Technology Time Travel: Day 9

EEI Lesson Plan

Name: Leslie Ferre Pima Course: EDC 277, M4A1, Lesson Plan 4

Subject: Science Topic: Technology Time Travel Grade Level: 8 Duration of Lesson: 52 mins
Components Description
1 Content Standard AZCCRS English Language Arts Standard AZ8.W.4 Est.
# of
Produce clear and coherent functional writing in which the development and organization mins
are appropriate to the task, purpose, and audience. (AZ.8.W.4)
2 Learning Objective This is the ninth lesson in a 10-lesson unit. On the previous day, students read newspaper
articles from 1916 as well as user manuals for technological devices. Today students will
learn about audience and purpose in writing. They will also choose whether they will write a
fiction or nonfiction piece and begin working on it. The fictional writing assignment is to tell
a story about someone in 1916 getting access to the device that the student designed. The
nonfiction writing assignment is a users manual for the device, written in a way that
someone from 1916 could understand it.

By the end of the lesson, students will be able to correctly identify and describe the
audience and purpose for both the fiction and nonfiction writing assignments by completing
an analysis worksheet for each one.

3 Anticipatory Set The purpose of this Anticipatory Set is to emphasize the importance of audience and
purpose when writing.

The anticipatory set will be a poster for an event coming up at the school. The purpose of 5
the poster will be to try and get students to go to the event, but it will be written with the
wrong audience in mind. It will be targeted at children much younger than the students.
With the poster on display, the teacher will start by pretending that the poster came from
administration. The teacher will casually ask what it is about and lead a discussion from
there about the importance of taking audience into consideration when writing. There will
also be some discussion about the purpose of the poster.

4 Teaching-Input Introduce the lesson by telling students that they will be thinking about audience and
purpose and what that means for writing. The lesson should start with the class
brainstorming the definitions of audience and purpose.
The teacher should lead the discussion so that it ends somewhere close to these
definitions:
Purpose the reason for communicating with someone
Audience the person or people being communicated with 10

At the end of the brainstorming, introduce the purpose and audience worksheet (see
additional materials), which will be used in the teaching-modeling part of the lesson.

5 Teaching-Modeling Using a copy of the worksheet on the smartboard, complete the purpose and audience
analysis for the following writing assignments: 12
a newspaper article in 1916 about one of the students devices, and
a radio ad selling a different students device.

6 Guided Practice During guided practice, students will complete two analysis worksheets, one for each of the
assigned writing options. Students will then choose whether they will write the fiction or 20
nonfiction piece.

7 Closure Each student will find one or two other people doing the same writing piece as them and
discuss how they plan to take audience and purpose into account. 5
 Technology Time Travel: Day 9
EEI Lesson Plan

8 Independent Practice The independent practice for this lesson will be done at home. Students will complete a first
draft of their writing assignment and indicate in the draft at least five places they took
audience or purpose into account. 0

9 Assessment The first formative assessment will be informal and done during the teaching input when
the teacher asks for student ideas on audience and purpose. The amount of time spent on
the teaching-input will be determined by students level of knowledge with the material.
The second formative assessment will also be informal and it will be done during the
modeling part of the lesson. If students are struggling with figuring out audience and
purpose, a third example could be completed.
The formal assessment will be based on student answers on the worksheets and will be
graded using the rubric shown below.

10 Check for Understanding The first check for understanding will come when students offer input about the definitions
of audience and purpose.
The second check for understanding will come during the teaching-modeling as students
help complete the analysis for the two model writing assignments. The third check for
understanding will come during the guided practice as the teacher circulates the room
asking questions and making observations. A fourth check for understanding will come
during the closure activity as the teacher again circulates the room observing what students
are saying about audience and purpose.

11 Differentiation If the initial formative assessment reveals that students have significantly different levels of
understanding about audience and purpose, then the teacher will do a reteach on those
skills during the guided practice part of the lesson to those students who need it. This
would be a differentiation of content. A differentiation of product should not be necessary in
this case because the reteach could be based on completing the assigned worksheets.
The teaching-input will include verbal instructions as well as written information on the
smartboard.

12 21st Century Learning communicate clearly

Outcomes work creatively with others

13 List of Materials, Handouts and other Supplemental Documents

purpose and audience analysis worksheet (see below), enough so each student will have two (can be printed on both sides of
one piece of paper)
 Technology Time Travel: Day 9
EEI Lesson Plan

Scoring for Formal Assessment

Each of the two worksheets will be scored using the following rubric:

Question Exemplary Meets Expectations Developing Not Acceptable

PURPOSE
What does the Answer is completely Answer is relevant and Answer is somewhat No answer given or
author want to relevant and shows shows understanding of relevant to the assigned answer not relevant to
accomplish? understanding of purpose at the level writing and/or shows assigned writing or does
purpose beyond what covered in class. some confusion about not demonstrate
was covered in class. purpose. undesrtanding of
purpose.
5 4 2 or 3 0
What is the reader Answer is completely Answer is relevant and Answer is somewhat No answer given or
supposed to do after relevant and shows shows understanding of relevant to the assigned answer not relevant to
reading the piece? understanding of purpose at the level writing and/or shows assigned writing or does
purpose beyond what covered in class. some confusion about not demonstrate
was covered in class. purpose. understanding of
purpose.
5 4 2 or 3 0
What does the Answer is completely Answer is relevant and Answer is somewhat No answer given or
author want to relevant and shows shows understanding of relevant to the assigned answer not relevant to
happen as a result understanding of purpose at the level writing and/or shows assigned writing or does
of the text? purpose beyond what covered in class. some confusion about not demonstrate
was covered in class. purpose. understanding of
purpose.
5 4 2 or 3 0
What is the purpose Answer is completely Answer is relevant and Answer is somewhat No answer given or
of the writing? relevant and shows shows understanding of relevant to the assigned answer not relevant to
understanding of purpose at the level writing and/or shows assigned writing or does
purpose beyond what covered in class. some confusion about not demonstrate
was covered in class. purpose. understanding of
purpose.
5 4 2 or 3 0
 Technology Time Travel: Day 9
EEI Lesson Plan

Question Exemplary Meets Expectations Developing Not Acceptable

AUDIENCE
What do you know Answer is completely Answer is relevant and Answer is somewhat No answer given or
about the audience relevant and shows shows understanding of relevant to the assigned answer not relevant to
for the writing? understanding of audience at the level writing and/or shows assigned writing or does
audience beyond what covered in class. some confusion about not demonstrate
was covered in class. audience. understanding of
audience.
5 4 2 or 3 0
What does the Answer is completely Answer is relevant and Answer is somewhat No answer given or
audience know relevant and shows shows understanding of relevant to the assigned answer not relevant to
about the device? understanding of audience at the level writing and/or shows assigned writing or does
audience beyond what covered in class. some confusion about not demonstrate
was covered in class. audience. understanding of
audience.
5 4 2 or 3 0
Who is the audience Answer is completely Answer is relevant and Answer is somewhat No answer given or
for the writing? relevant and shows shows understanding of relevant to the assigned answer not relevant to
understanding of audience at the level writing and/or shows assigned writing or does
audience beyond what covered in class. some confusion about not demonstrate
was covered in class. audience. understanding of
audience.
5 4 2 or 3 0
 Technology Time Travel: Day 9
EEI Lesson Plan

Purpose and Audience Analysis Worksheet

PURPOSE

Definition:

What does the author want to accomplish with the writing?

What is the reader supposed to do after reading the piece?

What does the author want to happen as a result of the text?

What is the purpose of the writing?

 Technology Time Travel: Day 9
EEI Lesson Plan

AUDIENCE

Definition:

What do you know about the audience for the writing?

What does the audience know about the device?

Who is the audience for the writing?