TCH 

233 Middle Level Lesson Plan Template 

 
Intern Name:  Alyssa Ginzburg 
School:  Evans Junior High 
Subject(s):  English Language Arts  
Topic/Concept  Persuasive Techniques  
Grade Level:  6th  
Date &Hour:  March 18th - 4th hour 
 
At some point in our lives, we have either persuaded someone else or
been persuaded into doing something. It is important to know and
Purpose/ 
understand the different persuasive techniques so you can convince
Rationale 
your audience to believe in what you believe. This will not only make
(1a, 1b, 3a) 
your writing stronger, but it will help you become a stronger debater as
well.  
This lesson is very engaging and student-centered. The students will be
focusing on their social development by collaborating with each other
Adolescent Development  and building relationships with their fellow peers. They will be
(1b, 2c, 2e)  analyzing different advertising commercials (specifically ones from the
latest Super Bowl), so they will be actively engaged throughout the
lesson.  
Almost everyone loves the Super Bowl commercials. For some, that’s
the only reason they watch the Super Bowl! Students will definitely feel
Connection to students’
connected and engaged in this lesson because of this activity. Not only
cultures histories or
will they be engaged by this activity, but they will also be using social
interests 
media such as YouTube to work on this activity, which will also cater to
(1b, 1d, 2a) 
their interests.  
 
CCSS.ELA-LITERACY.RI.6.2  
Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments. 
Standards 
 
(1a, 1e) 
CCSS.ELA-LITERACY.RI.6.6 
Determine an author's point of view or purpose in a text and explain
how it is conveyed in the text. 
 
 Given specific Super Bowl commercials, students will analyze
the different persuasive techniques used in them.  
Learning Objectives 
 Given a lesson on persuasive techniques, students will recognize
(1a, 1c, 3c) 
and use these techniques in their writing.  
 Formative: I will be walking around the room while the students are
analyzing their specific Super Bowl commercial. I will be watching as
they fill out their worksheet and seeing if they are truly understanding
the content. I will ask questions such as:  
 What persuasive techniques did the creator of this commercial
use to persuade you into purchasing this?  
 If you created this commercial, what persuasive techniques
would you use to convince your audience?  
Assessments 
At the end of the class period, I will also put a popular debate topic up
(formative and summative) 
on the whiteboard for them to write about in their journals. I will be
(3a, 3b, 3d, 3e) 
able to see which persuasive techniques they used to convince me to
change my mind about that particular topic and where they could use
some extra help as well.  
 
Summative: At the end of the persuasive writing unit, they will be
creating their own commercials and creating their own product to
convince their classmates to buy. I will assess them on the persuasive
techniques they use through their commercials at the end of the unit.  
 Interactive Google Slides Presentation to be used for the mini-
lesson 
Resources or Materials  Google Classroom to turn in their worksheets and find any
used  materials needed for the lesson 
(1d)   YouTube to view their Super Bowl commercials 
 Journal for the end-of-the-class writing prompt  
 Smart Board to view the presentation and writing prompt 
Instructional Strategies  Procedure: (48 minute classes) 
(Class Procedures)   Bell-Ringer (7 minutes)  
(1b, 1e, 2c, 2d, 2e, 3a, 3b, o Pits & Peaks – have students talk about the good and bad things
3c, 3d, 3e)  that have happened since we last saw each other.  
o During this time, they should also be getting out their materials
for class.  
o Bell-ringer question: Have students think about a time they had
to persuade someone in their life. Write it down in your
notebook and be prepared to share.  
o Share 3 examples.  
 Mini-lesson on persuasive techniques (15 minutes) 
o Go through the Google Slides presentation  
o Go through the various examples in the presentation together.  
 Students will then be paired up (I will assign the partners) and
will be able to pick from a list of Super Bowl commercials I have
picked out for them.  
 They will then watch the commercial and analyze which
persuasive techniques were used throughout the commercial.
As they are doing this, they will be filling out the worksheet I
 have posted on Google Classroom (Super Bowl Analyzing). I will
be walking around while they are doing this activity to see what
techniques they are picking up on. (15 minutes)   
 Before the bell rings, I will post a writing prompt up on the
Smart Board. The prompt will be: Pretend like you are just dying
to have a TikTok account but your parents won’t let you have
one. Write a letter to your parents, convincing them why you
need one. Think of all of the persuasive techniques we learned
about today! (11 minutes)  
 At the end of the class, they will turn in their journals so I can
look at them and determine where they are at with the
content.  
 
Whole Group 
 Students will be allowed to work in a quieter space (I reserved
space in the library) if less distractions are needed.  
 Students will be allowed to write instead of type if they prefer.  
 Accessible Google Slides and subtitles on the commercials will
be provided for all students. 
 
Small Group 
Modifications/   I will be giving more guidance to my ESL students and providing
Differentiation  sentence starters/prompts on their worksheet and Google
(Not Required for Lesson Slides presentation for them.  
plan 1)   I will also be pairing up my ESL students with other ESL students
(1b, 1c, 1d, 1f, 2a, 3a, 3d, so they can use their linguistic resources to help each other
3e)  out.  
 
Individual  
 Any student who needs special accommodations will be given
those.  
 Student A has dyslexia so she will be given recorded audio of
the Google Slides presentation to look back on.  
 Student B has ADHD so he will be given extra breaks and time to
walk around if he needs it.