UBD Lesson Plan FRIT 8530

Title of Unit Curriculum Area Developed By Your Voice Your Choice Persuasive Speeches ELA Leslie Hicks Grade Level Time Frame 7 3 Days

Identify Desired Results (Stage 1) Content Standards

ELACC7W1 ELACC7W4 ELACC7W5 ELACC7W6 ELACC7W7 ELACC7W8 ELACC7SL3 ELACC7SL4 ELACC7SL6

Understandings
Overarching Understanding Students will have a better understanding of how to organize an argumentative piece of writing.

Essential Questions
Overarching What strategies are used when creating an argumentative piece of writing? Topical How can I incorporate the strategies I have learned into my speech to persuade my classmates?

Related Misconceptions

Knowledge
Students will know Students will know specific strategies to use when creating an argument.

Skills
Students will be able to Students will be able to utilize these strategies to create a speech which they will present to their peers.

Assessment Evidence (Stage 2) Performance Task Description

Goal Role Audience Situation Product/Performance Standards Use persuasive strategies to create a speech about which candidate you want in the White House. Speaker Teacher and classmates You are researching both presidential candidates using their official websites. Once you have completed your research you need to decide who you would vote for, then write a speech to try and persuade your peers to vote for them as well. Persuasion map, rough and final draft of speech, and delivery of speech See above

Other Evidence
Notes on persuasive strategies

Learning Plan (Stage 3)

Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? Students have learned about argumentative writing before and are advancing their skills in the organization of this style of writing. There are different phases of the assignment to help students accomplish the speech writing goal. A rubric will also be provided and explained to students at the beginning of the assignments along with instructions and a check list. Students will be utilizing an interactive Glogster site and watching a video clip example. http://mrslehicks.edu.glogster.com/no-voice-no-choice/ They will be conducting their research on the presidential candidates involved in the current election; this is real life applicable and something everyone is discussing. Although a nominee will be elected in November, after the speeches, students will vote in class on who they think should win. They will be conducting their research on where the candidates stand on education, which directly affects them. They will self and peer edit their work before delivering the final speech. Through informal questioning, discussion, and think-pair-shares. They will also utilize a checklist and rubric to help them self-evaluate their speech. Through different teaching strategies all learners needs will be met. There will be note taking and teacher lecture, note review and application, self-guided use of Glogster and teachers websites, teacher instructions via podcast and visual directions, self-exploration on designated websites, video clips, graphic organizer website to help with brainstorming, self and peer editing, rubric and checklist provided at beginning so students know and understand expectations, delivery of speech, listening to speeches, and voting based on the speeches.

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

Please see above. All directions and instructions are laid out step by step and organized in an easy to follow manner.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)