Daily Lesson Plan

Teacher: Erin Scafone

Class/Periods: Research Writing
Core
Values:
Rigor
Relevance
Relations
hips
Respect
Responsib
ility

Unit
CC/State/EOC
Standard(s)

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.RI.11-12.7
Integrate and evaluate multiple sources of information presented
in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.L.11-12.6
Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.

Essential
Question

What role does the audience play in the way the speaker
crafts his message?
What makes an effective argument?
What role can we personally play in using arguments to
affect change?

AIM/Objectiv
e (I Can)

I can change the audience of my formal, position research

paper to informal, persuasive presentation.

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

Grouped by Readiness

Do Now:
What role does the audience play in the way the speaker crafts his
message?
What makes an effective argument?
(Blooms: Analysis)
WarmUp: Preparing for lesson.

Kinesthetic
Gallery Walks
Readers
Theater
Investigations
Games
Floor/Wall
Puzzles

Review the Do Now.

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 have worked hard to create an argument in your Researched Positon Essay.
Now you have the opportunity to change the audience, modifying one part of the
rhetorical triangle, and converting your argument from the formal, academic
presentation of the essay into an informal, persuasive presentation.

(Williams: Flexibility)
(ARCH: Authentic/Accurate)

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

connection to AIM

1. Write a letter to the editor of whatever newspaper you think has an

audience you want to reach. Be creative. You can make up the name
of the newspaper if you need to.
(M.I. Verbal/Linguistic)
2. Another option is to create a PSA (a public service announcement)
designed for a local channel in an area of the country that has the
audience you are trying to reach.
(M.I. Kinesthetic)
3. Design a brochure to hand out at an event. Describe the event and
the audience that you want to reach.
(M.I. Visual/Spatial)
Purpose: Persuade your audience to your point of view: This is
not a formal essay like your research essay was; this is an informal exercise
that could actually be published and released to the audience that it is
intended for and read by someone else other than a teacher.
The rhetoric
4. Audience: Determine what your audience is in your message or who
can/should be persuaded. Do not select an audience that is already
on your side of the controversythats a waste of effort and rhetoric
because they already agree with you. Select a more hostile audience
perhaps the opposition?and see if you can craft the letter of
convince them to come to your side. You make up the name of a
newspaper/newsletter/org. for this assignment but make certain it
reflects your audience.
(Williams: Elaboration)
(Blooms: Synthesis)
(ARCH: Authentic/Accurate)
Advanced Learners: Require students to find newspapers and
events that are not made up but real and functioning newspapers,
local channels and events.
Struggling Learners/ELL: Provide a collection of three different
audience types with a description of their beliefs and values for
the writer to choose from.
5. Message: This is the information and knowledge you know have as a
result of your groups research. Think of the selection process
discussed during the Candy Argument exercise and determine what
points you might have to concede, what points you can rebut, and
what points will be the most persuasive.
(Blooms: Synthesis)
(ARCH: Context)
Struggling Learner: Have students outline letter, brochure or PSA first
6. Communicator/Rhetor: This is you, the author of this letter. Think
about why anyone would consider you credible why should your
audience listen to you? Why should they consider your argument?
Figure out what you should say that heightens your ethos.
(Blooms: Synthesis)

7. Catch your readers/viewers attention. By the end of the first

paragraph, your thesis should be clearly stated. Hint: it is probably
not the same thesis you used in your Research Paper. The
introduction will be important in establishing your ethos. Make
connection with your audience. Based on your introduction (its
content, style, tone, etc.) the reader will begin to form opinions about
your motives, character, personality, and authority. Pathos and logos
appeals may also appear in the introduction.
8. You must outline your concessions, points to rebut and points of
evidence and you will use them here. Organize your ideas carefully as
you present and support your main argument. You dont need to have
outside sources to support your thesis; just be sure and give relevant
examples that your audience will understand.
9. It is important to give respect to the opposing position, but show why
the opposing argument is flawed or weak. By doing this, you will
strengthen the logos appeal of your argument (you show the logical
strengths of your argument and the logical weaknesses of the
opposing position). Also, this is an opportunity to strength your
appeals to ethos. (If you pay respect to opposing opinions your
audience will see you as fair and reasonable.)
10.
In closing: Briefly review the heart of your argument and ask
readers to consider your position closely. You may want to suggest
that the reader/viewer take some specific action.
11.
Required element: When you have completed your project:
go back over it and underline and label the places where you have
used the rhetorical devices of ethos, pathos and logos. (There should
be at least one of each device). If you have chosen to do the PSA, on
a separate sheet of paper write out where in your PSA we can find
ethos, pathos and logos in your announcement.
Active Involvement/ Check-in Assessment: How are you going to check
for understanding?

Work with groups as they work to complete their projects

Read/watch final projects

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

explanations, and connection to AIM

1. Students work on their independent rhetorical triangle projects.

Closing: Reflecting (Share-out, Journals, Exit Slips)
Share out
Students present their projects to the class.
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.

Require students to find newspapers and events that are not made up but
real and functioning newspapers, local channels and events.

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):

Students have regular blog posts and readings they do for homework.

_____________________________________________________________________
Struggling Learner Accommodations:
1. Have students outline letter, brochure or PSA first.
2. Provide a collection of three different audience types with a description of their beliefs
and values for the writer to choose from.