UWP Lesson Plan Template

Teacher Name: Lydia K. Neely Grade Level: 7th

Target Content/Lesson Topic: 8.22 Tricks of Persuasion Date: 4/16/2023

This lesson is for a(n) _____ whole class __X__ small group _____ individual

Planning
Essential Question
- What is the essential question that • How do author’s using writing techniques to persuade their readers?
this lesson addresses? • Why does recognizing the author’s POV help us comprehend a text better?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing
- How does this lesson fit into the • Students in 8th grade move onto correctly citing the evidence they found and asking questions that lead
larger unit of study? to further exploration of an authors’ POV/claim.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards
List the complete, relevant grade- R.8.5 In literary and informational texts, compare and contrast the structures of two or more texts in order to
level standard(s). analyze how the differing structure of each text contributes to overall meaning, style, theme, or central
idea. (RI&RL)

Learning Target(s) and Learning

Objective(s) LT: I will be able to compare and contrast two non-fiction texts and determine key words or phrases that
persuade readers to think a certain way about a topic and determine the author’s POV using text evidence.

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 - Choose your learning target(s) and LO: We will be able to compare and contrast two non-fiction texts and determine key words or phrases that
objective(s) based on the relevant persuade readers to think a certain way about a topic and determine the author’s POV using text evidence.
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping
Describe how and why students are Students in a special education setting are grouped based on similar IEP goals.
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy
Does this lesson involve co- Mentor teacher provides support throughout lesson. Works with partner group.
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching

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 Differentiation
Describe how you will meet SEE IEP GOALS
individual students’ needs by
adjusting the content, process, Content
product, and environment based on
their readiness, interests, and learning
preferences. Process

Product

Environment

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

J.G.B When given a text at her independent level, J.G.B will be able to read the passage at 50 words per minute with 3
errors

C.H. When read a text, CH will be able to accurately decode 2 syllable multi-syllabic words with 80% accuracy

C.H. When reading a text at his instructional level or a grade level text is read to him, CH will be able to accurately
answer inferential comprehension questions about the passage with 80% accuracy.

A.L. When given a passage at his instructional level, AL will be able to read and decode multisyllabic, CVVC, and words
with other vowel sounds with 80% accuracy.

D.T. DT will increase his reading ability from a mid-first grade level to a beginning 3rd grade level.

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

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 Student(s) Required Accommodation/Modification

J.G.B Read instructional materials that are above her instructional reading level.

Break tasks into small manageable parts if it has 3+ steps; Provide breaks either when he finishes or before he
starts a challenging, non-preferred academic task for 5 minutes; Read instructional materials that are above his
C.H. instructional reading level; Verbal cueing after being off task for 3 minutes

A.L. Read instructional materials that are above his instructional reading level;

D.T Break tasks into small parts; Read instructional materials above his instructional reading level; Verbal cueing as
needed;

Assessment
Formative Assessment
- How will you monitor student • Exit Ticket:
learning throughout the lesson? - Name one element in a non-fiction text that persuades readers (Ss: Bolded text, personal stories,
- Be specific about how your practice etc.)
assessments connect directly with the - What is POV?
lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to Correct or incorrect identification of an element and POV
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment Post-reading Discussion
How will students demonstrate • Students should complete their own additional research on if homework should be given to students by
mastery of the standard? reading articles or watching videos.
Note: This assessment does not have • Pair students based on their stance on homework (for or against giving students homework).
to occur during/after this lesson but
in upcoming lessons.
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Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Opening: Introduction and
Connection to Previous Learning
September 2021
• Based on their research, each student should present their case using evidence from text and videos
watched. This can be presented using a PowerPoint, poster, or video. They should have a final 1-2
POV statement at the end of their presentation.
• Student pairs will present back-to-back and answer class questions to further persuade the group.
Rubric:
Use of References
3- Student uses 2-3 texts to support their research
2- Student uses 1 additional text to support their research
0-Student uses no additional texts to support their research
Presentation Format
3- Student create either a PowerPoint, poster, or video
0-Students do not choose one of the above presentation formats.
Text Evidence
3- Student presents 3 or more pieces of text evidence
2- Student presents 1-2 pieces of text evidence
0-Student presents no text evidence
POV Statement
3- Student’s POV statement is well written and presented with evidence backing it up
0-Student does not present POV statement or has no evidence to back up their statement
Procedures
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 ● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
In this portion of the lesson, you will
be letting go and letting students
engage in productive struggle;
engaging in gradual release (“I do, we
do, you do”), inquiry, guided or
independent practice, or other
learning methods. Please write what
you are looking for in terms of:
● Students’ thinking and how
they will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be suggesting
or modeling specific strategies
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• Present the following video
- https://www.youtube.com/watch?v=C3UsWMbUpF4
• “What is this video?” (Ss: a political ad/campaign)
• “What is the purpose of the video?” (Ss: to convince/persuade people to vote for them for president)
• “What are some elements in the video that seem persuading?” (Ss: music to fit the mood, making the
candidate seem relatable/personable, presenting opposing views, asking questions)
• “This political ad has many elements that persuade viewers to think a certain way about a subject,
politics. To persuade someone to think a certain way or do something, we must be very convincing. To
do that, we have to use several special techniques. In this lesson, we are going to examine and compare
two non-fiction texts and pay close attention to the persuasion techniques used.”
I DO
• Authors always have a reason for writing a piece of text. Non-fiction texts are written to inform but can
also be written in a way that persuades a reader to think a certain way. There are several phrases or
techniques of writing that make a piece of text more persuasive. Examples of this are:
- Bolding or highlighting words
- Writing certain phrases in different fonts
- Including pictures
- Using emotional examples to make the reader feel
- Use inclusive language
- Include a personal story
• Present students with a real-life example of each technique using online articles or books in the
classroom.
• Teaching of POV: In the video we watched, the POV was that Joe Biden should be President.
• “Now that we recognize these pieces of elements in a text, we can determine the author’s POV and use
evidence from the text to support that.”
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 and helping students choose which - Choose an example text from above and mode writing a 1-2 sentence summary of the author’s
strategy makes sense to them. POV.
However, you must make sure ideas
come from students. Explicit Teaching of Strategy

• When we first read a pieced of text, we have to be careful and pay attention to how the information is
being presented. Even though we are reading a non-fiction text, not every piece of information is going
to be a fact. Sometimes, the author is passionate about a subject and is trying to convince you of
something. There are several clues to know when an author is trying to persuade you. One example is
talking at you. This means that the author is making the article relevant to its reader. An example of this
would be “Your favorite car is polluting the earth.” Another example is asking questions. For example,
“Have you recently been effected by pollution?”. Repeating the claim time and time again is also a sign
of an author trying to convince you. If talking about pollution, the author may state in the beginning,
middle and end of the article that If we do not decrease pollution, the earth will die in 25 years. Finally,
the author may treat you like a friend by getting very personal with you. For example, they may say
“Don’t you want your children, grandchildren, and great-grandchildren to grow up in a safe, healthy,
and non-polluted world?”. It is important to be on the lookout for these tricks of persuasion to
determine the purpose of the text.”

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 WE DO
• Using the texts: “Why I Think All Schools Should Abolish Homework” and “Why is Homework
Important?”
- https://time.com/4740297/homework-should-be-banned-from-schools/
- https://www.nordangliaeducation.com/news/2021/03/31/why-is-homework-important

• One partner should read the “for” article and the other should read the “against” article. Each partner
should use the Tricks of Persuasion worksheet to take notes on their article. When each partner is
done, turn and talk and compare and contrast your notes. Finally, write a 1-2 sentence statement that
explains the author’s POV.

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 YOU DO
• Students pick a topic they are passionate about and write a paragraph persuading readers of their POV.
Students share with a partner and use the Tricks of Persuasion worksheet to evaluate their partner’s
work. Finally, they will write 1-2 sentence description of their partner’s POV.
Closing: Wrap-Up and Extension
End the lesson with a final review of Post-reading Discussion
key ideas and knowledge. This is • Students should complete their own additional research on if homework should be given to students by
where you have students talk about reading articles or watching videos.
their thinking and share strategies • Pair students based on their stance on homework (for or against giving students homework).
with the whole class. It’s important • Based on their research, each student should present their case using evidence from text and videos
to name strategies and use academic watched. This can be presented using a PowerPoint, poster, or video. They should have a final 1-2
vocabulary here, extending the lesson POV statement at the end of their presentation.
to broader ideas.
• Student pairs will present back-to-back and answer class questions to further persuade the group.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating

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 or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional
Resources or Materials • Canva
- List and provide a brief rationale • Websites for articles
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and
Technology • Computers
- List all other supplies that need to • Articles
be available. • Writing utensils
• Graphic organizers

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Lydia K. Neely

Dr. Prince

EDU 443

04/21/2023

Designing Strategy-Based Comprehension Instruction Assignment Reflection

For this assignment, one of the struggles I had was finding a strategy and setting the

purpose for comprehension. I found a few good strategies that I considered using, but needed to

ensure that I could successfully come up with a purpose of comprehension activity for the end of

the lesson. I think that the hardest part of this assignment was not making my strategy the main

focus of the lesson. The students that I chose to do my lesson on were not as engaged as I hoped

they would be. I think this may be because of the hook I chose. I chose a political ad, and I think

it may have been uninteresting for students or too difficult for them to understand. I knew they

were not engaged mainly because I saw a lot of yawning and they were on their phones more

often than I would have liked. I really like the visual tool/graphic organizer I created. It provided

the tricks and also examples of the tricks. I also included visuals that hopefully aided in students’

understanding of the topic. I like how the students were able to refer back to my graphic

organizer as they created one for their own article. I incorporated my student’s literacy lives

survey in several ways. Firstly, I recognized that students preferred to read as a group or in

partners instead of reading independently. I allowed students to read as partners and work as

partners at different times throughout the lesson. But I also allowed for them to do some

individual work and reading to promote confidence in that area. I noticed from my survey that

none of my students enjoyed reading non-fiction texts. One reason I picked a persuasive lesson is

because I remember that when I was in K-12 schooling, persuasive essays or writings were the
most fun non-fiction texts to read. I am hoping that by introducing the students to non-fiction

texts like this, they will be more open to reading different types of non-fiction texts. One way

that I would change my lesson in hopes to improve it would be the hook. The more I thought

about it, the more I think I could have used commercials instead of political ads. I think this

would have drawn students in much more than a political ad that may be boring or hard for them

to comprehend. I definitely think this would have increased student engagement and motivation

moving forward in the lesson. I know from experience that if the students are not engaged from

the start, it is hard to get them engaged later on. I also would have gone into more depth when

teaching POV. I feel that at the end, students had a basic understanding of the idea but were not

able to use it effectively on their individual projects. More pre-teaching and possibly a more

through formative assessment on POV like giving students a paragraph to read and having them

identify the POV would have been more effective.