a topic and throughout the process.)
 * Students will be given the remainder of the class to brainstorm ideas. Discussions with peers and teacher will be encouraged. Students will add these ideas to their eleventh journal entry.


 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Students will need to come prepared tomorrow with 3 topic ideas.


 * <span style="font-family: 'Calibri','sans-serif';">Day 11 **


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

Today students will take one of their topic idea and evaluate how much they know and how much they can find out about their topic. The goal is to be able to gather enough information for a topic proposal.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

Students will come to class prepared with their topic idea.

Students will be provided with a handout reviewing how to evaluate credible resources. This is something that should have been previously taught in another class but it is always good to refresh and remind students.


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * Students will be given the class period to research in the library/computer lab their topic.
 * Students will need to complete this worksheet: []
 * Students will also need to type up a list of possible resources (at least 5).
 * While students are working, it is necessary for the teacher to monitor the topics students are exploring. If a change needs to be made, it will be easier to change if caught early.


 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Students will turn in worksheet for teacher review. If a new topic is needed or a student wishes to change their topic, the worksheet and resources will be due the following day. Students chose 3 original topic ideas so they should have other options to fall back on at any time.


 * <span style="font-family: 'Calibri','sans-serif';">Day 12 **


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

Today students will develop their topic proposals.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

The research from the previous day’s exploration will be returned to students.


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * The teacher will begin by explaining the importance of a topic proposal.
 * Students will be given this worksheet: []


 * Along with their previous day’s outline, students will begin crafting a topic proposal using this worksheet as a guideline.
 * If any of the students are behind or have decided to change their topic, allow them computer access/time to work.
 * Students will be given time to work.
 * The last 10 minutes of class will be “Pair and Share.” Students will share and discuss their proposals with a partner. Partners will offer suggestions.


 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Completed proposals may be turned in for teacher approval. If proposal is not complete, that’s ok. More time will be given tomorrow to finish. However, the teacher should be monitoring progress of each student while they are working during class. In addition, if a student is struggling, help walk them through it and perhaps offer them ways to organize their thoughts and ideas.

“Writing Workshops”


 * <span style="font-family: 'Calibri','sans-serif';">Day 13 **


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

The purpose today is to provide students with a work day to complete topic proposals and begin outlining ideas for their essay.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **

Students will have previous work/research returned to them.


 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * Begin class with any questions.
 * **<span style="font-family: 'Calibri','sans-serif';">Mini Lesson **:
 * Outlining tips/hints
 * Short student discussion on what works for them
 * Thesis Statements: What should they look like?
 * Pass back work students will need to complete proposals and begin essay.
 * Allow time for students to work either on proposals or essay outlines.
 * Last 10 minutes, pair and share.


 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Students will need to finalize their thesis and come to class with it written down.


 * <span style="font-family: 'Calibri','sans-serif';">Day 14 **


 * <span style="font-family: 'Calibri','sans-serif';">Purpose **

Students will be able to identify important/key elements of a good thesis statement. They will be able to apply these to their own thesis statements.


 * <span style="font-family: 'Calibri','sans-serif';">Preparation **
 * **<span style="font-family: 'Calibri','sans-serif';">Mini Lesson **: Thesis Statements
 * Students will write their prepared statements on poster paper around the classroom (5-6 people per group/poster).
 * Small group discussion: Which ones stand out? Circle key words. Do you notice any patterns? How could you make them better?
 * Class discussion: Each group will pick 1 statement to talk about. What does the class like about it? What could be changed?
 * <span style="font-family: 'Calibri','sans-serif';">Procedure **
 * Allow time for students to work independently on their thesis statement. This time could also be used to work on any unfinished work or to continue working on outlining.
 * Last 10 minutes: Pair and Share.


 * <span style="font-family: 'Calibri','sans-serif';">Assessment **

Teacher will be circulating during work and sharing times to assess thesis progress.


 * Day 15**

Students will be given in-class time to work on developing their arguments and finding research.
 * Purpose**

Students will come prepared with topic, thesis, and initial research.
 * Preparation**

Students will be given the class period to work diligently on finding all the research material they will need. Once they find their evidence, students should begin compiling research and formatting into essay.
 * Procedure**

Instructor should be walking around the lab and assisting students where necessary. Students will be expected to finalize evidence and bring their arguments to class the next day.
 * Assessment**


 * Day 16**

Students will have the opportunity to share their arguments with their peers in a workshop setting. This will hopefully offer them ideas and suggestions.
 * Purpose**

Students will bring their research and all the writing they have done thus far.
 * Preparation**

In small groups, students will do a “carousel” of their arguments/evidence. Students will pass their work in a circle and offer comments, suggestions, and constructive critique of their peer’s work. By the end of this activity, each student should have 4-5 people’s comments to help grow their piece.
 * Procedure**

The end of class will be devoted to reviewing forms of persuasion we previously have looked at to identify specific strengths and weaknesses of professional arguments in contrast to their own.

Students should get as much work done for homework as for the next 2 days will be devoted to putting it all together and doing peer reviews.
 * Assessment**


 * Day 17 and 18**

Students will be given 2 workdays to complete whatever they need to. Whether it is finding new or different evidence, working to put it all together, or asking for help, students should be productive in finishing their work.
 * Purpose**

Students should bring all the work they have done up to this point.
 * Preparation**

Students will be given the freedom to work on whatever they need to for their essays. Students will be allowed to go down to the library or computer lab to do additional research or to type up their essay.
 * Procedure**

During this class time, students can complete their teacher conferences in which they present a rough draft and work with the teacher to find ways to improve.

At the end of the class period, students will “pair and share” with a partner to show them what they have accomplished, what they may need help on, and what they are going to do next.

By this point, at least 1/3 of the class should have met with the teacher for their conference to review their essay.
 * Assessment**

="PSA: Part II of Summative Assessment"=


 * Day 19** Present PSA, what are they? Examples

Students will learn the differences between their persuasive essay and a PSA (part 2 of their summative assessment).
 * Purpose**

Students will be presented with Part II of their summative assessment that requires them to create a PSA.
 * Preparation**


 * Procedure**

Present this as a handout for students: [] Spend the hour reading through each section in comparison to a bunch of examples of Public Service announcements from these resources: The more recent the PSAs, the better! Students relate best to material they are familiar with.
 * []
 * []
 * []
 * []
 * []
 * Do an image search for “Public Service Announcements”
 * Do a video search for “Public Service Announcements”

Students will take their essays home and look over the PSA packet we went over in class. They will begin outlining how they are going to translate their essay into PSA format.
 * Assessment**


 * Day 20**

Students will be given class time to work on their PSAs.
 * Purpose**

Students will have their packet from yesterday and their rough draft of their essay and begin translating and preparing for their PSA.
 * Preparation**

Students will be having a work day. During this time, the teacher should be walking through the classroom and monitoring progress. Students will be encouraged to work together on translating their essays into a PSA.
 * Procedure**

During class, the teacher should be monitoring student progress to ensure they are on the right track.
 * Assessment**


 * Day 21** Final essays due (Part I of summative Assessment)

Today, students will continue to work on the PSAs.
 * Purpose**

Students should come prepared with all previous materials.
 * Preparation**

Students will have the day to work independently or in small groups, whatever works for them to get things done. By the end of the class, students will share an outline they have created for how they are going to present their PSA commercial.
 * Procedure**

Students will turn in their PSA outlines for teacher approval.
 * Assessment**


 * Day 22**

Students will work on PSA project.
 * Purpose**

Students will bring all necessary work related to their PSA project. Previous day’s outlines will be returned. Students should come equipped with clothing and visual aides they will need for their commercial.
 * Preparation**

Students will finalize their scripts for their PSAs. Students will identify needs for visual aids and prepare accordingly. Those who finish early will begin filming.
 * Procedure**

Teacher should be monitoring progress. All students should come prepared tomorrow to continue filming.
 * Assessment**


 * Day 23****and 24** Filming

Students will be given 2 days to film and edit their commercials in class.
 * Purpose**

Students will need to bring all necessary materials for the filming of their video.
 * Preparation**

Students will take turns using the school cameras and editing machines. By this point, students should be familiar with this technology. If they are not, library support and other students will be made available to assist. It is encouraged for students to work in small groups and help each other.
 * Procedure**

For students who finish early, their essays will be turned back to them and they will be given the opportunity to work on any additional revisions before turning in for their portfolios and the end of the semester.

In addition, students who finish early may begin writing their reflection paper (1-2 pages).

Teacher will monitor progress. Films will be uploaded onto class YouTube page and presented in class tomorrow!
 * Assessment**

"FILM FEST"


 * Day 25** Film fest! End of unit

To celebrate student work by viewing PSAs.
 * Purpose**

Students will have needed to upload their PSAs onto the class YouTube page prior to the beginning of class.
 * Preparation**

View PSAs J
 * Procedure**

Teacher will assess each PSA based on the rubric provided. (See “Summative Assessment”)
 * Assessment**


 * END OF UNIT!**