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Objectives:
Short-range Learning Objectives:
Students will be able to identify multiple claims within a text and
identify how they support the larger meaning of the text.
Students will be able to recognize various effective strategies and
techniques that are used to create precise and accurate claims.
Students will be able to differentiate whether a writers claim is precise
and clear.
Long Term Objectives:
Students will be able to examine the features of a text such as
language and genre to understand the purpose of the text and to put
the text into conversation with the larger discourse of the topic.
Students will be able to implement collaborative inquiry to interrogate
the texts features, such as language and genre, to construct new
meaning from the text within their topic.
Students will be able to examine how writers use various
strategies and techniques to present claims that effectively
support the overall purpose in the text.
Students will be able to construct meaning through the implementation of
concept maps, such as a concept wheel, vocabulary chart, Venn diagram,
and a quotation chart, to determine the connections between language,
ideas, and concepts and how they contribute to their understanding of their
texts and topic.
Students will be able to identify and implement a series of strategies to
improve the flow of conversation such as posing open-ended questions
related to the discussion, offering insight of personal views, responding
to diverse perspectives, and/or summarizing points of agreement and
disagreement on the topic.
Students will be able to promote discussion as a collaborative group by
engaging through encouraging language and behavior, positive body
language, and constructive feedback and responses.
Students will be able to apply a variety of strategies to determine the
definition and/or the importance of language used by the writer to
determine the larger meaning of the text.
Summary:
Establish a share circle and welcoming students into the circle with
their writing materials.
Show examples of claims with student writing samples
Procedures:
Anticipatory set: I will welcome students to class and ask them to join
the share circle. I will ask them to take out their breach logs and other
materials that they will use during the lesson.
Guided Practice (Mini Lesson) 10min.
Show Examples of Claims: I will show students example of claims that I
have taken from their Reading Synthesises. As a class, we will identify what
strategies the student-writers used to create their claim. I will have a
selection of strong and weak claims so that students can see a spectrum of
examples.
Possible Guided Questions: What strategies did this writer use that
makes their claim strong? What could this writer do to make their claim
stronger/clearer? What are some other strategies a writer could use to
create a clear, precise claim?
I want to get students thinking about what rhetorical strategies could be
used to create a strong claim so that when they transition into their Unison
Reading (UR) groups, they can think about what their reading and how that
author presents their claims.
Instruction/Independent Practice (UR Groups) 40min.
As students work in their Unison Reading (UR) groups, I will encourage
students to locate the claims in the text that they are collectively reading.
Students can discuss as a group the strategies the writer uses to present a
precise and accurate claim. Students will highlight or underline the claims
and make observations of the claims individually as well as collectively to
draw attention to strategy patterns the writer implements throughout the
text.
Closure (Share) 10min.
Debrief: During the debrief, I will encourage students to share examples of
how writers use different strategies to create strong and clear claims.
Possible Guided Questions: What makes the writers claim strong? What
strategies did you notice the writer using when presenting their claim? How
were their strategies effective or ineffective?
Closing Statement: Not every claim is going to be an easily identifiable
statement. Different genres of texts will display claims in a variety of ways
to best serve their purpose.
Objectives:
Short-range Learning Objective:
Students will be able to identify challenging vocabulary and domain specific
language and develop their own meaning of the words and their significance
to the text and their topic.
Students will be able to organize information in a visual format to create
connections between concepts and ideas.
Students will be able to compare and contrast ideas to understand how their
commonalities and differences contribute to their understanding of the text
and their topic.
Students will be able to locate and analyze evidence from their texts to
support analysis, reflection, and research.
Students will be able to discuss collectively, with their group partners, the
connections of language, ideas and concepts, and how they contribute to a
greater understanding of the topic, while building on others' ideas and
expressing their own clearly and persuasively.
Long Term Objectives:
Students will be able to examine the features of a text such as
language and genre to understand the purpose of the text and to put
the text into conversation with the larger discourse of the topic.
Students will be able to implement collaborative inquiry to interrogate
the texts features, such as language and genre, to construct new
meaning from the text within their topic.
Students will be able to examine how writers use various strategies
and techniques to present claims that effectively support the overall
purpose in the text.
Students will be able to construct meaning through the
implementation of concept maps, such as a concept wheel,
vocabulary chart, Venn diagram, and a quotation chart, to
determine the connections between language, ideas, and
concepts and how they contribute to their understanding of
their texts and topic.
Students will be able to identify and implement a series of strategies to
improve the flow of conversation such as posing open-ended questions
related to the discussion, offering insight of personal views, responding
to diverse perspectives, and/or summarizing points of agreement and
disagreement on the topic.
Students will be able to promote discussion as a collaborative group by
engaging through encouraging language and behavior, positive body
language, and constructive feedback and responses.
Students will be able to apply a variety of strategies to determine the
definition and/or the importance of language used by the writer to
determine the larger meaning of the text.
Students will be able to support their analysis of a text by adding
important information and practicing explicit language to convey their
ideas in a clear and efficient manner.
Students will be able to support their audience by considering what
information is necessary for their audience to know about their topic or
text.
Students will be able to examine how writers effectively present their
ideas through the implementation of rhetorical strategies and literary
devices.
Students will be able to discuss how rhetorical strategies and literary
devices enhance texts by displaying the central idea in a variety of
Establish a share circle and welcoming students into the circle with
Extension: Students will use their breach logs to write down information
during the mini-lesson. Having students write during the discussion can help
them focus as well as help them remember the information presented at a
later time. I will display each concept map on the Smartboard so that
students can visually see their appearance as I explain their function. I will
also provide students with copies of each concept map and work with
struggling students that have trouble organizing large amounts and guide
them towards the most appropriate concept map. I will provide each group
with dry erase boards for students to write down important vocabulary or
concepts to refer back to at a later time.
purpose. This lesson will also promote students to think as critical readers
and examine how the authors of the texts they read address them as the
audience and what strategies they utilize to help their audience understand
their purpose.
Students will value this lesson because knowing how to use concept
maps can help them better organize their thinking about their text and topic.
Students who struggle with understanding the language or concepts specific
to their topic can appreciate the way concept maps can help them make
connections between the language, concepts, and the topic as a whole.
Concept maps can also support students who are value visual aids and who
need to see how concepts and ideas relate to each other through a diagram
or concept web or wheel. Students will be able to bring their prior knowledge
of claims, arguments, and writers purpose to this lesson. Students will also
draw upon their experiences with reading selected articles from the previous
lesson. Students can also implement their skills of context clues for language
and vocabulary comprehension. All of these previously acquired skills and
knowledge can help students obtain new information presented in this
lesson.
Objectives:
Short Term Objectives:
Students will be able to identify important information such as author,
text title, central idea, genre, and stakeholders involved in the text to
understand the writers purpose for the text.
Students will be able to explain important information such as author,
text title, central idea, genre, and stakeholders involved in the text to
help their audience understand the purpose of their writing.
Students will be able to present information clearly in order to provide
detail to support their audiences comprehension of their topic.
Long Term Objectives:
Students will be able to examine the features of a text such as
language and genre to understand the purpose of the text and to put
the text into conversation with the larger discourse of the topic.
Students will be able to implement collaborative inquiry to interrogate
the texts features, such as language and genre, to construct new
meaning from the text within their topic.
Students will be able to examine how writers use various strategies
and techniques to present claims that effectively support the overall
purpose in the text.
Students will be able to construct meaning through the implementation
of concept maps, such as a concept wheel, vocabulary chart, Venn
diagram, and a quotation chart, to determine the connections between
language, ideas, and concepts and how they contribute to their
understanding of their texts and topic.
specific language that you know that your audience may not know?
Think about WHO, WHAT, WHEN, WHERE, WHY
Instruction/Independent Practice (UR Groups) 40min. - Students
will be reading a new text related to their topic. They will be
responsible for reading in unison with their group members while I
record their discussions. I will be encouraging students to look at how
the author of the text addresses them as readers or how they offer
information for them as readers to understand the authors purpose.
Unison Daily Debrief - By the end of the unison reading, students
will be required to write a Unison Daily Debrief and explain how
breaching on language and words specific to their topic have helped
them better understand their topic.
Closure (Share) 10min. - Students return to the share circle where
they discuss as a group anything they learned during the lesson. They
can share about what they learned about how to speak to an audience,
how they noticed what the author of their text did to address them as
readers, and/or how the language and phrases they breached on
helped them better understand the text/topic.
Possible Guided Questions: What are some ways you can help your
audience better understand your topic and purpose? How did the
authors of your texts help you understand their message and/or
purpose?
How did specific words and phrases allow you to better understand
your text and topic?
Extension: During the mini lesson and the debrief discussion at the end, I
will offer opportunities for students to ask questions to resolve any confusion
about the content of the lesson. I will also encourage students to use the dry
erase board at their table to write down any important information or
breaches so that they can refer back to the board if they need to recall such
information. I will also be walking around the room to assist any students
that are struggling in their UR groups and encourage them to stay on task. I
also included the movie example activity to help students connect to the
content of the lesson through an example that they all can relate to.
Lesson 4: Examining Rhetorical Strategies
Subject: English Language Arts (EES Section 1 - F Block)
Topic: Examining Rhetorical Strategies
Grade/Level: 9-12
Learning Context: This lesson is situated within a unit focused on
examining how writers effectively present their topic purpose. Students will
examine how writers use a series of rhetorical strategies to convey their
ideas about their topic. The purpose for students to student rhetorical
strategies is for them to comprehend how they help the writer convey their
purpose and how students can convey their purpose as writers themselves.
There are multiple rhetorical strategies that can be used to enhance a
writers intentions. This lesson is designed to help students identify these
strategies and how they can be used in different ways to enhance the text.
The rational for teaching students about rhetorical strategies is that it helps
them identify and interrogate how writers convey complex ideas, and
ultimately their intentions, to their readers. This is a necessary skill students
need in order to effectively interrogate texts, as well as recognize the
relationship between them as the readers, the text, the author of the text,
and their world. Also, students are constantly manipulating language in order
to innovatively express their ideas. They make rhetorical moves in how they
speak and write consistently on a daily basis. By teaching students to
recognize and define them, students can be more intentional about the
rhetorical strategies they implement in their writing to become stronger,
more effective writers. Defining the moves they make can also allow them to
think critically about how writers make the same moves to successfully
deliver their message.
Learning about rhetorical strategies will provide students with an
opportunity to bring their prior knowledge of claims, arguments, and writers
purpose to this lesson. Students will also draw upon their experiences with
reading selected articles and the Genre Analysis Exam they recently
completed to think critically about what rhetorical strategies the authors of
their texts employ to enhance their purpose.
Objectives:
Short Term Objectives:
Students will be able to identify multiple rhetorical strategies such as
asking a rhetorical question, citing credible sources, displaying data,
facts, or illustrations, formatting the physical space of text, and
comparing and contrasting of the main idea that support the purpose
of the text.
reading? Why did the author use that strategy? How did the strategy
help the writer achieve their purpose?
Extension:
During the mini lesson and the debrief discussion at the end, I will offer
opportunities for students to ask questions to resolve any confusion about
the content of the lesson. I will also encourage students to use the dry erase
board at their table to write down any important information or breaches so
that they can refer back to the board if they need to recall such information. I
will also be walking around the room to assist any students that are
struggling in their UR groups and encourage them to stay on task. I have
posted the list of rhetorical strategies as a poster and posted it in the front of
the room for students to refer to during the lesson and the unit.
Lesson 5: Examining Types of Evidence
Subject: English Language Arts (EES Section 1 - F Block)
Topic: Examining Types of Evidence
Grade/Level: 9-12
Learning Context: This lesson is situated within a unit focused on
examining how writers effectively support their purpose. Students will
examine how writers use different types of evidence such as statistical,
testimonial, anecdotal, and analogical evidence to strengthen the central
idea of their text. It is essential for students to know how vital evidence is in
enhancing their ideas. Evidence is like a supporting beam in a structure,
there needs to be many of them and they all need to be powerful and wellmade to help hold up the main part: the central idea. Students also need to
consider how important analysis is in reinforcing their evidence that they
employ in their writing. Evidence is ineffective unless students express how it
contributes to their central idea. By the end of the lesson, students will write
what they learned about evidence and how they will use it to fortify their
understanding of their topic as well as inform their audience effectively.
Teaching students about different types of evidence is important to
students and how they support their ideas in their writing. Students use
different types of evidence often as they speak and write in different
domains of their lives. However, teaching students to recognize, define, and
employ different types of evidence can strengthen their ability to convey
their purpose. By distinguishing between different types of evidence such
Summary:
Establish a share circle and welcoming students into the circle with
their writing materials.
Students will collectively brainstorm about all the evidence they have
observed writers or themselves employ.
I will show and describe the four types of evidence (Statistical,
Testimonial, Anecdotal, Analogical)
I will show advertisements and ask students to identify which type of
evidence is shown.
Students transition to Unison Reading (UR) Groups
Students read texts in unison and breach and take notes on what
Procedures:
Anticipatory Set: All students will meet in the share circle ready to
write using their breach logs.
Guided Practice (Mini-lesson) 10min. - The mini lesson will consist
of students sharing different types of evidence they know about. As
students share, I will record a list of all the evidence students identify.
When we have gathered a sufficient list, I will share the four main types
of evidence (statistical, analogical, anecdotal, and testimonial) From
here, I will show students four advertisements and ask students to
identify what type of evidence is being used in each advertisement.
This will allow students to associate the evidence they mentioned
before with images to better remember these types of evidence.
Instruction/Independent Practice (UR Groups) 40min.
As students read in their Unison Reading groups, I will encourage
students to identify what evidence the author is presenting in the text
and examine why the author used that specific type of evidence. They
will be responsible for underlining evidence as they read or when they
breach.
Unison Daily Debrief - By the end of the unison reading, students
will be required to write a Unison Daily Debrief and explain how
breaching on language and words specific to their topic have helped
them better understand their topic.
Closure (Share) 10min.: For the end of the lesson, students will
come back to the share circle and share what they learned or observed
about evidence in their Unison Reading groups. They can also share
what they learned through the language of the text they were reading
as well.