Case Study: Maria Grade: 9th Age: 14 It is the beginning of the second semester, and Maria is having a great deal of difficulty in her algebra class. She has an understanding of the basic concepts of algebra, but has not mastered the skills needed

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Jacqueline Ephraim

112/03/2016

Persuasive Writing

Persuasive Writing (Commercial Advrtisement)

I. Planning

Lesson summary and focus:

The students will learn how to identify the strenghths and weaknesses of a persuasive argument.

Classroom and student factors:

The students composing the class are Group 1 Dessie, Donnie, and Emma. Dessie is White Donnie is African American, and Emma is White. All students in this first group do not have a IEP and thet are all at grade level. Group 2 conist of Aurturo, Diana, and Wayne. Students in group 2 are all one year below grade level. Arturo is Hispanic,Diana is white, and Wayne is white. My last group of students group 3 are all above grade level and it includes the following students Bertie is Asian, Sharlne is white, and Stuart is Is white as well. The internet connection level among all the groups are you have one student out of all three groups who do not have internet access at home. Since his reading is below grade level, Arturo may not comprehend word questions, and this may affect his performance during the lesson.

Bertie is female with good reading ability. Her performance in reading is at one above grade level. Though parental involvement is low, she has internet connection at home and this may help with some online practice. Bertie may not get much help at home since parental involvement is low. This may mean that teaching in class should be appropriate and adequate.

Dessie is grade level and has parental involvement. Donnie has internet access at home and parental involvement. Emma has low parental involvement and has internet access at home. Sherlene is above grade level and has some internet and some parental involvement. Stuart is above grade level and has pinternet at home. Wayne one year below grade level and has a lot of parental involvement which means we have the parent support and he has internet access.

National / State Learning Standards:

Student should be able to Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

m(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Students should be abke to use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Specific learning target(s) / objectives:

Students should be able to discuss the concept and purpose of persuasive writing. They should be able to identify that a specific audience, a clear purpose, supporting reasons, and persuasive word choices make for effective persuasive writing.

Teaching notes:

This lesson falls within the topic of acknowledging the issue and identifying the argument in order to correctly write a persuasive essay.

Agenda: : Ask students about the TV commercials and print advertisements they have seen that are especially persuasive. Ask: What aspect of each advertisement or commercial, such as words or images, is most effective in persuading the audience? 

Explain that each commercial or advertisement is targeted to a specific audience. Distribute a variety of magazine advertisements to the class geared toward preteens (e.g., advertisements for iPod, sneakers, clothing lines). Ask: Who is the audience for these advertisements? What makes the advertisement appealing or not appealing?

action where denominators are different.

Formative assessment:

Divide students into groups. Distribute colored markers and poster paper to each. Have each group select one of the advertisements they chose to critique. Explain to students that they will create an advertisement for the same product, but it should be targeted to a different audience.

Academic Language:

Key vocabulary:

The key terms are not included with lesson plan. Vocabolary will vary by commercial chosen by students.

Function:

The language will enhance the use of reading skills and clarity in communication while and viewing persuasive arguments. Learners will show their understanding through identifying negatve and positives for the argument.

Form:

Language and terms will be identified throughout the process. Students will show that they have mastered how to successfully write a persuasive essay.

Instructional Materials, Equipment and Technology:

Students will require a mathematics book while the teacher will need white board, markers of different colors, e-beam, internet among other relevant materials.

Grouping:

This lesson will require mixed ability grouping so that learners whose performance in mathematics and reading is below grade level may benefit from the others.

II. Instruction

A. Opening

Prior knowledge connection:

The prior knowledge required here is reading strategies and effective writing.

Anticipatory set:

Students may effective writing and everyday resources to ccommercials and everday current events.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

III. ASSESSMENT

Summative Assessment:

Learners will perform short tasks in class to measure their understanding of the effective writing and reading strategies in order to complete persuasive essay.

Differentiation:

For learners having challenges, they may use other resources and medial tools such as a desktopcomputer,electronic books (IES, 2016).

Closure:

Students may share knowledge learned in their groups by assisting each other with quick explanations. Questions for closure may include difficulties encountered, and whether they enjoyed the lesson. The concept learned may be tranferred to areas of real life problems like sharing of items, and planning with even advertsements.

Homework:

The home given will concentrate on short essays and writing skills.There will also be multiple choice testing the same concepts. This homework is skill-based practice that will help learners remember and practice skills learned in class.