Daily Lesson Plan

Teacher: Erin Scafone

Class/Periods: Test Prep
Core
Values:
Rigor
Relevance
Relations
hips
Respect
Responsib
ility

Unit
CC/State/EOC
Standard(s)

CCSS.ELA-LITERACY.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an
author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and
engaging.
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

Essential
Question

How can arguments affect change?

What role can we personally play in using arguments to
affect change?

AIM/Objective
(I Can)

In a speech, I can use persuasive strategies and create an

argument to persuade Ms. Scafone.

Strategies
Auditory
Believer/Doub
ter
Fishbowl
Four-Corners
Debate
Literature
Circles
Roundtables
Socratic
Seminars
Teach-Back
Think-PairShare
Read-Aloud
Think-Aloud

Visual
Guided Note
Taking
Flowcharts
Double-Entry
Notebooks
Sequencing
Maps
Concept Maps
Venn
Diagrams
Foldables
Dioramas
Mobiles
Graphing

Kinesthetic
Gallery Walks
Readers
Theater
Investigations
Games
Floor/Wall
Puzzles

Grouped by Readiness

Do Now:
What persuasive strategies do find most convincing?
(MI: Intrapersonal)
WarmUp: Preparing for lesson.
Review the Do Now.

What you find most convincing is not necessarily what other people
find convincing, and when you are trying to convince others, you
need to know what THEY find most convincing.

Connection: Brief verbal statement connecting WarmUp skills to Objective.

Addresses the WHW of the day--What theyll learn, How they are going to
learn it, Why they are learning it)

You are going to learn how to be aware of your audience as the author yourself,
byt going through this process you will acknowledge how authors have to be
aware of the demographic they are speaking to in order to persuade or convince
them to do things. You are going to learn this by persuading me to do or think
something!

Model/ Teach/ Guided Practice: Provide lesson steps, explanations,

connection to AIM

1. Pass out Persuade Ms. Scafone to direction sheet.

2. Using RAFT
Role
Audience
Format
Topic
You will build a persuasive speech that convinces Ms. Scafone to do
something or believe something.
(M.I. Auditory, Linguistic, Kinesthetic)
(Williams: Fluency)
(Blooms: Analysis, Synthesis)
3. If you successfully persuade Ms. Scafone, you get an
A!
Active Involvement/ Check-in Assessment: How are you going to check
for understanding?

Work with students

Allow them to interview and ask questions
Outline of speech
Speech

Work-Time/ Independent or Group Practice: Provide activity steps,

explanations, and connection to AIM

1. Students begin topic selection on their persuasive speech

(ARCH)
Struggling Learners: Print out a topics list to help generate ideas
2. Students begin research on the audience
(Williams: Fluency)
Struggling Learners: Print out a sheet that has a 10 facts you should know about
Ms. Scafone for struggling learners who may not know what questions to ask or where
to start.
Advanced Learners: Advanced learners have 3 minutes on interviews. The rest of their
research must be based on observations/inferences.
3. Students begin the outline of their speech
(Blooms: Synthesis)
4. Students present their speeches to Ms. Scafone.
(M.I. Auditory, Linguistic, Kinesthetic)
(Williams: Fluency)
(Blooms: Analysis, Synthesis)
Closing: Reflecting (Share-out, Journals, Exit Slips)
Reflection: Answer the following questions briefly:
1. What did you see as a challenge in this process as you went forward to craft your
argument?
2. How can arguments affect change?
3. What role can we personally play in using arguments to affect
change?
(M.I Intrapersonal)

Extension For Learning (Advanced Learner Accommodations):

Create an assignment(s) aligned to the daily objective for students to work
on/complete in the event they finish early. The extensions should BUILD off of
the work completed earlier in the class.

1. Advanced learners have 3 minutes on interviews. The rest of their research must be
based on observations/inferences.
Anchor Activities: Develop and prepare a series of options in the event
none of the students have any clue as to what you are talking about. Its
always best practice to prepare an escape in the event your lesson plan goes
awry.

1. Use struggling learner accommodations.

***Homework Assignment (Daily):

None.

_____________________________________________________________________
Struggling Learner Accommodations:
1. Print out a sheet that has a 10 facts you should know about Ms. Scafone for
struggling learners who may not know what questions to ask or where to start.
2. Also print out a topics list.