Instructional Lesson Plan

Interns Name Grade Class Size Date / Time

Erica Grenzig
Subject

th

26-27

11/27/12 / 10 am
Mentor Initials

School

Authors Purpose

Halstead

NT/JO

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader
unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? Standard

Cluster: Text Types and Purposes W1 CRR Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Grade 5 students: W1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information W1.b: Provide logically ordered reasons that are supported by facts and details Essential Skills and Knowledge: Drift the body to argue an opinion or point of view through effective organization of support.
Lesson Objective

Students will be able too draft and perform an entreating and informative piece of writing using persuasive vocabulary.
Formative Assessment (planned for use in this lesson)

Write and perform an infomercial about blocks and why people need them.
II. Instructional Decision-Making What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths? Knowledge of Learners Instructional Decisions based on this knowledge

Knowledge of Age-Level Characteristics

Knowledge of Academic Readiness (based on pre-assessment)

Become decision makers Begin to understand social roles Better able to infer and draw conclusions Process more information Develop their sense of humor Students are having trouble with persuasive vocabulary Not able to grasp the concept of what it means to persuade someone

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs)

Knowledge of Interests and other Motivational Factors

Children spend a lot of time watching TV and all shows are interrupted by commercials to persuade

Multicultural Considerations / Equity Measures

Implications for this Lesson

Different things that people would be advertising

Academic Language Demands

Other vacation spots, different stores

Scaffolds to support language development in this lesson

Persuasion Delighted Entertain Purpose

every child is a successful learner?

III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
Instructional Materials and Technologies

Computer and display screen Commercial script Blocks Group students by tables Make sure everyone has the vocabulary sheet to reference Students may move their seats if they are in a spot that they cant see the video or the board

Management Considerations (Procedures, Transitions, Materials, Behavior)

Instructional Sequence Planned Beginning

Warm-up Motivation Bridge

Approximate Time

Procedure

5 minutes

With Mr. Tomlin you have been working on understanding the authors purpose. What are the three reasons why author write stories? o Answer: entertain, inform, persuade Show the class the wordle and ask, Can anyone come up to the board and circle different persuasive vocabulary that they see in this jumble? Today we are going to focus on entertaining and informing. Can you think of anyways that you can be informed about a certain topic or object? o Answer wanted: commercials

Commercials are a great way to show people a new product in an entertaining way while informing them what it is all about Show infomercial Today we are going to look at the script of this infomercial and point out the persuasive vocabulary and language they company uses. After we are going to write and perform our own infomercials about an object that you will find out about a little later. Pass out the script of the infomercial the students just watched Now that you have the script in front of you we are going to watch the infomercial one more time. Read along and circle any words you think are persuasive. Play infomercial again So now we are going to look through the script and discuss the different persuasive vocabulary that is used Go through vocab & phrases Line 1&2: Do you love? Line 3: Now Line 4: every Line 7: stylish Line 8: perfectly Line 10: but Line 11: unique Line 12: Great with Line 13: Best of all Line 16: Great for Line 18: absolutely free Line 19: We know Line 20: completely delighted Line 21: Now enjoy In the groups at your tables, you are going to write your own persuasive commercials about the blocks we use to full the jar in the back of the room. You and your group need to come up with at least 3 reasons why someone should by this product. You are going to have 15-20 minutes to write the script and figure out who is going to act out which parts Have students perform their infomercials and film them. Inform the students that you are going to be taking pieces of their infomercials to make one big collaborative one.

Development of the New Learning

(Clearly explain instructional activities in sequence.)

15-20 minutes

Enrichment or Remediation
(As appropriate to lesson)

20-25 minutes

Planned Ending (Closure)

Summary Homework

5 minutes

So what have you learned today about persuasive vocabulary? In your writers notebook, jot down three different situations in which someone would use persuasive vocabulary and why it is important to know. Read aloud some answers with the class

IV. Analysis and Reflection To what extent are my students learning? How can I improve their
learning experience? How can I improve my professional skills? (complete after teaching)

Analysis: What does the data from the formative assessment indicate about the extent to which students acquired the intended learning? (Cite specific numbers or percentages of students.) What trends or patterns do you notice that indicate strengths and/or areas of need for the class as a whole, subgroups, or individuals? What will be your next steps based on this analysis? Reflection: Prompts to consider: What is working? What is not? For whom? Why? What multicultural considerations emerged during this lesson that you had not anticipated? How would you address those in the future? How did you think on your feet to make instructional decisions while you were teaching the lesson? What worked or did not work about these decisions?

I really believe that some of the students understood that they had to persuade people to buy the blocks. Diamonds group brought up visual examples of what people can make from the blocks while Shannons group talked about expansion packs and different color that are possible when buying a specific amount. I noticed that all students included certain important aspects in their infomercials. For example, the price of the product, a money back guarantee and the age it was appropriate for.

Seeing If students can possibly write another commercial to persuade a more serious cause than just blocks for children. I think my lesson went very well. My attitude seemed to really engage the students and everyone was enjoying himself or herself when acting out the commercials they wrote on their own. If I were to do this lesson again I would probably show more than one commercial so the students can get different perspectives when it comes to what you can persuade people to buy. There werent any multicultural considerations that immerged in my lesson. Almost all of the students had seen the commercial I showed and the concept was pretty straightforward for those who were a little iffy with the topic. I could bring in the product in the future so students have a better visualization meaning I would have to pick a commercial of something I already owned. I was able to think on my feet when it came to explaining certain persuasive sentences I had not considered when preparing for this lesson. The children seemed to think a lot of the commercial was persuasive so every time they said that I word or phrase was persuasive I would ask them why they thought that to increase their higher order thinking skills. It helped me understand if they had just highlighted the entire page or really paid close

What changes would you make to your instructional procedure that would improve student learning? How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? How did the oral or written feedback you gave students help address their needs in relation to the instructional objectives? How did you /will you give students an opportunity to use this feedback to grow? What was surprising or challenging during this lesson? What did you learn through it? How does that impact your future decision-making? How does this lesson demonstrate your growth as a teacher in relation to one or more of the INTASC principles? (required for portfolio)

attention when the commercial was playing. I think talking more about what goes into persuasive writing would help my students learning. One or two of the groups used a lot of the same words that the commercial we had watched contained which is a good starting point but there needed to be more. After performing the commercials the students wrote about different situations that they would try to persuade someone. After reading those, I was confident that the majority of the class really understood the objective and how to persuade someone.