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Lesson Plan Let’s Argue!

Lesson Plan Let’s Argue!. Created By Iryna Khitsova -Ormond. Rationale:.

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Lesson Plan Let’s Argue!

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  1. Lesson PlanLet’s Argue! Created By IrynaKhitsova-Ormond

  2. Rationale: • This lesson was designed to teach students to watch commercials with a more “critical eye” as well as to teach them how to write a persuasive paragraph, using transitions and targeted vocabulary pertaining to the topic of discussion. The structure of the lesson allows second language learners to work on their listening, speaking, reading, writing skills in a meaningful context of exploring, analyzing, producing media products. An added benefit of this unit is that students will also be exposed to ”deep view” technique in analyzing and critiquing commercials which can be utilized with other media too. • Teaching writing to middle school ESL students can present a challenge. Often, they just don't have enough knowledge in grammar or vocabulary to write much. These problems can be overcome by providing them with visual and verbal models to imitate. Modern informational media may provide invaluable tools to observe these models and create something entirely new based on them.

  3. Target Audience and Timing • This lesson can be implemented in groups of middle school grades 7 and grade 8 students in groups of 5 or 6. • It could be also used for high school, provided suitable topics were chosen. A dictionary is essential for this lesson where second language learners will be trying to express ideas in writing, far beyond their speaking ability. • This lesson will take 6 lesson periods to accomplish, 45 minutes each.

  4. Materials • Computers with internet access, • Overhead projector, • Dictionaries, • Paper, • Pencils • Handouts: • - Smoking Vocabulary; • - Ban Smoking, • - Defend Smoking, • - Arbiters’ handout; • - Transitions

  5. Objectives • Students will be able to: • Express ideas in speaking and writing on the chosen topic; • Master new vocabulary though active writing process and work in collaborative groups; • Utilize transitions in writing a persuasive paragraph; • Watch and analyze cigarettes commercials and smoke ban commercials; • Examine the pros and cons of presenting smoking in these commercials;

  6. Objectives (continued) • Using evidence and examples presented in the commercials, explore the possibilities of constructing persuasive paragraphs about whether smoking should be banned or allowed in public places. • Participate in the process of “deep view” of the chosen commercials; • Create their own commercials defending their view point, using any digital tool of their choosing where they incorporate their respective persuasive paragraphs. • Reflect on the benefits and drawbacks of collaboratively created projects and a students’ place in the collaborative process.

  7. Day 1 • Teacher will start a lesson by posing a question : What do you know about smoking? Does anyone you know smokes? How does it effect you? • Students will complete the vocabulary handout titled Smoking. This work which incorporates a lot of discussion, will play a motivational role and will be essential because it will help them become more familiar with the content vocabulary during the following classes. • Initial discussion 10 minutes • Matching activity -10 minutes • Discussion of three questions in the handout in groups and writing a reflection-25 minutes

  8. Day 1 ( Handout : Smoking Vocabulary)

  9. Day 2 • Students will be divided into three groups: • - The group defending smoking in public places; • - The group arguing against smoking in public places; • - The group of arbiters • Teacher will explain what statement thesis is and distributes the handouts to all three groups. • Students will be asked to watch commercials advertising and banning smoking in the respective groups and will be asked to make notes in the handouts. • After they complete this work they will be asked to vote in their groups to decide which commercial in their category was the most effective and why. • The teacher will wander around the room giving suggestions and answering questions as needed • Organizational moment and Explanation of the assignment - 5 minutes • Viewing commercials and taking notes - 30 minutes • Voting for the best commercial and discussing the evidence to support the viewpoint - 10 minutes

  10. Day2: (Handout Ban Smoking)

  11. Day 2: (Handout Defend Smoking)

  12. Day 2: Arbiters’ Handout

  13. Day 3 • Teacher will explain how each connecting phrase (transition) is used in writing, distributing the following handout. • Students will work in the groups and write the paragraphs for their thesis statement, discussing and using the information they recorded during the pervious lesson. The teacher will walk around the room providing help and suggestions. • Explanation - 10 minutes • Discussion and writing -35 minutes

  14. Day 3 ( Transitions Handout)

  15. Day 4 • Students will start a lesson with showing the commercials to the group of arbiters that they deem to be the most effective in carrying across their point. They will also present the reasons for their decision. • In the time of demonstration the members of the opposite group and the arbiters will be encouraged to take notes and ask clarifying questions. • The group of arbiters will also demonstrate the chosen commercial and defend their choice with presenting the evidence or set of reasons that influence their vote in its favor.

  16. Day 4 (continued) • Teacher will introduce the technique of deep viewing with description, interpretation and evaluation. Teacher will ask to describe verbally what students observe on the screen. Then teacher will ask some open-ended questions which will enable students to analyze the way advertisements influence viewers, like, for example, the choice of words, intonations, tones of the voice color, music, visual images, slogans, locations, timing , play of light and shade, movements and camera shots and so on. • Then teacher will ask to interpret and evaluate what these images might mean for different groups of people: “What do makers of the commercial imply by it? What values do they want to convey? Do they use any stereotypes used in popular culture? Are they able to convince you?” Do you trust to what they are saying? Why or why not/ Support you viewpoint with the evidence from the commercial”. • Students will be encouraged to take notes for incorporating the information stated in their projects. • Demonstrations of the commercials by three groups - 15 minutes • Deeper view of the chosen commercials and consequent discussion about them – 30 minutes

  17. Day 5 • The students in two groups will be asked to create their own commercials while incorporating apersuasive paragraph for their thesis statement in it. They will choose a digital tool for executing this assignment and distribute the roles within their groups. • Meanwhile the group of arbiters will be asked to write an advertisement critique using the Deep View technique that will incorporate three levels of description, interpretation and evaluation. • They will work on it for 45 minutes

  18. Day 6 • Students will present their commercials together with persuasive paragraphs to their peers and a teacher. The group of arbiters will view commercials advertising or banning smoking in public places and decide which commercial was the most effective and persuasive, using the evaluation form. • All Students will also be asked to reflect on the topic discussed and on the process of creating a commercial in a peer group. • Examining and discussion of commercials - 20 minutes • Conclusive discussion on the project and filling out self - evaluation form -25 minutes

  19. Day 6 ( Arbiter’s Evaluation Form) • Arbiter’s Evaluation Form • Rate the commercial of the group, using scale from 1 to 5 • 1. The commercial was visually appealing and easy to understand. • 1 2 3 4 5 • 2. The writing in the commercial was persuasive and carried the point across. • 1 2 3 4 5 • 3. Visual effects in the commercial makes it entertaining to watch. • 1 2 3 4 5 • 4. The commercial was informative with example and supporting evidence • 1 2 3 4 5

  20. Day 6 ( Self-Evaluation and Peer Evaluation Form) • Self- Evaluation and Peer- Evaluation Form • Student’s name __________________________________________ • Answer the following questions: • 1. What did you learn from this unit? What will you still know and will be able to talk about tomorrow? __________________________ • 2. What helped your learning?____________________________ • 3. What got in the way of your learning? ____________________ • 4. What confused the most during these 6 lessons? ___________ • 5. What major things did you notice in the commercials that you watched?_____________________________________________ • 6. Which ‘tricks” did you notice the advertisers use to attract peoples’ attention? • 7. Which tools advertisers use to inform or misinform viewers about smoking use? • 8. Did you use the same tools in your commercial?_________________ • 9. Was it hard to work in your group? If yes, Why? _________________ • 10. Did you feel that the members of your group help and support you? Did they listen to your opinion? ____________________________________ • 11. Was it hard to operate digital tools to complete your part of the project? • _____________________________________________________________ • 12. Is anything else do you want me to know? _________________________

  21. Assessment Overview • Students will be assessed on the advertisements they created according to the rubric. • The final project of creating a commercial is worth 20 points • 5 points: language • 5 points: transitions • 5 points: support for position and persuasiveness • 5 points: visual presentation

  22. Rubric

  23. Rubric (continued)

  24. Standards • Standard 1: Students will listen, speak, read and write for information and understanding. • 1.3 Select information appropriate for the purpose of investigation, relate ideas from one written or spoken source to another and exclude nonsensical information; • 1.7 present information clearly in a variety of oral and written forms; • 1. 12 convey information and ideas through spoken and written language using conventions and features of American English appropriate to audience and purpose; • 1.13 engage in the collaborative activities through a variety of students groupings to read, gather, share, discuss, organize, analyze and present information; • 1.14: Consult print and non-print resources in the native language when needed.

  25. Standards (continued) • Standard 3: Students will listen, speak, read and write for critical analysis and evaluation. • 3.1 Develop and present clear interpretations, analyses and evaluations of issues, ideas, texts and experiences, supporting positions with well-developed arguments. • 3.3 recognize and communicate personal and multiple points of view within and among groups, in discussing, interpreting, and evaluating information in texts and presentations; • 3.4 Evaluate students own and other’s work individually and collaboratively on the basis of a variety of criteria.

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