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Tegan Waters
MOTIVATION (building background): Chevy truck commercial with typed dialogue for them to identify persuasive language; 30-second-thought about your ability to win an argument: When was the last time you won an argument? What language did you use to win the argument? Think back to some of the extreme sports you were just talking about with Kristie. (5 minutes; 5 total; 35 remaining) PRESENTATION (language and content objectives, comprehensible input, strategies, interaction, feedback ): Present content and language objectives; define vocabulary words which we will be working with during the lesson; introduce persuasive structure and common English persuasive sentence stems. (7 minutes; 12 total; 28 remaining) PRACTICE AND APPLICATION (meaningful activities, interaction, strategies, practice & application, feedback): Students will decide upon an extreme sport to work with for the rest of the lesson, then write one reason it would be fun to try that sport, one reason it would be a bad idea to try that sport, then one rebuttal arguing against the reason claiming its a bad idea. They will use the sentence stems and the example paragraph to form their written opinions about trying that particular extreme sport. Finally, they will share this writing with a graduate student to practice using persuasive techniques in speech. (20 minutes; 27 total; 8 remaining) REVIEW AND ASSESSMENT (review objectives and vocabulary, assess learning): Review content and language objectives; review vocabulary. I will use a Stand up if you model, where I ask the students to stand next to the sign that applies to them. The vocabulary review will be: Students are given a word and a definition, but they dont match. The students then have to find the person who has their word to match the definition, as well as the person who has the definition to match their word. The person with the word keeps both slips of paper. (5 minutes; 32 total; 3 remaining) EXTENSION: We will all go out together and try each others hobbies! Or not.