Unit Plan

Bennell Page | 1
Unit Plan One

Course Overview
Community:
Community Demographics: Webber Middle School is located in Fort Collins,
Colorado nestled in a suburb with a view of the mountains. The majority of the
student population is comprised of students who self identify as white, with
the second largest population identifying themselves as Hispanic. The
population of Fort Collins is 151,330.
Public School Enrollment by Race/Ethnicity in Larimer County School Districts
2012-13
Student Count
% Enrollment
American Indian or Alaskan Native
243
0.5%
Asian or Pacific Islander
1,128
2.5%
Black
526
1.2%
Hispanic
8,218
18.2%
Native Hawaiian/Pacific Islander
66
0.1%
Two or More Races
1,258
2.8%
White
33,651
74.6%
TOTAL:
45,090
100.0%
Major employers: The largest employer in Fort Collins is Colorado State

University. Within the private sector, the Poudre Valley Health System and
Hewlett Packard are the next largest employers within the city.
Larimer County's Ten Largest Private Employers, 2012
Employer
# Employees
Poudre Valley Health System
5,320
Hewlett Packard
2,000
Center Partners
1,300
Bennell Page | 2
Woodward, Inc.
1,200
Banner Health
1,130
Voting trends: In 2005 Referendums C and D, both education related

referendums, passed by relatively narrow margins in an election which
featured record voter turnout for an off year election. Colorado State
University's home county, voters approved Referendum C 56.8 percent to
43.1 percent. Its companion, Referendum D passed 53.9 percent to 46
percent.
School:
School demographics: Webbers student population mirrors the statistics for
Larimer County, with the largest percentage of the student population selfidentifying as white and the second largest demographic being Hispanic.
18% of students are enrolled in the free or reduced lunch program, which is
lower than the 34% state average. There are currently 504 enrolled students
at Webber.
Mission: Webber Middle School will support and challenge all students to
learn and grow to their highest potential
Teachers/students: There are currently 41 teachers and 463 students at
Webber Middle School.
Tracking/ability grouping/ELL: Webber Middle School offers Pre-Ap English
and History courses. No statistics were published on the schools website
regarding ELL programs, but from personal experience within my practicum, I
observed an informal push-in and pull-out ELL program. There is not a firm
tracking policy at the moment, but rather mobility is based upon
assessments and teacher recommendations.
Webber participates in a standards-based grading system. From
web.psdschools.org:
Webber
Middle School utilizes a Standards Based Learning System. As stated in our mission statement, we want to
support and challenge each student to reach his or her highest potential. Standards Based Learning is a great tool to help
achieve that mission. With education now based on attainment of standards, instruction, grading and reporting need to be
aligned to standards. The 21 century requires educators to prepare all students at much higher levels than before. Only
poverty level jobs exist for people who do not complete high school plus some level of training or schooling. We want so
much more for our students!
st
Standards Based Learning contrasts to Traditional Learning in many ways:
Bennell Page | 3
Traditional
Standards Based
Provides a single, averaged summary symbolic record of

practice, participation, assignments, projects, and other work,
a variety of assessments, and sometimes mixes in attitude,
organization, effort, behavior and extra credit. (what they
earned) This is a norm-referenced system comparing
students to each other.
Provides specific mastery scores connected

to the essential standards of each course. This
shows students strengths and areas for
growth. (what they learned) This is a
standards based system, comparing students
to the standards and the evidence teachers are
expecting for a student to show levels of
proficiency.
May document
the teacher).
Clearly documents with clarity the progress

and growth on each standard.
Expects all students to learn at the same pace, not

acknowledging that students learn at different rates.
Allows and provides multiple opportunities

to demonstrate progress and growth
throughout a grading period.
Punishes students who do not complete homework on time

or who need more time to master content or skills.
Expects students to complete work and

allows for variance among students, though
there are ultimately true deadlines.
progress
and
growth (depending on
Course:
Description: English 8: Devoted to developing communication and thinking
skills through the integrated study of language, literature, and writing.
Language study emphasizes sentence patterns, punctuation, spelling,
vocabulary, and usage. The study of the writing process includes further
development of skills and working with multi-paragraph writings in narrative,
descriptive, and expository writing. The study of literature includes the genre or
thematic approach, stressing an understanding of literary terminology and
authors purpose. Interactive, online curriculum and Springboard supports
student learning in this course. From Web.psdschools.org
Students (class size/demographics): 18 students, 10 males, 8 females, 3 ELL
students, 16 Caucasian students and 3 Hispanic students
Schedule: Alternating Block Schedule, this English 8 course will be meeting
on Mondays, Wednesdays and Fridays for 50 Minutes, and every other week,
on Tuesdays and Thursdays for 90 minutes
Bennell Page | 4
Understanding Persuasive Rhetoric- The Impact of

Language
OVERARCHING CONCEPT:
This year we will be looking at the impact of language and the persuasive elements of rhetoric.
An author's diction gives the reader an inside peek at the author's intentions. Being able to
analyze and assess the power and impact of words and phrases and to be able to critically assess
and utilize these skills is an essential component of college and career readiness. One of the ways
in which we will be developing these skills is through the use of critical literacy tactics. Critical
literacy is an instructional approach that advocates the adoption of "critical" perspectives toward
text. Critical literacy encourages readers to actively analyze texts and offers strategies for what
proponents describe as uncovering underlying messages. Through reading mentor texts and
reading for enjoyment, our literacy skills and writing abilities will increase. Being able to
critically assess the content, intentions, and effective passages in a text allows us to craft our
words for maximum impact. Writing informs thinking, and well-spoken, thoughtful writers are
capable of great things. Understanding persuasive rhetoric is one of the cornerstones of effective
writing. By recognizing the impact of language and developing our own skills at writing and
developing poignant and effective rhetoric, we will be able to achieve success in college and our
careers.
CULMINATING TEXT (Yearlong Final Assignment)
For your final assignment of the year, you will be expected to turn in a
portfolio containing your four major unit projects and your writing notebook.
The four unit projects will be worked on throughout the course of the four
units of the class and the writers notebook will be an ongoing in class
assignment. For your portfolio, you will simply be asked to re-submit your
four major projects with a note to self on top. The note to self will be a
self-reflection in which you make a note on each project regarding what you
are proud of within the project and one thing you wonder if you should have
done differently. The purpose of this final portfolio is two-fold. You will have a
record of all of your hard work, and will have reflected on how much youve
grown over the year; and you will also have an idea of things that you can
focus on in upcoming school years.
Bennell Page | 5
OVERVIEW OF UNITS:
First Quarter:
1. The elements of critical literacy, persuasive communication, and
rhetoric (6 weeks): This unit will set the framework for the subsequent units. We
will be discussing the elements of persuasive rhetoric as they are found in mentor
texts and short stories and using our newfound skills to create a persuasive essay in
a real-world setting, an opinion editorial.
2. Persuasive writing, character and literary analysis, and banned books (4
Weeks) Through the exploration of themes of censorship and the exploration of a
canonical# but frequently challenged or banned book we can explore these themes.
Through the participation in a mock court setting students will be able to continue
to develop their skills at argumentation persuasive rhetoric, oral communication
skills and collaboration.
Second Quarter:
3. Persuasive rhetoric and critical literacy in the "real" world: speaking,
writing and college/career readiness (4 Weeks) Establishing a strong sense of
authors voice is a key component of effective narrative and persuasive
communication. By rooting this unit in real-world applications of these skills,
students will be able to see how their persuasive communication skills can be used
for career and college applications. This unit focuses on the creation of a personal
narrative. The narrative will be crafted under the content of a college application
essay.
4. Persuasive communication, critical literacy, and social justice/ Heroes
Unit/ Final Portfolio Project (5 weeks) This unit is intended to combine
students knowledge and skills regarding persuasive rhetoric, critical literacy,
character, authors voice and personal narrative. In Unit Four we will utilize our
critical literacy skills and persuasive communication skills to analyze our societys
heroes. What does it mean to be a hero? To have integrity? How might we want our
personal narratives to be shaped by our heroes?
Bennell Page | 6
Unit One Overview-The elements of critical literacy, persuasive

communication, and rhetoric
1.
Rationale:
Maisha Winn and Latrise Johnson address the educational debt that is owed to
marginalized students in their 2011 text Writing Instruction in the Culturally
Relevant Classroom. The educational debt is the concept that marginalized students
are owed back-pay as a result of historical, economic, and sociopolitical inequities
endured for decades (Winn and Johnson, 11). This educational debt is addressed via
a commitment on the part of educators to empower and engage disenfranchised
students through culturally relevant pedagogy. Culturally relevant pedagogy seeks
not to merely provide knowledge as some fixed entity, but also to construct
knowledge in order to serve the needs of students (Winn and Johnson, 14).
Essentially, culturally relevant pedagogy is committed to collective empowerment
via assisting students in achieving both within the classroom and outside of it. Critical
literacy is a tool for understanding and dissecting implicit messages in texts and
images. This skill allows students to determine the underlying motives of texts, and
subsequently gives them a language for breaking away from ideas they find
detrimental. Central to this is facilitating students in being able to articulate their
opinion in a way that minimizes continued marginalization. In Kelly Gallaghers
Write Like This he advocates introducing students to real-world discourses and
authentic purposes for writing (Gallagher, 8). Both Gallagher and Winn and
Johnsons perspectives can be incorporated into the argumentative opinion editorial
article. An editorial will enable students to inhabit one of the means through which
change occurs in a public forum. Allowing space for students to practice their skills at
argumentative rhetoric and engaging them in public discourse should serve the
function of facilitating civic involvement.
Through the exploration of a myriad of short stories, connected through their use of
dystopian themes, the students will be able to make connections between other
peoples opinions of the way the world should be and their own. Additionally, we will
be exploring expert and student mentor texts to serve as a model for students final
culminating project, the opinion editorial.
Texts:
Opinion editorial sections of The New York Times, The Economist, The
Huffington Post and The Washington Post (Publications)
Summer: 15 Days or 2 1/2 Months? By Laura Robb (Student
Generated Mentor Text- Persuasive Essay)
Ethos, Pathos, Logos" (videos)
a. clip (ASPCA ad). https://www.youtube.com/watch?v=IO9d2PpP7tQ
b. McCain clip https://www.youtube.com/watch?v=pgbS-vy9_Sk&feature=player_embedded
c. Lipitor Clip https://www.youtube.com/watch?v=lNFuEcy5ekg
The Most Dangerous Game- Richard Connell (Short Story)
Bennell Page | 7
NOTES TO SELF: ALTERNATE TEXTS
The Lottery- Shirley Jackson (short story)

Harrison Bergeron- Kurt Vonnegut, Jr. (Short Story)
The Sniper- Liam OFlahrety (Short Story)
The Lady or the Tiger- Frank Stockton (Short Story)
Goals:
A.
Students will understand and be able to apply the elements of effective
persuasive writing.
B.
Students will have a rudimentary knowledge of critical literacy concepts
and have a working knowledge on how and when to utilize this tool.
Standards:
Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social,
commercial, political) behind its presentation. (CCSS: SL.8.2)
c. Delineate a speakers argument and specific claims, evaluating the soundness
of the reasoning and relevance and sufficiency of the evidence and identifying
when irrelevant evidence is introduced. (CCSS: SL.8.3)
Present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound valid
reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation. (CCSS: SL.8.4)
Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text. (CCSS: RI.8.1)
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other texts.
(CCSS: RI.8.4)
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other texts.
(CCSS: RI.8.4)
Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.8.1)
i. Develop texts that offer a comparison, show cause and effect, or support a point
ii. Write and justify a personal interpretation of literary or informational text that includes a
thesis, supporting details from the literature, and a conclusion
iii. Select and use appropriate rhetorical techniques (such as asking questions, using humor,
etc.) for a variety of purposes
iv. Use specific details and references to text or relevant citations to support focus or judgment
Bennell Page | 8
v. Use planning strategies to select and narrow topic
vi. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically. (CCSS: W.8.1a)
vii. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (CCSS: W.8.1b)
viii. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence. (CCSS: W.8.1c)
ix. Establish and maintain a formal style. (CCSS: W.8.1d)
x. Explain and imitate emotional and logical appeals used by writers who are trying to
persuade an audience
xi. Provide a concluding statement or section that follows from and supports the argument
presented. (CCSS: W.8.1e)
Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
(CCSS: W.8.7)
i. Differentiate between paraphrasing and using direct quotes in a report
ii. Organize and present research appropriately for audience and purpose
iii. Present findings
b. Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation. (CCSS: W.8.8)
***NOTE TO SELF: Alternately, could incorporate elements of dystopia/more short stories and
expand this unit into a short stories and themes unit. Additionally, I am concerned about
how best to incorporate elements of persuasive rhetoric, dystopia, short stories, opinion
editorials and critical literacy. Critical literacy requires advanced, higher level critical
thinking. Though I think that it is important to incorporate this skill and to build upon these
skills throughout subsequent units, I am concerned with how plausible it is to work towards a
type of mastery within the course of just one unit. I think that, although I had originally
envisioned this first unit setting the groundwork for incorporating critical literacy into all
subsequent units, it may just serve as an introduction. If I continue to use a recursive
learning approach to incorporate these skills in every unit, they may have a better grasp on
them. I think that it might be beneficial to have students work on building these skills
through getting them to ask themselves questions, and to get them to ask questions of
texts. My hope is that they will be able to develop them over the course of the year, rather
than try and force comprehension in a five week long unit.
**NOTE TO SELF: Though this is the first unit of the semester-long plan, I have no intention of
having this unit be the focus of the beginning of my class. It will be important to develop
classroom culture and to build rapport with my students before engaging in a content-heavy
unit such as this.
Bennell Page | 9
Monday
Tuesday
Wednesda
y
Thursday
Day One:
Day Two:
Introduction to
persuasive
writingStudying a
mentor text
Elements of
effective
persuasive
writing
-elements of
critical literacy
and persuasive
words
Summer:
15 Days or 2
1/2
Months?
Friday
Day Three:
Day Four:
Day Five:
Introduction to
Editorials/
Negotiating
Criteria
Studying a text
with a Writers
Eye: Ethos,
Pathos, Logos
Generating
topics for
persuasive
writing
Day Six:
Day Seven:
Persuasive
writing in the
news/critical
literacy and
generating
topics
Research
DUE: 3
potential
topics for
editorial
Day Eight:
Day Nine:
Day Ten:
Analyzing
mentor texts
with a writers
eye
Writing an
introduction
and Hook for a
persuasive
essay
Writing and
Argumentativ
e speech
DUE: One
paragraph
from Op-Ed
Day
Thirteen:
Library Day
and Peer
Edits
DUE: Rough
Draft
Day Eleven:
Day Twelve:
Mock Trial
Library
Work Day
Day
Fourteen:
Polishing
Drafts: 2nd
draft due
Day Fifteen:
FINAL
DRAFT OF
OPINION
EDITORIAL
DUE
B e n n e l l P a g e | 10
FINAL PROJECT ASSIGNMENT SHEET
Final Project: Opinion Editorial

REQUIREMENTS/CRITERIA: Students are to write a 750-1000 word opinion
editorial piece for a specified audience. The piece should briefly state an opinion
and support the opinion with evidence utilizing rhetorical devices. Editorial
writers build on an argument and try to persuade readers to think the same way
they do. Editorials are meant to influence public opinion, promote critical
thinking, and sometimes cause people to take action on an issue. In essence, an
editorial is an opinionated news story. For your editorial you are to include an
attention grabber or hook at the beginning of the piece to get the readers
attention and preview the subject of your editorial. Your editorial should include
a clear thesis statement which highlights the main points of your piece. Your
piece should include at least three pieces of evidence or examples. Each of your
claims needs to be connected to a piece of supporting evidence that addresses
readers concerns and or addresses potential counterarguments. The editorial
needs to have smooth transitions from one claim to the next and build toward
the conclusion. The editorial states at the top the intended audience and
maintains a tone appropriate for that audience. The editorial must also contain
minimal grammar and spelling errors so as to not distract from content.
Writing an Opinion Editorial

Introduction
In class we have discussed the ways in which news media outlets and
opinion editorials present arguments and how these arguments influence the
general public. Keeping in mind what you have learned about effective
persuasive rhetoric, you will be writing an opinion editorial for publication in
an online newspaper.
Rationale
Editorial pieces serve as a real life access point to skills regarding
argumentation, claims writing, and assist in the understanding of
argumentation deconstruction and construction skills. By fostering these
skills, you will be able to make impactful statements to support your
opinions. Persuasive rhetoric is a skill utilized in editorials as an attempt to
influence people and affect change, and may be utilized in a myriad of reallife scenarios. Persuasive rhetoric is a skill you will use to get a job, sell a
product, ask for a raise, work for social justice or even just extend your
curfew. This is a chance for you to familiarize yourself with one of the ways in
which people work to impact change, influence public policy, and defend the
rights of themselves and others.
Audience and Purpose
You will be publishing your editorials on our class wikispace, where it will be
accessible to you for use in writing portfolios or other assignments. It will
also serve as a resource to other students and it will allow your opinion to
get heard! I also suggest that you submit your editorial to our citys
newspaper or school paper. Editorials are a great way to get your opinion
recognized and influence people to agree with your cause. Your audience for
this assignment will be the readers of the publication you are writing for.
Drawing from our in-class research on the elements of effective editorials,
think about what your audience is expected to know or be familiar with
based on the readership for your newspaper. If you are writing for the BBC
newspaper, you can assume your readers may have limited knowledge of
events unfolding in the United States, so you may want to include some
background information. If you are writing for the school newspaper, you will
want to choose a topic that you think most students would be interested in
etc.
Assessment
This assignment is worth 28 points. Each component of the rubric will be
worth up to four points. Your opinion editorial should be between 500 and
1000 words. Due to the size constraints, your claims must be short and to
the point. Additionally, you must support all of your claims with outside
evidence. This can be done most successfully by utilizing elements of
persuasive rhetoric. You will be assessed on your transitions between ideas,
if your introduction attempts to grab the attention of the reader, and if your
editorial is relatively free of distracting typographical or grammatical errors.
You will also be asked to include a focused thesis statement in your
introduction which will preview the claims you will be making in your
editorial. See attached rubric for more information on the breakdown of
points.
Resources
Well read Laura Robbs Summer: 15 days or 2 and months?, hold
a mock trial to practice our skills at persuading our audience, read
dystopian texts that show us potential visions for a future we dont
want to serve as inspiration for writing about a future that we would
like to join, and research op-ed articles from reputable newspapers to
view mentor texts from multiple sources to see how writers approach
the same task in very different ways.
Suggested list of vetted writers:

Leonard Pitts, Jr. - The Miami Herald
Peggy Noonan- The Wall Street Journal
Thomas Friedman- The New York Times
Maureen Dowd- The New York Times
Frank Bruni- The New York Times
Esther J. Cepeda- 600words.com
Steve Herrman- BBC News
George Will- The Washington Post
Gabriel Escobar- The Dallas Morning News
Well also examine several student models to consider how they select
content, structure, and style for effect.
Im available for conferencing any time during this unit, and Ill have
mini-conferences during the workshop and research daysso bring
specific questions on those days.
Final Project: Opinion Editorial

CATEGOR
Y
Attention
Grabber
Focus or
Thesis
Statemen
t
Support
for
Position
Evidence
and
Examples
Audience
A-
Consistently Exceeds
Expectations
B-Consistently Meets
Expectations
C- Inconsistently
Meets Expectations
U- Does not
meet
expectations
The introductory
paragraph has a
strong hook or
attention grabber
that is appropriate
for the audience.
This could be a
strong statement, a
relevant quotation,
statistic, or question
addressed to the
reader.
The thesis statement
names the topic of
the essay and
outlines the main
points to be
discussed.
The introductory
paragraph has a
hook or attention
grabber, but it is
weak, rambling
or inappropriate
for the audience.
The author has

an interesting
introductory
paragraph but
the connection to
the topic is not
clear.
The
introductory
paragraph is
not interesting
AND is not
relevant to
the topic.
The thesis
statement names
the topic of the
essay.
The thesis
statement
outlines some or
all of the main
points to be
discussed but
does not name
the topic.
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement. The
writer anticipates
the reader's
concerns, biases or
arguments and has
provided at least 1
counter-argument.
All of the evidence
and examples are
specific, relevant
and explanations are
given that show how
each piece of
evidence supports
the author's
position.
Includes 3 or
more pieces of
evidence (facts,
statistics,
examples, reallife experiences)
that support the
position
statement.
Includes 2 pieces
of evidence
(facts, statistics,
examples, reallife experiences)
that support the
position
statement.
The thesis
statement
does not
name the
topic AND
does not
preview what
will be
discussed.
Includes 1 or
fewer pieces
of evidence
(facts,
statistics,
examples,
real-life
experiences).
Most of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author's position.
Demonstrates a
clear understanding
of the potential
reader and uses
appropriate
vocabulary and
arguments.
Anticipates reader's
questions and
provides thorough
answers appropriate
Demonstrates a
general
understanding of
the potential
reader and uses
vocabulary and
arguments
appropriate for
that audience.
At least one of
the pieces of
evidence and
examples is
relevant and has
an explanation
that shows how
that piece of
evidence
supports the
author's position.
Demonstrates
some
understanding of
the potential
reader and uses
arguments
appropriate for
that audience.
Evidence and
examples are
NOT relevant
AND/OR are
not explained.
It is not clear
who the
author is
writing for.
Scor
e
for that audience.
Transition
s
Grammar
&
Spelling
A variety of
thoughtful
transitions are used.
They clearly show
how ideas are
connected
Author makes few
errors in grammar or
spelling that distract
the reader from the
content.
TOTAL SCORE: _____/28
COMMENTS:
Transitions show
how ideas are
connected, but
there is little
variety
Author makes 34 errors in
grammar or
spelling that
distract the
reader from the
content.
Some transitions
work well, but
some
connections
between ideas
are fuzzy.
Author makes 4-6
errors in
grammar or
spelling that
distract the
reader from the
content.
The
transitions
between ideas
are unclear
OR
nonexistent.
Author makes
more than 6
errors in
grammar or
spelling that
distract the
reader from
the content.
Final Project Abbreviated Work Calendar

CONTEXT: English 8- 4 week unit on Block Schedule
**NOTE to self: This is not a comprehensive list of lesson plans for the unit, but rather a
sequence of scaffolded activities specifically designed to assist students with their final
project.
Introducing opinion editorial pieces and

characteristics of persuasive writing
Week 1
Key Points:
-Textual evidence
-Organization
-Elements of persuasive writing
1. Studying a mentor text with a writers eye TEXT: Summer: 15 Days or
2 1/2 Months?
2. Students Discuss real-life ways to persuade.
3. Read the mentor text.
4. Discuss the mentor text with a partner.
5. Analyze the mentor text and assess their perceptions of the
characteristics of persuasive writing.
6. Share ideas.
Week 2
Finding Topics and Negotiating Criteria
Key Points:
-Textual evidence
-Organization
-Finding Topics
1. Students will be perusing the internet and major news media outlets
for more mentor texts. Students will be utilizing the Op-ed sections of
The New York Times, The Economist, The Huffington Post and The
Washington Post.
2. Students will be responsible for bringing in two copies of an op-ed
article with the arguments they found to be most persuasive
highlighted. Students are to determine the most useful arguments
based on the characteristics of an effective persuasive piece as
determined by student generated criteria.
3. In Class: Students Skim and reread parts of their writers notebooks for
topics.
4. Pair-share and discuss possible topics for their essays.

5. Brainstorm topic ideas on notebook paper.
6. Share ideas with classmates.
7. Students reread the analysis of Summer: 15 Days or 2 1/2 Months?
Students will be combing through the text thoroughly, looking to
pinpoint strengths and weaknesses.
8. Discuss possible criteria for a well written argument with a partner.
9. Negotiate criteria using the headings and details on the in-class
analysis chart posted on the wall. This criteria will serve as a reference
point and may be used to modify the rubric for the assignment.
Week 3 Days 5-6 Research and Source

Citations
Key Points:
-Textual evidence
-Organization
-Finding Topics
-Citations and research
1. Students will do online research in the computer lab regarding the
trending hashtags (for example, in April 2015 some relevant topics
include #blacklivesmatter, #baltimoreuprising and #yesallwomen) and
come up with a list of three main claims and counter-claims
surrounding these topics.
2. Class discussions on why these issues matter and why these
arguments are effective, in-effective and what their target audiences
are.
3. Brainstorming time in class, DUE List of three potential subjects
for your editorial
4. Library Day: elements of research and source citations.
5. Students will have the remainder of this day to do in class research
with the librarian and myself as a resource.
6. Students will read and grade persuasive essays from previous
semesters and highlight effective passages. Analysis of effective and
ineffective tactics will be incorporated into the ongoing in-class
analysis chart posted as a reference point.
Week 4 Pre-Writing and Drafting/Writers

Workshop
Key Points:
-Textual evidence
-Organization
-Finding Topics
-Citations and research
-Recursive writing process
1. Students will come in with a list of potential topics and their research
from Library Day
2. In groups and as a class we will discuss which topics are viable and
which sources they found to provide evidence. Students will be given
time in the library to continue their research.
3. Students will work on a pre-writing paragraphing worksheet
4. Students will have time to work in the computer lab on their drafts
5. Roughest of working drafts DUE
Weeks Five and Six: Writers

Workshop/Peer and Self-Assessment
1. Self assessment
2. Students will collaborate in groups to develop peer edits
3. Computer lab will be available for additional research, revising, and
completion of final papers
Daily Lesson Plans- Unit OneLesson

Plan for Day 1: Studying a Mentor Text with a Writers Eye
Learning Target: Students can identify and replicate elements of persuasive
speaking and writing from real world experiences and mentor texts.
Standards:
Explain and imitate emotional, logical, and ethical appeals used by writers who are trying to
persuade an audience(CCSS: W.8.1)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.(CCSS: SL.8.6)
1. Use verbal and nonverbal techniques to communicate information
2. Define a position and select evidence to support that position
3. Develop a well-organized presentation to defend a position
4. Use effective audience and oral delivery skills to persuade an audience
Concepts and Skills: Elements of persuasive writing, familiarity with mentor

texts, examples of counterarguments.
Goals:
a. Students will be able to identify two ideas they found to be persuasive
or two ideas they would like to create a counterargument against
within the mentor text.
b. Students will be able to identify and authors position and claims within
a text.
Daily Plan: (90 minutes)
HOOK: Start the lesson by asking students how they get their parents
or guardians to let them do something they are not supposed to such
as going out with friends on a school night or staying up past their bed
time.
Tell them You surely have effective strategies, now turn to your
partner and take a few minutes to discuss other persuasive strategies
you can use.(5-7 minutes)
Circulate among students and listen. When their talk about persuasion
diminishes, say, Finish your thought. Then take a few minutes to jot
three to four ideas on your paper for how to persuade.(3 min)
Have them write their ideas on a large piece of poster board, leaving
room for their ideas after reading the mentor text. (Formative
assessment)(4 Min)
Affirm their background knowledge by discussing the positive elements
of their strategies while handing out a mentor text. (2 min)
Inform students that we are going to do a popcorn style reading with
this student essay, (7min)
HANDOUT: Summer: 15 Days or 2 1/2 Months? popcorn read together as

a class. Only students who feel like reading need to read aloud, students
can just pop-in whenever they feel the urge to read. While reading, please
look for the authors main points. What are they trying to argue? Why do
they believe this?
DOC CAM/ HANDOUT Mentor Text:
Summer: 15 Days or 2 Months?-
Laura Robb from Smart
Writing Units for Middle School Learners
The final bell rings. Its the last day of school, and summer has finally come!
Students dont have to think about school for at least another 2 1/2 months.
That is the way it should always be. Schools should continue using the
traditional calendar and not a year-round schedule. There are numerous
downsides to year-round schooling. It has no positive effects on education, it
adds to costs, and it disrupts the long-awaited summer vacation.
Contrary to the well-accepted belief, year-round schooling has no constructive
impact on education. Most year-round schedules use the 45-15 method: 45 days
of school followed by 15 days off. Because of this, there are many first and last
days of school. All those transitions disrupt the learning process. Also, there is
no evidence of higher test scores. Due to that, many schools that change to
year-round schedules end up switching back. For example, since 1980, 95
percent of schools that tried the year-round schedule changed back to a
traditional calendar. It is obvious that changing to year-round schooling does not
help students; therefore, why is the change necessary?
Like any other facility, keeping a school open requires a great deal of money.
When a school changes to a year-round schedule, the costs skyrocket. Keeping
school open in the middle of summer requires air conditioning, and that adds
significantly to the schools expenses. The usual utility bills grow because of the
additional open-school time. Finally, teachers must be paid for all the weeks
they are working. With all these factors, the cost of keeping schools open
becomes immensely high. For example, a high school in Arizona had a cost
increase of $157,000 when they switched to year-round schooling. Some schools
may not be able to handle such increases, and other schools that can handle
these expenses could be doing better things with the money. Is year-round
school really where the money should go?
An important part of a childs life is summertime. With year-round schedules,
students would hardly have any time to relax. During the 15-day breaks, they
would be thinking about their quick return to school. It would also be difficult to
coordinate family vacations with parents work schedules. Similarly, children
would not be able to go to most summer camps. One expert, Dr. Peter Scales,
says, The biggest plus of camp is that camps help young people discover and
explore their talents, interests, and values. Most schools dont satisfy all these
needs. Kids who have these kinds of [camp] experiences end up being healthier
and have fewer problems. Obviously, the summer is crucial to a childs learning
and development. Why should this invaluable part of a young persons life be
taken away?
It is evident that year-round schooling is not the best option for the school
calendar. There is absolutely nothing wrong with the traditional school year. Why
change something that works so well? The final bell rings. Lets make sure this
bell means that the real summer vacation has come.
After reading the read-aloud, I display Questions for Analyzing a

Persuasive Essay: Summer: 15 Days or 212 Months? to guide
partners discussion.
Discussion questions below will be displayed ON DOC CAM
DOC CAM:
Model my thinking as I analyze the text. State the segments that I

found to be effective, point out transitions. (5 min)
Ask students to share what they discussed in their pairings (5 Min)
FORMATIVE ASSESSMENT: How will I know if theyve got it?
Did the student identify arguments for? Arguments against?
Did the student understand why the ending was satisfying? Or not?
Did both students (or all group members) contribute to the discussion?
Did the student provide text details to support his ideas?
Did the student add details to his brainstormed list about his topic
WORKSHEET (on following page): Analysis of Summer: 15 Days or 212
Months?
Have the students respond to the writing prompt questions below
informing them that they will turn this in for participation points. (15
min)
EXTENSION/MODIFICATION: Inform students that if they finish early,
they should start brainstorming ideas for their persuasive argument.
What are they passionate about and why? As a modification, allow
students to work in groups and facilitate in responses, let the entire
class know that if they are having a hard time, they can try just
underlining the sentences that they think are an argument for keeping
schools open all year.
After discussing the qualities of the student generated- text, inform
students that we will be discussing the upcoming final project.
Handout a copy of the Writing and Opinion Editorial project from the
beginning of this document.
Read this document to students and ask for clarifying questions. (5
min)
Have the students turn to their neighbor and describe the assignment
to them.(3 Min)
Have the students take out their assignment notebooks or the section
of their binder that is dedicated to English 8. Have them write together
as a class the important due dates in their assignment notebook or at
the first page of their binder section. Following the important due
dates, have them write three bullet points indicating the nature of the
assignment. (10 Min)
Typewriter Takeaway CLOSURE: Ask the class as a whole for one
sentence or headline indicating what a good argument is and write it
on the board as the takeaway for the day.
Assessment- Worksheet will be a completion grade and serve as a formative
assessment to guide instruction.
WORKSHEET: Analysis of Summer: 15 Days or 212 Months?

State the opinion (thesis) of this persuasive essay:
What arguments (if any) does the author offer for year-round school?
What arguments (if any) does the author offer against year-round school?
How does the author conclude the article? DO you think this is effective?
Why or why not?
What is the Point of View for this text?
Lesson Plan for Day 2: The Game of Persuasion

Adapted from http://teacher.scholastic.com/LessonPlans/powerfulWords.pdf

speaking and writing from real world sample prompts.
Standards:
Explain and imitate emotional, logical, and ethical appeals used by writers
who are trying to persuade an audience(CCSS: W.8.1)
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.(CCSS: SL.8.6)
I. Use verbal and nonverbal techniques to communicate information
II.
Define a position and select evidence to support that position
III. Develop a well-organized presentation to defend a position
IV.
Use effective audience and oral delivery skills to persuade an audience
texts, examples of counterarguments.
Goals:
A. Work in small groups to brainstorm persuasive ideas and organize them into a
cohesive argument they will present to the class.
B. Learn vocabulary terms associated with persuasion.
C. Begin to think about authors motives when attempting to persuade a reader
(critical literacy.)
Materials:
1.
Chart paper or chalkboard
2.
Markers
3.
Doc cam
4.
Five 3x5 index cards for each student
5.
Class set of dictionaries (enough for students to use with a partner)
6.
Stapler or tape for adhering index cards to a Word Wall or bulletin board
7.
Powerful Words Printable (PDF below)
Daily Plan (90 min)
Copy class set of the Powerful Words.
Type up the following arguments to assign to each group:

o
Dropout Dora Your friend Dora has lost interest in school and her grades are suffering. As a
result, she'll be repeating 9th grade. Dora has decided to quit and work more hours as a waitress to
support herself. She says she'll eventually get her diploma on her own. Compose a logical
argument convincing Dora to stay in school, with reasons why it is to her benefit.
o
Your parent is considering a job in Seattle, Washington. If your parent takes the job, it would mean
that your family would relocate during Thanksgiving break. For you, this would mean adapting to a
new town, a new school, and new friends. Your parent has asked for your help in making this
decision. Compose a logical argument to either support moving or support staying where you are.
Century High School is considering eliminating study hall from the school schedule. While this
would force you to take another class and earn additional credits, it would eliminate time to study.
Either persuade the school board to eliminate Study Hall or keep it on the schedule.
High school athletes must maintain a passing grade in each class to be eligible to participate in
sports. Some teachers and coaches believe that requiring a minimum 60% grade in each class isn't
a high enough standard. Therefore, it's been suggested that athletes should have a minimum of
70% in each class at the end of each week to be eligible to play. Compose an argument to either
support raising the grade requirement or to keep it at the current requirement.
Many schools in California have changed their school calendar so that they are now year-round
schools. They still have time off in the summer, but they don't have the traditional 3-month break.
Some Illinois schools are considering following in California's footsteps. Compose an argument
either in support of the year-round school calendar or in support of continuing the traditional school
calendar.
Divide class into teams of 4-5, depending on class size. Designate a recorder and speaker for each team or
have the students choose these roles. Assign an argument to each group.
Decide on a signal to let the groups know when their work time and presentation time is finished.
Arrange classroom seating to accommodate group work and discussion. Have chart paper and markers
available for each group.
Create a Word Wall or bulletin board with the 39 words from the Powerful Words printable. Students will later
post definitions written on 3x5 index cards next to the words.
Hook: Begin the lesson with this statement: "Raise your hand if you usually win an argument, any argument with
your siblings, parents, friends, boyfriend/girlfriend, and so on." Ask those who raised their hands: "Why do you think
you win? What do you do or what techniques do you use to win your arguments?" Generate a brief discussion.
Include ideas like everyone doesn't think the same way and has different viewpoints of various topics. Give an
example by stating your favorite season of the year or favorite flavor of ice cream and asking students to share theirs.
Then ask: "What is the word for trying to convince someone to change his or her mind about something?" Elicit from
students the word persuade. Write the word and the definition on chart paper or chalkboard.(5min)
Explain to students that they're going to engage in an argument today in small groups. Each group will be
given an argument and their job is to discuss and generate ideas for persuasion. Review the activity with
the students:
Each group will have a recorder and a speaker. The recorder will write down the team's arguments and the
speaker will present those arguments in order to persuade the audience to believe in the same way.(5 min)
They must work together as a team to produce the best ideas for their scenario.
They will have 20 minutes to work together. The speaker will have 3 minutes to present.
A signal will indicate when the group time is up and when the presenter's time is up.
Assign groups, recorders, and speakers. Allow 20 minutes to work. Upon completion, invite speakers to
present their argument to the class. Afterwards, process the arguments by asking students what they
learned while listening to each argument and whether or not they sided with the speaker's perspective. Why
or why not?(35 min)
Ask students to share some examples of when people tried to persuade them or times when they tried to
persuade someone else. Point out the following:(5 min)

Commercials and advertisements try to persuade you to buy things.
People running for an official position try to persuade you to vote for them by convincing you that they are
the best person to meet your needs.

Your teacher tries to persuade you into doing your best in school by promising you that better things in life
come to those who are educated.
Point out that some of the speakers from the argument activity used particular words that persuaded us to
think a certain way. Have students recall some words or phrases that the speakers used. Tell students that
they will learn some terms or "powerful words" that can be used for persuasion.
Distribute the Powerful Words printable to each student. Using the Powerful Words transparency, review the
vocabulary list with the students. Explain that these are "powerful words" that good speakers or writers
would use to persuade other people to do something that they want them to do. Explain to students that they
will be writing their own persuasive business letter in class, and that they will be required to use at least five
"powerful words" in their letter. Ask students to draw a star next the five words they would like to use. They
can add to or delete from this list later, if needed.(9min)
Show students the Word Wall with the 39 "powerful words" displayed. Distribute five index cards to each
student. Ask them to write this information on each card clearly: their name, one of their words, its definition,
and their own sample sentence using the word. Distribute dictionaries to each student or pair of students.
Ask for volunteers to look up the definitions and write sentences for words that students have not chosen.
Walk around the room, monitoring the students, and check to see which words have not been chosen.
Assign those words to the volunteers. When all students have finished, review each word with the class by
asking one student who chose that word to read their definition and sample sentence aloud. Have them
staple their cards to the Word Wall.(14 min)
Throughout the unit, choose one of the words from the Word Wall and ask for a volunteer to come and read
the definition and sample sentence out loud. This will help reinforce students' comprehension of the
"powerful words."(8 min)
CLOSURE: Typewriter Takeaway: what is the one headline for the days
lesson?
http:/ / www.scholastic.com
Lesson Plan for Day 3: Editorials

writing from real world and classroom mentor texts.
Standards:
Explain strategies used by writers who are trying to persuade an audience (CCSS:
W.8.1)
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text. (CCSS: RL.8.2)
Adapt writing to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate.(CCSS: SL.8.6)
Develop a well-organized presentation to defend a position
Concepts and Skills: Elements of persuasive writing, familiarity with mentor texts,
familiarity with conventions of editorials, examples of counterarguments
An overarching purpose of this lesson is to work with students and develop specific
guidelines for writing a persuasive essay before the planning stage. Knowing the
criteria they will be expected to meet enables students to do a better job of
planning and drafting. In addition, students will return to the criteria to peerevaluate first drafts and then improve them before writing a second draft.
Daily Plan (50 Min)

INTRO: Remind students that during the first lesson, they identified some of
the elements of effective persuasive writing.
Have them go through their poster board explanations of their analysis of the
Summer handout. Pull out your article, why did your group include this
element or that? (5min)
Explain to them that they will be using these persuasive writing skills to write
an editorial as a final project for the unit. Give them a brief description of the
source and function of an opinion editorial piece.(6 min)
Have them pull out the assignment description and rubric, inform them that
we will go over this assignment sheet in detail. To maintain a low stress
situation, tell them to treat the description like they are reading someone
elses assignment.
Have them engage in the following writing prompt in the writers notebook.
WRITING PROMPT: KWL activity: What do they think an editorial is based on in
class discussions and the assignment sheet?(12 min)
o Know- what do you know about editorials?
o What do I want to know?
o L- (to be finished at end of class) What I learned?
FIll out a classwide KWL by having students go up to the board and write one
of their Ks or Ws on the board.(7min)
Handout printed editorials from vetted and reputable publications. Ask them
to underline the passages that they think are most important.
Ask them to label their underlined sentences or phrases in the Summer
article according to the following key( 5 min)
o B- background info
o T-title and thesis statement
o A-argument, the others own opinion/claim
o CA- Counterargument, when the author offers someone elses claim or
o
opinion and then argues against it

E- ending or concluding statements (call to action?)
Tell them to refer to their poster board lists of what makes an

effective argument and their assignment sheets/KWLs as
further resources
Have them write in their writers notebook what they see as the most
important things to include in a persuasive editorial piece. We will then
include these ideas on the poster board as a group.(5 min)
Inform them that we will next be negotiating the criteria for the Editorial and
also negotiating the grading percentages.
Begin by suggesting that the title should introduce the topic of the essay, and
write this on the chart. Then ask them to volunteer other criteria, writing
them under the appropriate categories after the group discusses, accepts, or
rejects recommendations. We might decide that the grammar and spelling
part should be worth more points, for example. I will finish by suggesting
elements included on the assignment that they may have missed. It is
important to note that though the main criteria for successful completion is
non-negotiable, student voice is important so the details, and subsequently
the rubric, are mutable.(12 min)
Example Negotiated Criteria: (These are just some samples of fictitious student
generated ideas, I will try to guide the students toward my pre-established
guidelines, with some modifications. For example, I would like their input on the
points breakdown and whether or not certain elements of the rubric should be worth
more points etc.) We will utilize the rubric and modify it accordingly.
Content 50%
Title: introduces the topic
Lead: includes your position in a thesis statement
Know your audience
Arguments for: three well-developed points
Arguments against: address one to two and make these work for your position
Point of view: third person
Ending: add something new
Style (craft and technique) 25%
Leads and endings: for persuasive essays
Transitions from paragraph to paragraph
Writing Conventions 25%
Paragraphing: for essays
Vary sentence openings
CLOSURE: go back over the KWL on the board from before and add to it
information from the L column
CLOSURE 2 Typewriter Takeaway: Ask the class as a whole for one sentence
or headline indicating what a good argument is and write it on the board as
the takeaway for the day.
Lesson Plan for Day 4: Studying a Text with a Writers

Eye: Ethos, Pathos and Logos
Adapted from http://betterlesson.com/community
Learning Target: Students will be able to analyze a persuasive advertisement for its use of ethos,
pathos, and logos.
Standards:
Explain and imitate emotional, logical, and ethical appeals used by writers who are trying to
persuade an audience(CCSS: W.8.1)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.(CCSS: SL.8.6)
I.
Use verbal and nonverbal techniques to communicate information
II.
III.
IV.

texts, examples of counterarguments, critical literacy skills, reading between
the lines.
Goals:
a. Identifying the main idea in persuasive excerpts.

b. Identify elements of persuasive rhetoric. How does the author support his or her
point? What are the definitions of ethos, pathos, and logos?
Daily Plan (50 minutes):

HOOK: We have been discussing the elements of persuasive writing and
speaking within the context of student generated mentor texts and potential
real world occasions that necessitate persuasive language, but what other
type of text do we come across daily that attempts to persuade us? Guide
them toward discussing advertisements and television.(6 min)
Discuss how we will be addressing the secret language of persuasion, the
three key ingredients to very persuasive pieces. (1 min)
Lead students through first page of notes. (SEE DOC TITLED NOTES BELOW)
(7 Min)
Then use the doc cam to show the first youtube clip (ASPCA ad). (10
min)https://www.youtube.com/watch?v=IO9d2PpP7tQ
Teacher fills out the first analysis sheet as indicated on the teacher copy of
the notes. (3 Min)
Take student thoughts and correct any confusion--make sure students
appreciate that Pathos is the shape of the argument, while the other two are
"add-ons" that can enhance that argument's appeal to an audience.(3 min)
Show the McCain clip https://www.youtube.com/watch?v=pgbSvy9_Sk&feature=player_embedded
Show the Lipitor Clip https://www.youtube.com/watch?v=lNFuEcy5ekg
After each, facilitate a discussion of the persuasive techniques therein. (12
min)
POTENTIAL DISCUSSION QUESTIONS:
What is the ad implying?
What is going unsaid?
Who might benefit from this ad?
Is the ad relying on emotional pleas? Perceived facts? The authority of
the speaker?
Who or what are we supposed to believe after watching this?
What sources are being quoted or cited?
As the clips progress, allow for a gradual release of responsibility--by the end,
students are supplying all the ideas about the ads being shown.
**NOTE TO SELF: provide sufficient background about each clip--make sure
students know that Lipitor is a medicine for heart disease, and that Joe Biden
was taken to mean something different than he intended with the "global
disaster." Additionally, edit hard copies of notes below to include ethos and
pathos, which was cut off from the pdf version.
For the final few blanks--pathos and ethos on the Lipitor ad--allow students to
fill in individual responses before they share with any classmates. This can
serve as a check for understanding and FORMATIVE ASSESSMENT.(10 Min)
Extension: Students who finish up their reflections early can move on to
writing a paragraph on a potential topic for their Op-Ed that incorporates the
strategies taught.
lesson?
HOMEWORK/REMINDER: Students are supposed to bring in three opinion
editorials from major news publications and highlight or underline the
sentences they think are the most important.
ASSESSMENT: The set of worksheets below will be completed in class. They
will be assessed based on a check/check plus/check minus system indicating
level of understanding. The worksheets are mostly fill in the blank and based
off of an I do/We do/You do model, so this should serve as a sufficient check
for understanding.
NOTES BELOW: PRINT ONE SET FOR EVERY STUDENT
Lesson Plan for Day 5: Generating Topics for Persuasive

Writing
Learning Target: Students can identify, originate and brainstorm topics for
persuasive writing.
Standards: Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.9.1)

texts
Goals:
a. Students will be able to identify a few potential topics for their Op-Ed article.
b. Students will be able to describe an editorial and the conventions that this genre
requires.
c.
Students will be able to describe some of the topics that they are passionate about,
which is beneficial for this developmental stage.
Daily Plan (50 Min):

INTRO/HOOK: Talk about the highlighted articles they brought in for today.
What were they excited about? What articles did they read that were
interesting or made them angry? Did they get any ideas about what they
might want to write about?( 5 Min)
Today, were going to generate possible topics for a persuasive essay,
Open this lesson with a question for students to discuss with a

partner: What do you want to persuade your parents, siblings,
friends, and teachers about?
Write this prompt/question on the board for ELL students and to
maintain focus
Below the prompt, make bulleted points regarding criteria
(realistic, arguable, audience appropriate, something you could
research, etc.)
As pairs take five to seven minutes to talk, I will make the
rounds, clipboard in hand, and listen to the students.(7 min)
As they are talking, ask them to ask themselves and their
partners if they think the topics are realistic.
Listen to other students, jotting, on sticky notes, the names of

those who arent sharing. Writing down students names is my
memory cue to read their brainstormed lists and observe them
skimming their notebooks.
Watch thinking circles video on Youtube (4
Min)https://www.youtube.com/watch?v=9mOCUP07-1I
Have them draw thinking circles( 3 Min)
Have the students try and brainstorm at least one topic for each circle ( 8
Min)
Have them make a second graphic organizer with their top three topics and
start brainstorming what they might want to argue about the topic, and what their
main arguments might be as well as where they think they might look for research
on the subject(6 Min)
Think Pair Share: Have students think about which argument they feel most
confident about(3 Min)
Have them find a new partner and tell them about their thinking, ask the new
partner to give them one suggestion(2 Min)
Share ideas with each other as a class (7 Min)
Formative assessment: Have them give me a fist to five rating on how
confident they feel about moving on to pre-writing or how many of them feel like
they need more time for brainstorming
As a scaffolding activity intended to help students decide which subject to

write about and how to begin their assignment, hand out the following WORKSHEET
(Brainstorming Activity: Practice Editorial Theses)
Instruct students that this is a low stakes pre-writing activity designed to help
them brainstorm about their topics. They are expected to write a potential thesis for
each potential topic (or if they have decided on their topic, three different phrasings
for the thesis) that could serve as part of their introduction.
In the additional spaces provided, the students are to assess what they like or
dislike about their theses. Which thesis do they think is the strongest? How might
they transform this thesis into an editorial? (14 Min)
lesson?
**NOTE TO SELF: The intention of the thinking circles exercise is to encourage
students to feel confident that they are knowledgeable on a subject or passionate
about an idea. This is a beneficial social aspect for this developmental stage. Try to
come up with more ways to instill confidence and identity establishment in this unit.
Brainstorming Activity: Editorial practice theses

Topic One:
What I like about this:

Practice Thesis One:
What needs improving:
Topic Two:
Practice Thesis Two:
Topic Three:
Practice Thesis Three:
Lesson Plan for Day 6: Persuasive writing in the news and

generating topics
Graphic Organizers from: http://fhsdsm.sharpschool.net/common/pages/DisplayFile.aspx?
itemId=20326872
Learning Target: Students will be able to utilize technology to research

relevant news stories and use these as a basis for forming an argument.
Students will be able to identify and correct specific punctuation errors.
Standards:
(CCSS: W.8.7)
Concepts and Skills: Research, argumentation, in-text citations, generating

topics for persuasive essay, periods and capitalization
Goals:
a. Students will be able to engage in research on trending news stories in
order to identify the important issues of the day and in order to inspire their
own writing.
b. Students will be able to make some rudimentary analyses of what the
trending news opinion articles are arguing.
Daily Plan (90 minutes):
HOOK: How many of you are familiar with #____? (insert
whatever trending hashtag is relevant for this week, for example
this week in 2015 relevant topics include #blacklivesmatter,
#baltimoreuprising and #yesallwomen)
Ask students what they think this hashtag is about? Who do they
think started this hashtag? Who made it popular? What type of
audience might this hashtag be catered towards? (10 Min)
ON DOC CAM: look up https://www.google.com/trends/
With the class, decide together on a trend to click on and model
an internet research based search for students.(5 Min)
Following the trend decided upon by class consensus, find an
article that contains opinion that is either obvious or implicit.(3
Min)
Model dissecting the argument for the students(5 Min)
Model how to look up the source and how to determine if the
source is a reliable one (5 Min)
LIBRARY: Take students to the library or have them pull out their
netbooks and model the same type of search (35 Min)
Students are to research one trending hashtag and answer the
following questions in their writers notebook for a completion
grade (Check/check plus/check minus grade inspired by
Standards Based Grading from Lauren Newman in my
Professional Learning Community)
ON DOC CAM WRITING QUESTIONS: (15 Min)
What is this hashtag about?
Who is the intended audience for this hashtag?
What is the author of the articles attached to this hashtag
arguing?
Give one example of the logos, pathos or ethos of one

argument you found.
REMINDER: HOMEWORK DUE NEXT CLASS List of three potential
subjects for your editorial
Inform students that we are going to switch gears
SITUATED LANGUAGE INSTRUCTION: Ask students a guided question:
Now that we have discussed the elements of logos, pathos and ethos, Id
like to ask you if you think that mistakes with punctuation or grammar will
help or hurt your ethos (3 Min)
Ask students to imagine that I am a space alien (not a stretch) and I am
discussing the English language with you. I had noticed while trying to
read the strange symbols you use for your written language, I became
confused as to what these dots (periods) signified. How do you know when
to place a dot in your writing? (5 Min)
QUICKWRITE: Respond to the space aliens question. Describe to me how
the English language is structured. What is the subject of a sentence?
Review definition of noun during discussion
Ask students to edit the following passage from Fahrenheit 451( 8 Min)
Working with Punctuation errors- Exercise from Keith Polettes Teaching Grammar
through Writing page 82
Passage from Fahrenheit 451 by Ray Bradbury page 58
Instructions:
There are 17 punctuation errors in the following passage. Eight of the errors are
missing periods. Two are missing question marks and the rest are easy, the
final seven are the capitalized letters after the periods.
a book is a loaded gun in the house next door burn it take the shot from the
weapon breach mans mind who knows who might be the target of the well-read
man me I wont stomach them for a minute and so when houses were finally
fireproofed completely, all over the world (you were correct in your assumption the
other night) there was no longer need of firemen for the old purposes they were
given the new job, as custodians of our peace of mind, the focus of our
understandable and rightful dread of being inferior: official censors, judges, and
executors thats you, Montag, and thats me
Corrected version (errors are in red):

A book is a loaded gun in the house next door. Burn it. Take the shot from the
weapon. Breach mans mind. Who knows who might be the target of the well-read
man? Me? I wont stomach them for a minute. And so when houses were finally
fireproofed completely, all over the world (you were correct in your assumption the
other night) there was no longer need of firemen for the old purposes. They were
given the new job, as custodians of our peace of mind, the focus of our
understandable and rightful dread of being inferior: official censors, judges, and
executors. Thats you, Montag, and thats me.
SUBJECT AND PREDICATE DOC CAM VISUAL

Subjects
The subject is the noun in the sentence or clause that takes action. To find the
subject, merely ask yourself, What is the action? Once you have found the action, ask
yourself, Who or what is taking this action? The answer to that question will be the subject
of the clause.
Examples
John went to the store.
In this sentence, the action is went. Ask yourself, Who went? Since John went, John is the
subject.
It was hot outside.
The predicate in this sentence is was. So we ask ourselves, What was? In this case the
subject is it.
Predicates
Predicates are actions in the clause or sentence. Action verbs are pretty easy to
identify, but many students have a difficult time identifying verbs of being (am, is, are, was,
were) as predicates. There only way to improve in this regard is to study verbs, verb
phrases, and gerunds. A sentence can have one predicate or many, but every grammatically
complete sentence requires at least one predicate.
Examples
We ate pizza.
In this sentence, the predicate is ate, because it is the action that occurs in the clause.
Love was his only motivation.
This sentence does not use an action verb, but rather expresses a state of being in which
Love, the subject, existed in the past as his motivation; therefore, the predicate in the
example sentence is was.
Objects
Objects are nouns in the sentence or clause that do not take actions. Remember, if
a noun takes the predicate, it is the subject; therefore, if a noun is not a subject then it must
be an object.
Examples
We ate chicken.
In this sentence, the action is ate. Ask yourself, Who ate? Since we take the predicate,
pizza is an object. Ask yourself, What does pizza do in this sentence? You might reply that
it gets eaten, but in that sentence it does not get eaten. Pizza was eaten in the sentence,
Pizza was eaten. But in the sentence, We ate pizza, pizza does nothing. Since it does
nothing it is an object.
I forgot my shoes.
The predicate in the above sentence is forgot, so we ask ourselves, Who forgot? Since I
forgot, I is the subject. Since shoes is a noun in the sentence that doesnt do anything, shoes
is an object.
Compound Subjects and Predicates

A compound subject or predicate occurs when a clause has more than one subject
or predicate functioning as a single unit. A compound subject is when two or more
separate subjects take the same predicate or group of predicates. A compound predicate is
a when a subject or group of subjects take two or more predicates.
Examples
John and I played a game.
In this sentence, the predicate is played. So we ask ourselves, Who played? Of course both
John and I played, so the clause has two subjects or a compound subject.
I went home and studied.
What is the verb in the above sentence? You might notice that there are two: went and
studied. Since the subject I takes both of these predicates, the clause has a compound
predicate.
HASHTAG RESEARCH WRITING QUESTIONS:
What is this hashtag about?
Who is the intended audience for this hashtag?
What is the author of the articles attached to this hashtag

arguing?
Give one example of the logos, pathos or ethos of one argument

you found.
Lesson Plan for Day 7: Research

Source for texts:
http://www.ode.state.or.us/teachlearn/subjects/elarts/writing/resources/scostuwk/grade8/persuasive/wrigr8pmlallpeopleshould.pdf
Learning Target: Students will be able to do guided and independent online

research on their chosen topics for the opinion editorial.
Standards:
(CCSS: W.8.7)
Concepts and Skills: research, citation, source credibility

Goals:
a. Students will be able to find and identify credible sources for their opinion
editorial.
b. Students will be able to utilize in-text citations in their pre-writing.

INTRO/HOOK: Ask the students to bring out their list of three potential
topics for their op-ed that they brought for today
Rank your choices by the ones you like the most/care the most about
Which one do you think will be easiest to find evidence for? What types
of sources do you imagine using? (7 Min)
ON DOC CAM: show the following types of graphic organizers ( FROM
KUNKEL pg.93 on inquiry based strategies)
Discuss with students the elements of each type (12 Min)
Allow students to select which type of organizer they prefer or think
will work best for their research and essay
Inform students that once we get to the library, they will be responsible
for attempting to fill out a graphic organizer for each potential op-ed
topic
Discuss with students the idea that this activity is designed to help
them determine which op-ed topic has the most evidence available for
them to use
Inform students that these are just practice, that they will be graded in
class only for completion, that they are to serve as a framework for
guided research
Students will have the rest of the day to work on research in the library
(70 Min)
WORKSHEETS follow below
Lesson Plan for Day 8: Analyzing Mentor Texts with a

Writers Eye
Graphic Organizers from: http://fhsdsm.sharpschool.net/common/pages/DisplayFile.aspx?
itemId=20326872
Learning Target: Students will be able to do guided and independent online

research on their chosen topics for the opinion editorial.
Standards:
(CCSS: W.8.7)
Concepts and Skills: research, citation, source credibility

Goals:
a. Students will be able to find and identify credible sources for their opinion
editorial.
b. Students will be able to utilize in-text citations in their pre-writing.

INTRO/HOOK: Today we will be looking at some sample persuasive essays to
help you utilize mentor texts to determine the criteria for what to do or not to
do with your Op-ed articles.
Put persuasive essay #1 or #2 (BELOW) on DOC CAM
I do/We do/ You do: Model for students teachers thinking on how to
determine what is effective or ineffective within the essay(10 Min)
Put second persuasive essay on the board
Take suggestions from the class as to what to do to improve the essay (10
Min)
Have the students write one good thing and one opportunity for growth in
their notebook as a suggestion for this student (3 Min)
As a class, add the improved criteria for an effective persuasive essay onto
the ongoing class poster board(5 Min)
Take out your graphic organizers from library day last class
Please look at your graphic organizers and determine which topic you feel is
the best topic for you as determined by the amount of evidence you were
able to find and the graphic organizer you feel has the most persuasive
claims within it. (5 Min)
QUICKWRITE IN WRITERS NOTEBOOK: COMPASS POINT STRATEGY from (Making
Thinking Visible pg 93)
E- Excitements: What excites you about this idea or proposed topic? Whats the
upside?
W- Worries: What do you find worrisome about this idea or proposed topic? Whats
the downside?
N- Needs: What do you need to know or find out about this idea or proposition?
S- Stance, Steps, or Suggestions: What is your current stance or opinion on the idea
or proposition? What should be your next step in your evaluation and research of
this idea or proposition? What will be the first/most important thing that you will do
next to address your needs and worries?(8 Min)
Inform students that the rest of the period is theirs to do research or pre-write
(65 min)
CLOSURE Typewriter Takeaway: What is the one headline takeaway from today?
Student Generated Persuasive Essay- #1
Student Generated Persuasive Essay #2
Lesson Plan for Day 9: Writing an introduction paragraph

for a persuasive essay
**Co-Planning: This lesson plan was developed in conjunction with my associate,
Sarah Cavender, as part of a teaching practicum co-taught lesson.
Understanding By Design Unit Template

Title of Unit
Writing an introduction
Grade Level
Time Frame
50 min
paragraph for a persuasive essay

Curriculum Area
Developed By
English
Shanna Bennell and Sarah Cavendar
Identify Desired Results (Stage 1)

Content Standards
CCSS.ELA-Literacy.W.8.2.a
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using s
classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., c
when useful to aiding comprehension.
CCSS.ELA-Literacy.W.8.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and ex
Understandings
Essential Qu
Overarching Understanding
Overarching
How can the incorporation

of definitions, classifications, and
comparison/contrast help create a
strong introduction paragraph?
How does the development of a
Students will understand the importance of beginning and

ending their persuasive papers with strong paragraphs that
connect to their audience.
Related Misconceptions
strong introduction paragraph help to

set the stage for a well-written essay?
How does the development of
topic through use of relevant facts,
definitions, information and
examples help create a strong essay?
A hook and an introduction should be one and the same. A

hook and introduction should always begin with a fact or
question.
Knowledge
Skills
Students will know
Students will be able to
Compose an introduction paragr
The function of a hook and an introduction.

Various ways for approaching the writing of a hook and an
introduction.
Examples of hooks that are not effective and the criteria for
designating an effective or ineffective hook.
that addresses a clear introduction to th

audience.
Compose an introduction paragra
offers a preview of what will follow in
Use a variety of strategies to prese
persuasive essay (organize ideas, conce
strategies such as defini
comparison/contrast, and cause
Assessment Evidence (Stage 2)

Performance Task Description
Goal
Understand and be able to craft more effective hooks and intro
Role
writer and reader
Audience
Editorial reader
Situation
Writer of opinion editorial
Product/Performance
Standards
Other Evidence
Op-Ed essay
CCSS W.8.2 a and b
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?
My students have been focusing on the e

writing and the characteristics of editorials. Th
the logistics of writing effective paragraphs, in
How will you hook students at the

beginning of the unit?
Share 3 examples of topic sentences/intr

from persuasive articles from internet and/or m
student reaction to each.
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?
Students answer: Which one do yo
How will you cause students to reflect and

rethink? How will you guide them in
rehearsing, revising, and refining their
work?
Give them samples of each type of h
How will you help students to exhibit and

self-evaluate their growing skills,
knowledge, and understanding throughout
the unit?
Through their sample hooks, intros, and t

check for understanding, and through dissectin
the pros/cons of their own hooks, my students
their opportunities for growth.
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?
Through the I do/We do/ You do model, st

into understanding. By giving a skeleton outlin
and hooks, I hope that all students will be set
extension, advanced students can use these p
hooks as a starting point for their final project.
How will you organize and sequence the

learning activities to optimize the
engagement and achievement of ALL
students?
Through the I do/We do/ You do model, st

into understanding
What do you think this article would be

introduction tell you that?
Students answer: Which introduction
weakest? Why? What do you think this
does the introduction tell you that? Hoo
entail the use of several things. The first s
audience. Give them samples of each
them the time and space to practice and d
time and space to practice and dissect the

writing their own intros and hooks aft
teacher generated mentor texts as a cla
then individually.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association

for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Planned Lesson Activities

Name and Purpose of
Lesson:
Should be a creative title for
you and the students to
associate with the activity.
Think of the purpose as the
mini-rationale for what you are
trying to accomplish through
this lesson.
Approx. Time and

Materials:
How long do you expect the
activity to last and what
materials will you need?
Anticipatory Set:
The hook to grab students
attention. These are the
actions and statements by the
teacher to relate the
experiences of the students to
the objectives of the lesson; to
put students into a receptive
frame of mind.
To focus student attention on
the lesson
To create an organizing
framework for the ideas,
principles, or information that
is to follow (advanced
organizers)
An anticipatory set is used any
time a different activity or new
concept is to be introduced.
Writing an introduction paragraph for a

persuasive essay.
An important piece for 8 grade development of
a persuasive essay is to compose a strong
introduction paragraph. By focusing on the
introduction paragraph, students will be exposed
to thesis development, introducing organization,
and incorporating different strategies to hook
the audience. Students will be able to translate
the skills learned in this unit to other genres of
writing, including research, argumentative, and
persuasive genres.
70 mins
Students will need:
Paper, pencil, articles and notes for drafting
th
(5min)
Teacher will:
Share
3
examples
of
topic
sentences/introduction
paragraphs
from
persuasive
articles
from
internet
and/or
magazine. Ask for student reaction to each.
Class Collaboration:
Students answer: Which one do you think is
best? Why? What do you think this article
would be about? How does the introduction tell
you that?
Students answer: Which introduction do you
think is the weakest? Why? What do you think
this article is about? How does the introduction
tell you that?
Teacher will: Record students answers on
whiteboard/smartboard/docucam, repeating the
Procedures:
(Include a play-by-play account
of what students and teacher
will do from the minute they
arrive until the minute they
leave your classroom. Indicate
the length of each segment of
the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole class practice
-group practice
-individual practice
-check for understanding
-other
merits (or the weakness) students point out to

reinforce key topics.
Before anticipatory set: (5 min)Students will
practice summaries in a think/pair/share with
their own articles, simulating what we covered in
summary set from previous class period.
After anticipatory set (10 min):
Teacher modeling:
Working with teachers topic (gardening),
connecting the organization thinking the
students have already done with note card
information, the teacher will model writing a
good introduction paragraph, talking through the
thinking behind the composition. Teacher will
cover concepts of creating a hook to grab the
audiences attention, creating a topic sentence
that encompasses the idea of the entire article,
using one of the unique strategies included in
CCSS.ELA-Literacy.W.7.2.a (definition,
classification, comparison/contrast, and
cause/effect). The teacher will explain what
each of these items are as the modeled
composition process unfolds.
HOOK
Hooking the audience can entail the use of
several things. The first step is to Identify your
audience. My audience would be someone
who is interested in learning how to start a
backyard garden. Think about who the audience
for your editorial would be. Fill in the answer on
your worksheet.
What is important to your audience? Are they
interested in solving a particular problem? Are
they looking for a specific type of information?
Do they want to know something interesting
about you? Do they want to know that you
understand a particular topic? Are they looking
to be entertained?(kibin.com)
My audience would be interested in learning
about growing a backyard garden, but they have
a lot of options to choose from to find out
information. How will I make them want to read
my article? With a good hook!
Types of Hooks:
A question: A question would draw your
audience in to find out the answer to that
question. If you want to use a question as a

hook, you must make sure that you plan on
answering that question by the end of your
essay. For Example: What does it take to grow a
successful backyard garden? If this is my hook,
then I will need to be sure to answer what being
successful entails, and steps on how to do it.
Can anyone else think of good examples?
A startling fact: A starling fact may draw your
audience in as well. A startling fact would
consist of a fact that people wouldnt know, and
would introduce a topic you are writing about.
The fact has to fit the essay, though. For
Example: On average, a backyard garden can
save a family over 600 dollars in one season.
This fact would only work if my essay was going
to be about how back yard gardening can save
money. It wouldnt work for an essay about how
to grow a backyard garden (which is what my
essay is about).
An inspirational quote/message: An
inspirational quote would be helpful to hook an
audience, as well. For Example: For every
bloom and bee, fruit will blossom for you and
me. This example might make an audience
think that this gardening essay will be about the
joy of gardening. This may be a part of my
essay, and so this could be an option for my
hook.
TOPIC SENTENCE
Definition: Define your topic in the
introduction. For example: Gardening is the act
of growing food, flowers, or vegetation.
Classification: Classify your topic in the
introduction. For Example: Gardening at home
is a great do-it-yourself activity.
Comparison/Contrast: Compare/contrast your
topic to something else. For example:
Gardening is different than landscaping,
because it involves growing specialized plant for
a specific purpose, while landscaping involves
many other types of things to decorate your
yard.
Cause/Effect: Present your topic as a
cause/effect relationship. For example: Growing
fruits and vegetables in a garden helps a family

save money on groceries by providing food from
the yard.
Any of these sentences can serve as models for
developing a topic sentence in the introduction
paragraph.
(3-5 min)
Check for understanding: Have students share
ideas for what is working in the model
introduction, why, what isnt, why not. Use
student input to edit model intro paragraph, and
push students to think about how the different
elements are working in the intro paragraph.
(10 min)
Individual practice:
Have students read through their note cards to
refresh their memory. Have students fill out
worksheet to try different strategies (one
strategy may work better than another,
depending on the topic). Students will use the
worksheet to write sample sentences based on
persuasive strategies. Teacher will monitor
progress, remind people of time as it winds
down.
(5 min)
Check for understanding/Closure:
Have students share some of their sentences
from their worksheets. Ask class for feedback
about ways to improve them.
(5-7 min)
Introduce assignment sheet and rubric for essay.
(20min)
Individual practice:
Teacher will instruct students to use their map to
guide the drafting of their introduction
paragraph for their expertise article. Students
will use this time to draft intro, and move into
body paragraphs (using note cards for
organization guidance).
Closure:
Those actions or statements by
a teacher that are designed to
After students have time to fill out their

worksheets, ask for students to share their
ideas.
bring a lesson presentation to
an appropriate conclusion.
Used to help students bring
things together in their own
minds, to make sense out of
what has just been taught.
Any questions? No. Ok. Lets
move on. Is not closure.
Closure is used:
To cue students to the fact that
they have arrived at an
important point or the end of
the lesson.
To help organize student
learning.
Answer the following questions on a piece of

paper, first, then volunteers or non-volunteers
are prepared to answer. Have students answer
the following:
What is it I plan to write about? Who is the
audience for my essay? How did I use this
information to inform my hook and topic
sentence? What kind of hook and topic
sentence did I choose to use, and why?
CLOSURE: Typewriter takeaway- What is the one
sentence headline for this lesson?
To help form a coherent

picture and to consolidate.
Differentiation:
To modify: If the activity is too
advanced for a child, how will
you modify it so that they can
be successful? If the activity is
too easy for a child, how will
you extend it to develop their
emerging skills?
Assessment:
How will you know if students
met the learning targets? Write
a description of what you were
looking for in each assessment.
Formative Assessment:
Exit ticket: Have students turn in Closure
answers, as well as the draft of their introduction
paragraph, to check that students have used
appropriate Hook and Topic sentence variation
for their topic. Compare closure activity answers
to introduction paragraph, to see how closely
students have followed the scaffolding of this
assignment.
REMINDER/HOMEWORK: They need to have one paragraph from their Op-Ed

for workshop next class. They can use the introduction we generated in this
class if theyd like, but I would suggest that they draft a second paragraph so
that they are closer to having a rough draft for their essay.
CLOSURE Typewriter Takeaway: What is the one headline takeaway from
today?
(MODIFIED to account for students need)

Lesson Plan for Day 10: Writing and Argumentative
speech
Learning Target: Students will be able use their skills with literary analysis
and argumentative rhetoric through oration and analysis of impromptu
speech in the form of a mock trial.
Standards:
Explain and imitate emotional, logical, and ethical appeals used by
writers who are trying to persuade an audience(CCSS: W.9.1)
I. Use verbal and nonverbal techniques to communicate information
II.
III. Develop a well-organized presentation to defend a position
IV.
Concepts and Skills: argumentative rhetoric, literary analysis, claims and
evidence, verb tenses and grammar.
Goals:
a. Students will be able to practice their skills with argumentative
rhetoric in a different setting.
b. Students will see how these same skills of claim/evidence and
use of logos/pathos/ethos can be utilized in their final project.
Daily Plan (50 Min)
HOOK/INTRO: Remember how we discussed the elements of logos,
pathos and ethos? Id like to ask you if you think that mistakes with
punctuation or grammar will help or hurt your ethos..
Remind them of the discussion we had regarding
subjects/predicates and punctuation during a previous lesson (3

Min)
Follow the protocol for the following grammar mini-lesson (10 Min)
Grammar Mini-Lesson
Mini Lesson Topic
Verb tenses
Name the teaching point.

Materials
The passage below and the verbs below, cut

into strips.
Gather materials, mentor

texts...
Connection
Verb tense agreement- a lesson on subject-verb

disagreement and inconsistent tense
Tell them what you taught

the previous lesson. The last
writers workshop, we
learned how to...
Explicit Instruction
Tell them what you will
teach today. Today Im going
to teach you...
Show them exactly how to
do it. Watch me do it.,. or
Lets take a look at how
(author) does this when s/he
writes...
Guided Practice
Ask them to try it out with a
partner, or with you for a
few minutes. Now try it out
with a partner...
We are going to learn about verb tenses to day. Within a larger

narrative, verbs must live in the same time zone. We cannot
arbitrarily bob and weave from past to present to future.
Student error example: On Saturday mornings, the first sound I
hear is my little brothers video game music. I put my head
under the pillow, but the boing-boing-swup-swup is too much. I
might as well get up. I pulled off my sheet and make some
breakfast. What will it be? Cereal? Yes, I take the Cheerios off
the shelf.
Model for the students the correct use of tense. This took place
in the past, so the tense needs to be past tense.
On Saturday morning, the first sound I heard is my little
brothers video game music. I put my head under the pillow, but
the boing-boing-swup-swup was too much. I might as well have
gotten up. I pulled off my sheet and made some breakfast. What
would it be? Cereal? Yes, I took the Cheerios off the shelf.
Walking into my Math class, I ____ the girl of my dreams sitting
in the last desk of the first row. Her brown hair, swept to the
right, ____down on her shoulders. She ____ a bag of Doritos.
Nacho cheese, my favorite. Could it get any better, I ____ to
myself. And then she ____ at me. She _____ to speak to me. Her
lips, outlined in brown, _____, What are you looking at? And
the sound of my dream deflating ____ in my ear.
see
cascades
eats
thinks
look
is going
open
hisses
saw
cascaded
ate
thought
looked
was going
opened
hissed
Divide students into groups

Give each group an envelope, ask them to categorize the words
Talk about the categories, did they group all the eds in one? All
the ss?
Anything they all have in common? Are they nouns? (No, theyre
verbs)
Now ask them to categorize them into two columns, past and
present
Independent Practice
Remind students how the teaching

point can be used in independent
writing. (There should be a link
between the mini lesson and the
students independent writing
lives.)
Group Wrap-Up
Restate the teaching point.
Ask: Did you try what was
taught? Did it work for you?
How will it affect your future
writing?
Give them the passage and ask them to choose the verbs they
want to put in the passage
Read passage and use this as a reference for how we might
choose which ones to use
Place the verbs in the correct places in the

paragraph.
What do you notice?
Do you see how and why we choose to

remain consistent with our verbs? When we
talk about a paragraph or a chunk of
meaning, it is easier for a reader to follow
when all the main verbs agree in tense.
So remember to keep your verb tenses congruent in your op-ed. If you dont
do that, your credibility, or ethos, will be severely undermined.
MODIFICATION AND NOTES TO SELF: This is a pretty lofty itinerary
for this class period. While I think that it would be beneficial to have students
give one another feedback, I allotted time for peer and self review in
subsequent lessons, so I may want to cut this depending on how much my
students have written and how well prepared they feel for the following
lessons mock trial. In the modified version of this lesson, I will still begin with
the grammar mini-lesson, but I would follow it with the reading of The Most
Dangerous Game and mock trial preparations and use the criteria for peer
assessment on the following lesson. I foresee this being a necessary
modification because in my 9th grade practicum class, we took an entire
period just to read this short story, and I would like to give them sufficient
time to prepare their arguments.
Ask the class to pull out the draft paragraph they had for homework.
Let them know that we will be engaging in the first of several peer and self
assessment activities (10 Min)
Put PEER EDIT GUIDE on DOC CAM (Below, from
http://www.readwritethink.org/files/resources/lesson_images/lesson261/peer.p
df)
Discuss the guidelines for feedback, the rules of engagement if you will and
inform students that they will be given the following questions to serve as
their guide for giving constructive feedback.
Inform students to answer the following Peer Edit Questions on a sheet of

paper.
Exchange peer edit questions with partner and add any verbal comments
that you might have.
PEER EDIT QUESTIONS:
Does the paragraph contain a clear claim or argument?
Is the paragraph relatively free of grammatical and spelling errors that
distract from the content?
Does the paragraph contain elements of persuasive rhetoric?
What sentence did you think was the most effective? What did you like about
it?
What sentence do you think could use a second glance? What do you think
the writer should consider?
Switch gears: Let students know that, in order to practice our persuasive
writing and speaking skills, we will be reading a short story called The Most
Dangerous Game and putting the characters on trial.
(10 Min) Popcorn read The Most Dangerous Game (LINKED
http://www.dukeofdefinition.com/dangerous_game.pdf) MAKE COPIES FOR ALL
STUDENTS BEFORE CLASS
inform students to pay attention to the characters motivations and actions,
who is evil and how do we know?
Prepare for mock trial of Rainsford (15 Min)
Brainstorm words that we think of when we think of trials (ex: prosecutors,
jury, judge, evidence, verdict, witness etc.)
Let students select which they would like to be- prosecution, defense, jury,
judge etc.
Hand students the following document regarding preparing for a trial and let
students collaborate with their team for next classes mock trial.
CLOSURE/ Typewriter Takeaway: What is the one sentence headline for
todays class?
Lesson Plan for Day 11: Mock Trial

Learning Target: Students will be able to utilize persuasive speaking and
writing skills in a real world setting.
Standards:
Explain and imitate emotional, logical, and ethical appeals used by
writers who are trying to persuade an audience(CCSS: W.9.1)
V.
Use verbal and nonverbal techniques to communicate information
VI. Define a position and select evidence to support that position
VII.
VIII.
Concepts and Skills: Persuasive rhetoric, public speaking, claims and
evidence.
Daily Plan (90 Min)
INTRO/HOOK: Today, ladies and gentleman of the jury, we invite you to participate
in the trial of Mr. Sanger Rainsford, accused today of first degree murder. Mr.
Rainsford, how do you plead?
Arrange students desks for prosecution, defense, jury (5 Min)
Give students time to collaborate with their team, during this time have the
jury members create a T-chart in which they are to list three reasons offered
by the prosecution and the defense as evidence (20 Min)
TRIAL: (60 Min)
Have all students return to their positions and accept opening statements
from prosecution and defense
Offer witnesses testimony and cross examination as guided by the
prosecution and defense teams
Have the jury deliberate and offer their verdict
For assessment, have the students turn in their questions, their witness
preparation or their jury T-charts
When the class is back together, have them collaborate and discuss the
following questions as a group:
What went well with this activity? What would we do differently next time?
AS A CLASS: what types of evidence, claims and rhetoric did you find most
compelling? Add this to the ongoing poster board
CLOSURE/TYPEWRITER Takeaway: What is the one sentence headline for this
lesson?
Lesson Plan for Day 12: Library Work Day

Learning Target: Students will be able to begin writing an argumentative
essay.
Standards:
Goals:
a. Students will be able to create the roughest of drafts for peer review
b. Students will utilize sources correctly in their arguments.

INTRO/HOOK: Let the students know that today is their workday.
Roughest of rough drafts are required for next period.
Have the students pull out the assignment sheet and description of the
assignment from the first few lessons and read through it to one
another.
Students can utilize the remainder of the period to draft and research
their op-ed article.
CLOSURE/Takeaway: What is the one thing from your compass point
quickwrite that is the most important? How are you going to address this
between now and the due date?
HOMEWORK/REMINDER: A rough draft of your Op-Ed is due next period.
Lesson Plan for Day 13: Library Day and Peer edits
Learning Target: Students will be able to begin writing an argumentative
essay.
Standards:
Goals:
a. Students will be able to create the roughest of drafts for peer review
Daily Plan (50 min):

Ask the class to pull out the rough draft they had for homework.
Let them know that we will be engaging in the first of several peer and self
assessment activities
Put PEER EDIT GUIDE on DOC CAM (Below, from
http://www.readwritethink.org/files/resources/lesson_images/lesson261/peer.p
df)(7 Min)
Discuss the guidelines for feedback, the rules of engagement if you will and
inform students that they will be given the following questions to serve as
their guide for giving constructive feedback.(5 Min)
Inform students to answer the following Peer Edit Questions on a sheet of

paper (12 Min)
Exchange peer edit questions with partner and add any verbal comments
that you might have (5 Min)
The remainder of the period is to be used for editing your rough draft (56 Min)
REMINDER/HOMEWORK: Your second draft is due next period
CLOSURE/TAKEAWAY: What is the most important thing you heard from your
peer editor?
PEER EDIT QUESTIONS:
Does the paragraph contain a clear claim or argument?
Is the paragraph relatively free of grammatical and spelling errors that
distract from the content?
Does the paragraph contain elements of persuasive rhetoric?
What sentence did you think was the most effective? What did you like about
it?
What sentence do you think could use a second glance? What do you think
the writer should consider?
Lesson Plan for Day 14: Polishing Drafts

Learning Target: Students will be able to edit their argumentative essay based on
self and peer feedback and assessment.
Standards:
Goals:
a. Students will be able to edit their draft in preparation for submission.
Daily Plan (50 min):
INTRO/HOOK: Today you have in front of you a polished draft of

your Op-Ed article. Your peers have reviewed it and now it is your
turn.
Your final draft is due next period.
QUICKWRITE IN WRITERS NOTEBOOK:
COMPASS POINT
STRATEGY from (Making Thinking Visible pg 93) (7 Min)
E- Excitements: What excites you about this article? Whats the
upside?
W- Worries: What do you find worrisome about this article? Whats the
downside?
N- Needs: What do you need to do or find out about before you submit
this Op-Ed article?
S- Stance, Steps, or Suggestions: What should be your next step in
your evaluation of your essay? What will be the first/most important
thing that you will do next to address your needs and worries?
Pull out your assignment sheet and rubric.

Read through your essay one time looking to just check boxes. Did you
include all of the elements?(10 Min)
Read through your essay a second time while looking at the rubric.
Where do you think this essay falls?(7 Min)
Write in the margins of your rough draft three things you need to
address in your edits. (6 Min)
Take the remainder of the period to make these edits (60 Min)
REMINDER/HOMEWORK: Your final draft is due next period
CLOSURE/TAKEAWAY: What are you proud of?

Unit Plan

Enviado por

Dados do documento

Descrição original:

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Unit Plan

Enviado por

Direitos autorais:

Formatos disponíveis

Bennell Page | 1

Unit Plan One

American Indian or Alaskan Native

Asian or Pacific Islander

Native Hawaiian/Pacific Islander

Two or More Races

Major employers: The largest employer in Fort Collins is Colorado State

Poudre Valley Health System

Voting trends: In 2005 Referendums C and D, both education related

Standards Based Learning contrasts to Traditional Learning in many ways:

Provides a single, averaged summary symbolic record of

Provides specific mastery scores connected

Clearly documents with clarity the progress

Expects all students to learn at the same pace, not

Allows and provides multiple opportunities

Punishes students who do not complete homework on time

Expects students to complete work and

Understanding Persuasive Rhetoric- The Impact of

Unit One Overview-The elements of critical literacy, persuasive

The Most Dangerous Game- Richard Connell (Short Story)

NOTES TO SELF: ALTERNATE TEXTS

The Lottery- Shirley Jackson (short story)

Final Project: Opinion Editorial

Writing an Opinion Editorial

Suggested list of vetted writers:

Final Project: Opinion Editorial

The author has

TOTAL SCORE: _____/28

Final Project Abbreviated Work Calendar

Introducing opinion editorial pieces and

Finding Topics and Negotiating Criteria

4. Pair-share and discuss possible topics for their essays.

Week 3 Days 5-6 Research and Source

Week 4 Pre-Writing and Drafting/Writers

Weeks Five and Six: Writers

Daily Lesson Plans- Unit OneLesson

Concepts and Skills: Elements of persuasive writing, familiarity with mentor

HANDOUT: Summer: 15 Days or 2 1/2 Months? popcorn read together as

DOC CAM/ HANDOUT Mentor Text:

Summer: 15 Days or 2 Months?-

Laura Robb from Smart

Writing Units for Middle School Learners

After reading the read-aloud, I display Questions for Analyzing a

Model my thinking as I analyze the text. State the segments that I

WORKSHEET: Analysis of Summer: 15 Days or 212 Months?

What is the Point of View for this text?

Lesson Plan for Day 2: The Game of Persuasion

Learning Target: Students can identify and replicate elements of persuasive

Chart paper or chalkboard

Five 3x5 index cards for each student

Class set of dictionaries (enough for students to use with a partner)

Powerful Words Printable (PDF below)

Daily Plan (90 min)

Copy class set of the Powerful Words.

Type up the following arguments to assign to each group:

persuade someone else. Point out the following:(5 min)

the best person to meet your needs.

Lesson Plan for Day 3: Editorials

Adapt writing to a variety of contexts and tasks, demonstrating command of formal

Daily Plan (50 Min)

opinion and then argues against it

Tell them to refer to their poster board lists of what makes an