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Lesson Planning Document
Courtney OConnor
Advanced 8th Grade ELA
Lesson Title: How to Influence People and Make Friends
Unit Plan: Mini How To Unit
TN State Standards:
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced.
Determine a central idea of a text and analyze its development over the course of
the text, including its relationship to supporting ideas; provide an objective
summary of the text.
Check all that apply for this lesson: Instruction in X WHERE IT APPLIES
Readi Writing Speaking/Language/List NonCritical Languag
ng
ening
Print Thinkin e (SIOP)
g
X
X
X
X
Understandings and Essential Questions
Unit Understanding(s): How-To texts influence and integrate into persuasive writing
techniques.
INSTRUCTIONAL OBJECTIVES:
I.O. #1 Given: Chapter from How to Gain Friends and Influence People
TLWBAT: THE LEARNER WILL BE ABLE TO answer text dependent questions.
By; Creating a answer based on the information within the text.
At (performance level): The students will write and discuss the questions before
sharing answers.
I.O. #2 Given: A chapter from How to Gain Friends and Influence People
TLWBAT: create a how to video or recording
By; They will create a video or recording successfully instructing someone on how
to do something of their choice.
At (performance level): A viewer of the video or recording will be able to complete
whatever the task is successfully.
TASK ANALYSIS:
Prerequisite Knowledge and
Prior Knowledge
The students will need to
know the guidelines for their
How To project.
They will need to have read
the chapter of the guiding text.
Desired Knowledge/
Essential Learning
The students will know how
to successfully instruct
someone to complete a task
and the level of detail that is
necessary to do so.
Enrichment/Extended
Knowledge
Students will work on selfenrichment strategies based on
the guiding text.
LESSON PLAN:
PRE-PLANNING
I will set up the journal on the board prior to students arriving.
Students have already been placed into groups for their projects,
and should have a draft of their scripts by now.
Accommodations/
Differentiation
Some students have been
absent and will need to be
included or instructed on
the expectations of the
project.
Some students have also
already began working on
their recordings and we
will need to give them a
space where they can do
so.
Summative
How-To Video
MATERIALS NECESSARY
Chapter from the guiding text, writing utensil and paper, journals.
Integration of Technology
Teacher Use: I will project the journal onto the smart board.
Adaptive Technology:
N/A
LESSON DESIGN
Time
Accommodatio
ns/
Differentiation
thoughts? Do you agree or disagree and why? Then list a few traits of
the person you want to be. Choose one (or more) and create a short
how-to list. How can you become that person? Please be realistic and as
an extra challenge see how many of your new vocabulary words you can
successfully use within your response.
Access/Review
Now, and please leave all joking aside, would anyone like to
share one of their personal goal how-to lists?
5
Minutes
Lesson Activities:
Please take out your chapter from the Dale Carnegie book.
I want you to work through each one and write out your answers
using your text. This is a review since you didnt work with the
text yesterday.
We will go over this after, but the faster you get this done the
more time you will have to work on your projects.
I will then circulate and answer any questions that may arise.
How many of you are ready to begin recording today? You have
a complete script and know what both peoples roles are within
the project.
If you are ready to record Mr. Nettles and I will figure out places
for you to go.
If you are still working on your script you can continue doing
that.
How are you doing your video? Are you using the rhetorical
triangle at all?
15 Mins