Persuasive+Language+-+Lesson+Plan

[|https://www.edmodo.com/home#/store/app/?app_id=1105] || Handouts || || Students are asked to read the description about what Persuasive Writing is. Then, they are asked to watch the video that shows inspiring speeches and write what words they hear that are persuasive or what makes these speeches inspiring. They can write these words in their notebook (if they have one) or on a piece of paper. Note: It is recommended that the teacher check in with the students after they finish this part of the project to see what words they come up with. This will give the class an opportunity to learn from one another. The teacher can also discuss persuasive writing further if needed. || **DAY 3** || Students are given a persuasive word list to use when they write their own persuasive essay. Note: Students will need to print this page out and keep it in a safe place to use for upcoming portions of the project.
 * **Lesson Plan Title: ** || Do you agree or disagree with what George Orwell said in his book, “All animals are equal, but some animals are more equal than others”? Why?
 * **Concept / Topic To Teach: ** || To build persuasive skills in Ss . ||
 * **Standards Addressed: ** || 3rd Form, Gymnasium, A2+ – B1 Level ||
 * **General Goal(s): ** || * practise speaking, reading and listening skills ||
 * **Specific Objectives: ** || By the end of this lesson Ss will be able to:
 * manage the data they will collect for their project (categorise, analyse , prioritise and organise ) [project management skills]
 * self-monitor their work
 * write a text using persuasive language
 * prepare and present their work in class
 * <span class="GINGER_SOFATWARE_correct">use rubrics to evaluate each other’s work ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">Required Materials: ** || Internet connection and/or video projector
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">ICT tools: ** || Use of online class material (e.g. <span class="GINGER_SOFATWARE_noSuggestion GINGER_SOFATWARE_correct">Edmodo ), <span class="GINGER_SOFATWARE_correct">youtube video clips ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">Anticipatory Set (Lead-In): ** || By the end of the lesson the pupils will be able to:
 * <span class="GINGER_SOFATWARE_correct">write a text (brief letter <span class="GINGER_SOFATWARE_correct">for weak <span class="GINGER_SOFATWARE_correct">Ss – petition for average <span class="GINGER_SOFATWARE_correct">Ss - speech for strong <span class="GINGER_SOFATWARE_correct">Ss ) using persuasive language
 * <span class="GINGER_SOFATWARE_correct">make a video / make & use PPP / use any means of presentation (<span class="GINGER_SOFATWARE_correct">e.g cardboard display) ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">Pre-requisite knowledge: ** || Use of: adjectives, S. Present ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">DAY 1 **
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">DAY 2 **

Today, students will respond to the question, "Which are better, dogs or cats?" They will have 5 minutes to tell the reader why they think a cat is better or a dog is better. They will need to use their persuasive word list for this part of the project because they are asked to use as many persuasive words as possible. Note: Students can write this in <span class="GINGER_SOFATWARE_correct">notebookS or on a plain piece of paper. || Note: This is not meant to be graded, this is strictly just for practice. It is recommended that they check their answers with a partner to see how they did or the teacher can choose to correct this as a whole class || a) Human Rights (Which one they would promote in school? Why? How?) b) Is is worth spending money on space projects? (An Astronaut’s diary) c) Do you agree or disagree that dictators benefit society. Why? d) Describe the best school in the world and explain why is it so good. || ü They have to use persuasive language and try to <span class="GINGER_SOFATWARE_correct">concince their classmates on their views using arguments. ü <span class="GINGER_SOFATWARE_correct">Ss have to think, design and produce a presentation which have to be graded by their fellow <span class="GINGER_SOFATWARE_correct">Ss. ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">DAY 4 ** || Students will listen to what persuasion sounds like in a story and respond to the questions on the paper provided to them.
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">DAY 5 ** || 5’ PRESENTATIONS BY EACH <span class="GINGER_SOFATWARE_correct">Ss ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">Plan For Independent Practice: ** || * <span class="GINGER_SOFATWARE_correct">Ss are asked to research their chosen topic and bring both sources and notes in class
 * <span class="GINGER_SOFATWARE_correct">Ss see <span class="GINGER_SOFATWARE_correct">at each other’s notes and comment
 * Plenary discussions in class ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">Reflect/ Anticipatory Set: ** || * <span class="GINGER_SOFATWARE_correct">Ss discuss for 5 min. <span class="GINGER_SOFATWARE_correct">each other’s notes
 * A plenary discussion follows
 * Each <span class="GINGER_SOFATWARE_correct">Ss has to present a rough outline of their project
 * <span class="GINGER_SOFATWARE_correct">Ss are told to rehearse their presentations at home because they will be graded by their fellow <span class="GINGER_SOFATWARE_correct">Ss – each <span class="GINGER_SOFATWARE_correct">Ss is given a rubric (Table with criteria to be graded on) ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">Assessment Based On Objectives: ** || * Task 1 – checks understanding and promotes peer learning (comparing answers based on video viewing, number of words and phrases noted)
 * Task 2 – first draft – use of rubric to vote for most persuasive paragraph (“Which are better, dogs or cats?”) – criteria will include staying within time limits, extended use of new vocabulary, most persuasive writing.
 * 2nd video viewing – noting down persuasive techniques by responding to the story on video & using these in writing
 * Presentations in class and peer-assessment ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">Possible Connections To Other Subjects: ** || Topics chosen:
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">Multicultural features: ** || <span class="GINGER_SOFATWARE_correct">Ss will have to run an extensive research into their topic looking into some other ways of living (both as time and place are concerned) ||
 * **<span style="font-family: Tahoma,sans-serif; font-size: 9pt;">Critical thinking aspects: ** || ü <span class="GINGER_SOFATWARE_correct">Ss will have to use analytical and <span class="GINGER_SOFATWARE_correct">organisational skills to finish their project.