RhetoricJeopardy

Author:MikeFarley
Datecreated:10/09/20145:00PMESTDatemodified:10/16/20145:19PMEST

Lesson#
3

Grade/Level

Grade9

Subject(s)

LanguageArts(English)

DatetobeTaught
10/15/14

SECTIONONE:IdentifyingAllStandardsAndObjectives
Objectives
Studentswillbeabletodifferentiatebetweenthedifferentrhetoricaldevices.

StudentswillbeabletoidentifythekeyrhetoricaltraitsofthemaincharactersinAnimalFarm.

Standards

PAPennsylvaniaCommonCoreStandards(Draft)(2013)
Subject:EnglishLanguageArtsGrade612
Grade:Grades910
ContentArea:1.5SpeakingandListeningStudentspresentappropriatelyinformalspeakingsituations,listencritically,
andrespondintelligentlyasindividualsoringroupdiscussions.
Domain:
ComprehensionandCollaborationEvaluatingInformation
Standard:
CC.1.5.910.CIntegratemultiplesourcesofinformationpresentedindiversemediaorformats(e.g.,visually,
quantitatively,orally)evaluatingthecredibilityandaccuracyofeachsource.
Domain:
PresentationofKnowledgeandIdeasContext
Standard:
CC.1.5.910.EAdaptspeechtoavarietyofcontextsandtasks.

SECTIONTWO:IdentifyingMethod(S)OfAssessmentAndPointOfUseThroughoutLesson
PreAssessment
FormativeAssessment
Havestudentsanswerthevariousjeopardyquestionsregardingbothrhetoricandthebook.

SummativeAssessment
Ticketoutthedoor:WhatisanexampleofrhetoricinAnimalFarm.

SECTIONTHREE:IdentifyingTheLearningActivities/InstructionalStrategiesAndDetailsAsToHowTheLesson
WillBeCarriedOut
Introduction(Hook)
TalkaboutAnimalFarmandaskforsomesummatativeinformation.

SequenceofInstruction(Step
1,Step2)

Step1BellRinger:WordyWednesday

Step2RhetoricQuiz

Step3RhetoricJeopardyusingtheRhetoricJeopardypowerpoint

Closure/Wrapup
Ticketoutthedoor:WhatisanexampleofrhetoricinAnimalFarm.

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Transition
Materials(Teacherand
Student)

RhetoricJeopardyPowerpoint

DifferentiatedInstruction
(Planning,Teachingand/or
Assessment)
UseofTechnology(Where
appropriate)

LaptopandprojectorforJeopardy

SECTIONFOUR:LessonAnalysis
Whatwentwell?

Thestudentsfoundthisactivityveryengaging.TheyenjoyedplayingandIcouldtelltheywereunderstandingthe
material.

PlanningReflection

Accountfortimebetter.

TeachingReflection

IlearnedthatIneedtobemoresternwiththestudentssometimes.Theywereallarguingaboutmyproposedideafor
howtoplaythegame,andtheyallhadtheirownidea.AtfirstIwasopentosuggestions,butitbecameadebate
betweenstudentsofhowtoplay.NexttimeIwillstatemyrulesandjustmakethemgowithit.

Student&Evidence

Icouldtelltheycomprehendedthematerialbecausetheyansweredcorrectlyforthemostpart.

Improvements

Notallowstudentstomaketheirowngroupsiftheyhaveproventobedisruptivetogetherinthepast.

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