Spring Arbor University School of Education Lesson Plan Guide: Direct Instruction Title: Article Summary/Opinion or Argument Review/Peer

Editing Subject: English Grade Level: 10 Time Allotted: 55 minutes

Materials Required: Students pre-written summary/opinion or argument. _____________________________________________________________________________________ Common Core Standards: (write out) W.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 910 on page 54.) Objective(s): A portion of the Common Core Standard stated in terms of Blooms taxonomy (level/verb) Students will evaluate their own work and a peers work for purposes of revising,

editing, and/or re-writing.

Purpose: Learn to peer edit another students work and edit their own work to strengthen their summary/opinion or argument. This lesson plan will be used for two class periods. It will be used for peer editing the summary/opinion and argument papers. _____________________________________________________________________________________ Instructional Procedure: What information do students need to accomplish the objective? 1. Anticipatory Set: a. Summary b. Argument - I will describe a conversation with my son about his Halloween candy. Andrew lost the argument to get candy after school because his argument wasnt well polished. I will then describe what he could have changed in his argument to likely convince me that he should have been able to have some Halloween candy. 2. State Purpose and Objective of Lesson: a. Summary - I will tell the students I want them to continue to practice organizing a summary of an article. b. Argument - I will tell the students that I want them to learn how to strengthen an argument based on peer feedback and discussion. c. I will then tell students that they can use these skills to organize their thoughts about articles in school and in the real world outside school.

SOE Faculty, 2/26/10

3. Plan for Instruction: a. Modeling i. Opinion - I will paraphrase my chosen article to the class and demonstrate my opinion about the article ii. Argument - I will give the students an example of my argument based on my opinion of my article. iii. I will show the students an example of where my summary/opinion or argument is strong and where it is weak and what I can do to strengthen my summary/opinion or argument. b. Guided Practice: i. I will pair the students up and have them read each others summary/opinion or arguments. ii. I will then ask the students to explain their summary/opinion or argument to their partner. iii. I will then have the students discuss each others summary/opinion or arguments and offer ideas to strengthen their peers summary/opinion or argument. iv. I will walk around the room to ensure they are all participating. c. Independent Practice: i. After they discuss their arguments with their peers, I will give them time to write down ideas to strengthen their summary/opinion or argument. ii. Students can use the remainder of class to revise, edit, or re-write their summary/opinion or argument. iii. Homework: re-read, review, and edit their argument 4. Differentiation Considerations: a. I enlarged the print on the arguments for students with visual impairments. b. The students will read the article to their peer editor if they cant read it. 5. Assessment: a. Informal Formative - I will walk around the room to ensure the students are participating in the peer editing and discussion of the arguments. 6. Closure: a. I will review the importance of self and peer editing written work. I will express the importance of revising, editing, and/or re-writing their summary/opinion or argument to make it stronger. 7. Co-teaching

Teacher Reflection: What did I want the students to learn? I wanted the students to learn to self and peer edit a paper for the purpose of revising, editing, and/or re-writing. How will I know they learned it? I will walk through the room and observe them providing feedback. What will I do for the students that didnt? I will sit down with students and help them edit their papers or group them with a student that already is skilled in editing. What will I do for the students that did? I will group them with students that are struggling. One of the best ways to learn is to teach. What went well? What would I change if/when I teach this again?

SOE Faculty, 2/26/10

SOE Faculty, 2/26/10