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4 pages/β‰ˆ1100 words
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Style:
APA
Subject:
Mathematics & Economics
Type:
Essay
Language:
English (U.S.)
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Total cost:
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Topic:

Rhetorical Devices Lesson Plan

Essay Instructions:

Lesson plans guide instructional delivery of required curricular content. A good lesson plan is aligned to academic state or national standards and the district adopted curriculum, if available. Strong lesson plans include required components and define what the students are learning to do, how the teacher will teach those skills, and how the students and teacher will know if they have mastered the content. An examination of lesson plans can improve understanding of instructional planning to meet all student needs in a diverse classroom.
For this assignment, you will select the grade level “Class Profile” that most closely matches your program of study. Students who select the Kindergarten grade level will reference the “Kindergarten: Sight Words Guided Reading Lesson Plan” when completing the assignment. Students who select the Grade 9 level will reference the “Grade 9: Rhetorical Devices Lesson Plan” when completing the assignment.
For the assignment, complete the following steps and sections on the lesson plan:
1. Review the appropriate grade level “Class Profile” document to learn about the students in the class.
2. Review the lesson plan associated with your grade level to become familiar with the lesson.
3. Using what you learned about the students on the “Class Profile,” complete the “Classroom and Student Factors/Grouping” section of the lesson plan. Identify a small group (3-5 students) who could benefit from specific differentiation/UDL strategies. At least one student in the group should be dyslexic or struggling with reading.
4.Complete the “Technology” section of the lesson plan by selecting and describing specific technology that could be used to increase student engagement in the lesson. Justify your selection
5.Complete the “Dyslexia Instructional Strategy and Justification” section of the lesson plan by selecting a specific strategy that could be used to improve reading, decoding, and comprehension skills for the student with dyslexia/struggling with reading and justify your selection.
6.Complete the “Differentiation Strategies and Justification” section of the lesson plan by identifying three additional differentiation/UDL strategies you could implement with the group when teaching the lesson. Justify each of the strategies by explaining how it could improve lesson understanding and achievement of lesson objectives for students in the group.
7.Complete the “Assessment Differentiation” section of the lesson plan by identifying two strategies for differentiating assessment for students in the group. One of the strategies should be specifically for the student with dyslexia. Justify your selections and how each assessment aligns to the standards and learning objectives.
8.Complete the “Reflection” section at the end of the lesson plan.

Essay Sample Content Preview:
Grade 9: Rhetorical Devices Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:


Grade Level:

9th

Date:

April 14, 2020

Unit/Subject:

Instructional ELA (Special Education/Resource)

Instructional Plan Title:

Argumentative Writing using Pathos, Ethos, and Logos; Analyzing Rhetorical Devices

Lesson Summary and Focus:

Today students will start the unit by analyzing arguments for effective rhetorical devices such as ethos, pathos, and logos. The unit concludes in students writing a 2-paragraph essay demonstrating at least one rhetorical device with a topic of their choosing.

Classroom and Student Factors/Grouping:

Groups will be made up of students with the same skill level. This is the perfect grouping strategy for differentiation. It allows for tasks to be assigned based on the ability of each group. Each group will consist of five students. The group with the lowest ability will have at least one student with dyslexia, reading problems, problems with organization, or writing.

National/State Learning Standards:

9-10.W.1
Text Type and Purposes
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons, and evidence.b. Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Specific Learning Target(s)/Objectives:

Students will learn to identify pathos, ethos, and logos as rhetorical devices and then apply one with 80% accuracy into their own argumentative essay.

Academic Language:

Ethos: Ethics and credibility (mind)
Pathos: Appealing to one’s emotions (heart)
Logos: Logic and/or data use (brain)

Resources, Materials, Equipment:

Students will need:
Pens/ pencils/ highlighters
Notebook paper
Teacher will need:
YouTube video: /watch?v=oKtQEnERhSY
TED Talk video: /talks/graham_hill_weekday_vegetarian
Transcript of TED Talk video (available to print from website)
Lexile Analyzer: https://lexile.com/educators/tools-to-support-reading-at-school/tools-to-determine-a-books-complexity/the-lexile-analyzer/

Technology:

The technology to be used in the lesson is record and playback of readings. This is a useful technology that helps students know how they sound like. As the students learn to use rhetorical devices, they also need to know how their voice can be enhanced to make their ethos, pathos, and logos convincing.

Section 2: Instructional Planning
Anticipatory Set
Lesson will begin with blanket statements written on the board such as:
* Video games are bad for your brain
* Less stuff means more happiness
* Texting is ruining writing skills
Students will discuss these statements with a partner and choose one to defend or argue. Teacher will call on students to share. Teacher w...
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