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Differentiated Persuasion Lesson Plan Topic: Identifying elements of persuasion in a persuasive text Length of class: 50 minutes Who are

your students and what are their specific learning needs? My students are a 7th grade language arts class. Approximately 4-6 students in each class are advanced, while 4-6 in each class read below grade level and struggle with most assignments. The remaining 12-16 students fall in the middle, reading at grade level. Some students have a 504 plan that allows extended time or for behavior.

Standard(s) to be addressed: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL.7.1.) Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (RI.6-8.) Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.7.4.) Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): How can I influence others? All arguments must be supported by strong evidence in order to be effective. Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Teacher - Given modeling and guided practice, students will be able to identify the elements of a persuasive argument in any persuasive text. Students - I can identify the elements of a persuasive argument in a persuasive text.

Teacher - Given modeling and guided practice, students will be able to work with a group of peers to share and develop ideas whenever they work in groups. Student - I can work with a group to share and develop good ideas. Student - I can apply my understanding of persuasion to create new ideas about this topic. (advanced only) Teacher - Given a text at their reading level, students will be able to identify facts and opinions and determine whether the facts effectively support the opinions proposed by the author. Students - I can evaluate arguments by identifying facts and opinions. Students - I can determine whether opinions are effectively supported by logical reasons and/or textual evidence.

Instructional method(s) chosen in this lesson: I chose to place my students into four groups based on their reading abilities. I wanted all of them to read a persuasive piece and look for the components of a persuasive text in it, but I knew while some might be overwhelmed by a grade level text, other more advanced students would be bored by it. I also created a tiered assignment so students with differing ability levels would have the best level of challenge for their abilities. I also tried to choose articles I thought would be thought provoking and engaging to this age level. I felt this would help students enjoy reading the articles, as well as listening to their classmates share out about articles they did not read. In addition, I asked the more advanced students to write out their answers to identifying the elements of persuasion. However, since writing a number of sentences can be very intimidating to struggling students, I asked them instead to use a highlighter to identify the elements of persuasion in their article. The students who are average grade level readers were allowed to use a combination of both methods. I also asked all the groups to share out because this creates some accountability to actually read the article and answer the questions. It also gives students practice in speaking and listening. Finally, this allows all the students to have exposure to four different persuasive arguments and their elements without having to read all four.

Materials/Resources: Texts: Advanced Why We Shouldnt Go to Mars (McDougal pg. 928),

Grade Level Do Professional Athletes Get Paid Too Much? (McDougal pg. 922) and Do Fame and Fortune Make You Happy?(Scholastic Scope, November 22, 2010) and Below Grade Level Are Commercials Making You a Junk Food Freak? (Adapted from Scholastic Scope, December 13, 2010) Composition notebooks, pencils, graphic organizer, list of questions.

Lesson Sequence: (How will you organize your lesson?)

1. Hook: Today were going to learn about crazy celebrities, trips to outer space, pizza and basketball players. 2. Briefly read learning objectives then cover agenda. 3. Explain to students that we will be looking for the elements of a persuasive argument while we read some different persuasive texts. Briefly review what the parts of a persuasive argument. (I will define and identify facts, opinions, hook, thesis/claim, and supporting details) Explain that they will partner read the text, then discuss and write about it. They will come back together as a group of six to discuss how to present it to the class everyone presents a part. Divide students into groups and hand each their articles and questions. All partner groups will identify the claim, supporting details, hook and in a four square summary. They will each independently answer a higher order question unique to their article. Send them to opposite corners of the room. 4. Answer any questions students may have about their specific directions and then circulate around the room while they partner read and discuss. 5. When a majority of students are done with their questions/discussions, have them meet with others with the same article, talk about their answers and decide how to present them. When about 10 - 15 minutes of class remain, bring them back together as a group. Have each group share out, starting with one of the middle groups. Itinerary for sharing out: Presenter 1: Read the title of your story and the hook. Presenter 2: Share the thesis and the main supporting details. Presenter 3: Share the answers to two questions (These will differ for each group) If there is downtime at the end, students can complete a quick write on which article

was most persuasive and why. I will also have 2 extra questions ready for each group in case they finish early.

Assessment of learning (How will I know if students achieved my learning objectives?) Informal assessment by listening to group discussion, reading each groups notes and listening to the group presentations.