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    This lesson plan is for a 10th grade English class on persuasive essay writing about the War on Terror and Iraq War. The lesson plan addresses state standards on writing for various purposes and audiences, as well as using critical thinking skills to conduct research. Students will be given materials containing views for and against the wars and will write an essay supporting their own view using logical, emotional, and ethical appeals. The lesson will begin with an assessment of students' prior knowledge about the wars and a video introduction. Students will then compose draft essays independently and receive feedback before a summative assessment of their completed essays. Differentiation strategies are provided for visual impairments and higher-level students.

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    This lesson plan is for a 10th grade English class on persuasive essay writing about the War on Terror and Iraq War. The lesson plan addresses state standards on writing for various purposes and audiences, as well as using critical thinking skills to conduct research. Students will be given materials containing views for and against the wars and will write an essay supporting their own view using logical, emotional, and ethical appeals. The lesson will begin with an assessment of students' prior knowledge about the wars and a video introduction. Students will then compose draft essays independently and receive feedback before a summative assessment of their completed essays. Differentiation strategies are provided for visual impairments and higher-level students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    4 views2 pages

    Lesson Plan KWJ

    Uploaded by

    api-300854445
    This lesson plan is for a 10th grade English class on persuasive essay writing about the War on Terror and Iraq War. The lesson plan addresses state standards on writing for various purposes and audiences, as well as using critical thinking skills to conduct research. Students will be given materials containing views for and against the wars and will write an essay supporting their own view using logical, emotional, and ethical appeals. The lesson will begin with an assessment of students' prior knowledge about the wars and a video introduction. Students will then compose draft essays independently and receive feedback before a summative assessment of their completed essays. Differentiation strategies are provided for visual impairments and higher-level students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    LessonPlanFormat

    KristinaMayfield,JaimeFactor,andWyattFreeman
    History,SpecialEd,andCommunication
    English
    10thgrade

    Topic

    StateStandards

    ISTEStandards

    Materials

    LearningObjective

    B
    E
    G
    I
    N
    N
    I
    N
    G

    M
    I
    D
    D
    L
    E

    PriorKnowledge,
    Bellwork,or
    Pre-LessonWork

    Hook,Launch,or
    BeginningofLesson

    ClassDiscussionor
    WholeClassInstruction

    IndependentPracticeor
    GroupWork
    Dr.JessicaKoch

    PersuasiveEssayWriting

    addressedinlessonactivity
    :
    Standard2:ModesandFormsofWriting.Thestudentwillwritefora
    varietyofpurposesandaudiencesusingcreative,narrative,
    descriptive,expository,persuasive,andreflectivemodes.
    addressedinlessonactivity:
    Standard4:Studentsusecriticalthinkingskillstoplanandconduct
    research,manageprojects,solveproblems,andmakeinformed
    decisionsusingappropriatedigitaltoolsandresources.

    Handoutwithgraphicorganizer:1containingviews
    supportiveoftheWaronTerror;1containingviews
    againsttheWaronTerror
    TSWformaneducatedopinionaboutthejustifications
    behindtheWaronTerror/Iraqandwriteanessayto
    supporthisorherviewswithLogos,Pathos,andEthos
    statements.
    TTWinformallyassessstudentscurrent
    knowledgeaboutTheWaronTerror,
    byaskingiftheyknowwhatyearIraqwas
    5minutes
    invadedbytheUnitedStates
    TTWaskstudentsiftheywhoSaddam
    Husseinis

    TTWshowstudents:
    http://www.history.com/this-day-in-history
    5-10minutes
    /war-in-iraq-begins

    TTWpresent1videointroducingIraq
    War/WaronTerror.
    TTWstopperiodicallyandaskstudentsto
    expresssupportforonepositionorthe
    20minutes
    other
    TTWreferbackto3examplesofathesis
    statementusingEthos,Logos,andPathos
    fromslideshowpresentation

    TSWcomposeanessaythatsupportsor
    10-15
    doesnotsupportWaronTerror/Iraq
    minutes
    War

    EastCentralUniversity

    E
    N
    D

    Closureand
    SummativeAssessment

    5minutes

    Differentiation:
    visualimpairments:printouteachslideto
    aidstudentswithvisualimpairments.
    Referbacktoexamplesof3theses
    Higherlevel:Studentswhoseemtofinish
    quickly-encouragethesestudentsto
    proofread,changingsentencebeginnings,
    writingwithcompound,complex,and
    compound-complexsentences.

    TTWaskstudentsagainiftheyhaveany
    questions,aswellaswalkaroundthe
    roomtoseehowthestudentsare
    progressingontheiressays.
    Essayswillbeassessedoniftheymeet
    criteriaofatleastfiveparagraphs,a
    thesis,propercitation(asisstressedinall
    classes),anddefendingpositionwith
    threesupportingstatements(scholarly
    sources)

    Dr.JessicaKoch

    EastCentralUniversity

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