KTIP Pilot Project Lesson
Plan Format
Name:
Victor Darrigrandi Date: 2006 Age/Grade Level: 6th Grade
#
of Students: 30 # of IEP Students: 2 # of
GSSP Students: ______ # of LEP Students: ________
Subject: Language Arts
Major Content: Persuasive Writing
Lesson Length: 5 Days
Unit
Title: Persuasive Writing (Can You Make
Me Do It?) Lesson Number and Title: Lesson #2: Pimp My Bus
Context
§
Explain
how this lesson relates to the unit of study or your broad goals for teaching
about the topic.
§
Describe
the students’ prior knowledge or the focus of the previous lesson.
§
Describe
generally any critical student characteristics or attributes that will affect
student learning (other than what you described in the Teaching and Learning
Context).
This lesson is the final
writing piece we will do for persuasive writing. It will tie in various ideas that have been
worked on such as brainstorming, writing for a specific audience, using sensory
details, explaining reasons, and using one topic per paragraph. Additionally, students will be required to
use the internet to research for information.
The students will have prior
knowledge of what a business letter looks like and understand its basic format.
Because these are 6th
grade students, it will be necessary to firmly establish procedures during the
first 6 weeks. This will allow the
classroom as a whole not to get overly excited by the nontraditional elements
and lose focus on the primary objective which is write a persuasive letter.
Objectives
§
State
what students will be able to do as a result of this lesson. Objectives must be student-centered and
observable/measurable.
Students will write a
persuasive letter to either West Coast Customs, MTV Productions, or JCPS
Department of Transportation to convince their audience to customize their
school bus.
Students will be able to categorize their various
modifications, use the internet to do research in order to support their
rational for bus changes, cite personal experiences, and address an appropriate
audience in their writing.
Connections
§
Connect
your goals and objectives to appropriate Kentucky Core Content and/or Program
of Studies. Use no more than two or
three connections, and if not obvious, explain how the objectives are related
to the Core Content and/or Program of Studies.
As they write their persuasive letters, students can draw on their years of bus riding experiences to d persuade a reader to customize their school bus. Since students are using their own experiences to come up with creative solutions to problems this meets the objectof Ky.WR-H-1.2.1. The assignment is to create a persuasive letter in order to get a bus customize, the connection to KY.WR-H-1.3.6 and 1.41 are clear. Students will be reminded that the writing process that they mus “hook” their aude. Students will understand that “cool”is no a reason and they will use reading and on-line research to support their rationale. Additionally, students will learn to think about who a potential audience is for a letter and they will use the internet to find how to contact this audience.
Resources, media, and
technology
§
List
the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used
with the students.
§
If
appropriate, list technology resources for the lesson including hardware,
software, and Internet URLs, and be sure to cite the sources used to develop
this lesson. (If you or your committee
feel the technology observed in the lessons does not fairly represent your use
of technology, provide additional documentation. See Standard IX.)
Pimp My Ride show (edited)
Internet access and word processing in computer lab
Virtual Field Trip (online at www.oocities.org/victordarrigrandi)
Category game (created by teacher)
Rubric for persuasive letter (available at
www.oocities.org/victordarrigrandi)
Procedures
§
Describe
the strategies and activities you will use to involve students and accomplish
your objectives including how you will trigger prior knowledge and how you will
adapt strategies to meet individual student needs and the diversity in your
classroom.
Day 1
Students will watch
edited video clips from the MTV show “Pimp My Ride” and other customizing shows
such as “American Chopper.”
Before watching the video clips, students will brainstorm in 2
columns everything that is wrong with their school buses and how these items
can be fixed. 15 minutes.
Students will then view the video. During the video, students will
note any modifications that could be used to fix their bus. Students will also write down questions
regarding aspects of car customizing that they do not understand. 25 minutes.
After students watch the video they will react to what they have
seen by listing on one side of an index card ideas they liked from the show and
on the other side ideas that they did not like (exit cards are collected at the
end of class). One part of the after
aspect of a BDA strategy is to use what was read. In this case of visual literacy, students
will use what they have seen when writing their letter. 10 minutes.
Day 2
Students each student
will be given a piece of paper with three columns. Students will label each column with a
category such as safety, exterior appearance, interior appearance, comfort,
mechanical, etc. Depending on the
sophistication of students categories can be simplified to safety, looks, and
how the bus runs. Students will be given
pictures from magazines such as color squares, pictures of tires, engine parts,
speakers, TV screens, etc. They will
have to place these items into the appropriate categories. Examples and discussion can be had during
this time. 15 minutes
Students will create drawings of their
customized buses. Bus modifications will
labeled and numbered. This activity is
designed to help students visualize what they will be describing in their
writing. 30 minutes.
Remaining 5 minutes of class is set
aside for cleaning up and quietly talking to others about projects.
Day 3
Using their drawings and idea lists,
students will begin to research data to convince a reader that their
suggestions are valid. Students can use
the internet to find information and can use the virtual field trip as a
starting point in their search. Students
will also be instructed on how to use the internet to find the appropriate
mailing address to send their letters.
Day 4
Students will take the information from
the last few days and write a rough draft letter. While the letter will not have predetermined
length, an introduction, conclusion, and at least 3 body paragraphs will be
required. Each paragraph should focus on
one topic and be supported with reasons and details from student’s research.
Scribes or Alpha-Smarts can be used for
ECE students.
Day 5
Students will revise and share in groups
of 4. After revising, students will
print out two copies of their letters.
One copy will be mailed to MTV and one copy of their portfolio piece
will be put in their portfolio. Two days
may be needed.
Assessment Plan
§
In
tabular format, organize how objectives will be assessed. Include copies of assessment instruments and
rubrics (if applicable to the lesson plan).
Assessment methods include, but
are not limited to, pre-assessment, anecdotal records, checklist, multiple
choice, open-ended, questioning techniques, open response, on-demand, writing
portfolio tasks, quiz/test, and
self-assessment/reflection.
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Objective / Assessment Plan Organizer
(Example) |
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Lesson Objective Number |
Type of Assessment |
Description of Assessment |
Adaptations / Accommodations |
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Formative |
Pre-assessment |
Brainstorm |
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Summative |
Anecdotal
Records |
Exit
Cards |
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Standardized |
Checklist |
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Multiple
Choice |
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Open-ended |
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Questioning
Techniques |
Prompt |
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Open Response |
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On-Demand |
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Summative |
Writing
Portfolio Task |
Persuasive
Letter |
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Quiz / Test |
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Self-Assessment
or Reflection |
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Other |
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