Devan Roulhac

Devan Roulhac
11/24/2014
E. Rybakova
2 Week Lesson Plan
Title of Lesson
Introducing persuasive writing (DAY 1)
Based on a 50 minute, 9th grade class
Purpose/rationale:
The purpose for this lesson is to introduce being persuasive in general to students. Through a
discussion-based class, students will begin understanding how being persuasive works, what it
means to be persuasive, and why you should be persuasive. This class is more discussion
oriented because I want the students to come up with these ideas on their own, instead of hearing
a teacher tell them what being persuasive is. This will help them start to develop ideas about
how they can be persuasive when it comes to writing their paper (hence, planning their paper
while in the process of learning how to construct it.)
Common Core Standards:
LAFS.910.SL.1.1
Initiate and participate effectively in a range of collaborative discussions with diverse partners on
grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively.
LAFS.910.W.1.1
Write arguments to support claims in an analysis of substantive topics or texts.
LAFS.910.W.2.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.
Objectives:
SWBAT effectively generate discussions with their peers about being persuasive.
SWBAT communicate their thoughts, feelings, and opinions through writing.
SWBAT begin planning their persuasive essay.
Materials:
none
Anticipatory set:
The class today is going to begin with the students writing in their bellwork what they think it
means to be persuasive. I intended this bellwork assignment to be broad so I could get a variety
of answers from the students. I want their answers to be the start of our discussion about being
persuasive.
Teaching Strategy/Procedure/Activity:
Time
Student is doing
10 minutes
Pick up journals from
the front of the
classroom and get
situated at their desks.
In their journals,
students will respond to
the bellwork assignment
that is written on the
board.
Teacher is doing
Instruct students to get
their journals from the
front of the classroom
when they come in, and
return to their seat to
work on bellwork.
Have bellwork
assignment written on
the board: What does it
mean to be persuasive?
Answer students
questions concerning
bellwork, if any.
Let them know that they
will be turning in their
journals at the end of
class for a participation
grade.
Let students know when
five minutes is almost
over.
10 minutes
Discuss what they wrote

for their bellwork.
25 minutes
Take desired notes and

answer questions or add
insight whenever
necessary.
(When I say desired notes

throughout this lesson
plan: Im not going to
Pick students to read

their bellwork response
aloud to the class.
Start persuasive writing
discussion
Tell the students that for
the next two weeks, we
will focus on persuasive
writing.
Today we will be
having a discussion
require students to take

notes, and Im not going to
have one set way they have
to take notes. I will have
already explained to them
that they can take notes
as/how they wish. But I
will stress how much notes
can help them review.)
5 minutes
Ask any questions they

may have
Put journals in the bin
about what we think

persuasive writing is,
and how we go about
being persuasive.
Tell students that
persuasive writing,
tries to convince a
reader to do something
or to believe what you
believe about a certain
topic.
Ask students why do we
need to be persuasive?
Ask how can we be
persuasive?
Ask for examples of
times when they had to
be persuasive.
Really get the students
going about personal
experiences with
persuasiveness and
different ways they
would persuade
someone to do
something or think
some way.
As the students thought
processes get going and
the start answering these
questions, write down
their responses on the
board so we can review
them at the end of the
discussion.
Explain to students that
we will be taking all of
these components and
learning how to apply
them to a persuasive
paper that they will have
to write by the end of
next week.
Tell students that we
will be going more indepth with being
before they leave.
persuasive tomorrow
and for the following
days to come. Were
really trying to get a
good understanding of
what it means to be
persuasive, how we go
about being persuasive,
and how to write a
paper that is persuading
someone to do/think
something. Tell them
that as we go along,
they should be thinking
about what they want to
write about for their
persuasive papers.
Make sure that theyre
not worrying to much
about the paper, because
were going to spend a
lot of time as a class
learning how to
properly construct the
essay.
Ask students if they
have any questions
about what will be
expected of them and
answer them
accordingly.
Have students put
journals back in the bin
in the front of the
classroom before they
leave.
Summary/Closure:
I will end this class by giving a brief overview of what is to come for the Persuasive Writing
Unit that we will be doing for the next two weeks. I will let students know that we will be
learning different techniques for being persuasive and ways we can apply them to an essay
before we actually start writing the essay. I will also answer any questions they have.
Assessment:
Formal assessment: Students will turn in their bellwork journals for me to grade.
Informal assessment: I will monitor understanding by asking specific questions about
persuasion throughout my lesson.
Homework/follow-up assignment:
None
Accommodations/adaptations:
Student with Aspergers: To accommodate this student, I will make sure he/she sits in
the front of the classroom (or wherever he/she feels comfortable) and I wont pressure
him/her to respond, as I may do with other students.
Two low-English proficiency students: To accommodate these two students, I will seat
them next to a bright student who does not mind making sure the students are
understanding the discussion as we go along. If either of the students need a little extra
assistance, they will be able to talk to this student, or see me after class.
Student with visual impairment: I will sit this student in the front row so he/she can see
the bellwork assignment written on the board and anything else I may have written on the
board.
Student with ADHD: I will have this student seated in the front of the classroom, closer to
me, and away from windows or door, or anything that may distract the student from the
discussion. I will also assign this student a note taking partner and allow the student to
take copy the notes after class.
A remedial reader: For this student, I will make sure that I read the bellwork assignment
from the board.
Attachments/Appendices:
none
Plan B:
If the discussion I planned for is not going anywhere, or in the direction I wanted it to go, I
would guide the students to where I want them to be by asking more questions that make them
think about persuasive writing more in depth. I would also make sure to focus on real life
experiences, so students can relate to being persuasive.
If this does not work, or the discussion is still not going anywhere, I will give a preview of Day
#2s lesson by having the students talk about different ways commercials and other
advertisements persuade people every day.
Title of Lesson
Being persuasive (DAY 2)
Purpose/rationale:
The purpose of this lesson is to have the students thinking about how people are persuasive on a
daily basis. Once they begin to realize that being persuasive is something that is very prevalent,
as groups they will have a chance to be persuasive as well. Through this hands-on experience,
they will learn different ways/techniques they can use to be persuasive without even realizing it.
LAFS.910.W.1.1
LAFS.910.W.2.5
audience.
LAFS.910.SL.1.1
Initiate and participate effectively in a range of collaborative discussions with diverse partners on
grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively.
LAFS.910.RST.3.7
Translate information expressed in words into visual form and translate information expressed
visually into words.
Objectives:
SWBAT persuade an audience to do something or think some way.
SWBAT organize their presentation using a graphic organizer worksheet.
SWBAT work efficiently together in a group to produce an exceptional presentation.
Materials:
Sales Worksheet (Appendix A)
Anticipatory set:
We will begin our lesson by discussing who is persuasive on a daily bases. This question may
have been answered in yesterdays discussion, and if so, we will just elaborate a little more on
who is persuasive and HOW they are being persuasive.
Time
10 minutes
Student is doing
Answer the bellwork
question out loud
Take desired notes
(Students should have
generated ideas such as:
salesmen, parents,
friends, commercials,
and other
advertisements.)
5 minutes
Look over the directions

while I read them aloud.
Ask questions, if any.
Teacher is doing
Ask students, Who has
to be persuasive on a
daily basis?
Write down students
responses on the board.
(Students should have
generated ideas such as:
salesmen, parents,
friends, commercials,
and other
advertisements. if they
have not, steer them in
the right direction by
asking them if these
people/things persuade
people daily)
Handout
salesmen/advertisement
activity paper
(Appendix A)
Have students get into 5
predetermined groups
Go over the directions
with the students.
Explain that as a group,
they will come up with
a sales pitch,
advertisement, or
commercial for a
product (any of their
choosing) that they are
trying to sale to the
class.
will have fifteen
minutes to come up with
a sales pitch and they
have to use the
worksheet as a guide.
Tell them that they will
have be allotted up to
three minutes for their
presentation.
15 minutes
Students will be coming

up with their sale
pitches and commercials
as groups in designated
parts of the classroom.
15 minutes
Each group will go up

to the front of the
classroom and present
their sales pitch.
Students not presenting
will be taking notes on
what they think were
good persuasive
techniques each group
used.
Raise hands if they
think they would buy
the product each group
wanted to sale.
Share what they wrote
in their notes
5 minutes
Tell everyone that while

each group is
presenting, everyone is
responsible for taking
notes on what each
group did that was
persuasive.
Tell the students to
begin working in their
groups.
I will be walking around
the classroom observing
how/what the students
are doing; answering
any questions; and
letting the students
know when their time is
almost up.
Remind students to take
notes on what they
thought was good
persuasive techniques.
Call each group to
present.
Ask students to raise

their hand if they would
buy the product each
group was trying to sale.
Have students share
what they wrote down
in their notes.
Tell students we will be
talking more about these
techniques tomorrow
and to bring their notes
with them to class.
Summary/Closure:
We will end class by reflecting on each groups presentation and answering the question of
whether or not they would buy the products based on the presentation. We would share what we
thought they did that was effective in being persuasive. I would also tell students to bring these
notes to class tomorrow, because we will be talking about persuasive strategies more in depth
tomorrow.
Assessment:
Formal assessment: none
Informal assessment: I will monitor student understanding by asking questions. The
sales pitch activity is also an informal assessments as I will be using it to see how well
students understand the idea of being persuasive.
None
him/her to respond, as I may do with other students. This student can also choose to not
work in a group, and instead of presenting his/her sale pitch, they can turn in the sales
worksheet for me to review.
Two low-English proficiency students: To accommodate these two students, I will make
sure that they are in a group with a student/students that will be able to and feel
comfortable helping them when needed. I will also make sure that I read the directions
for the activity very carefully so they can understand the directions better.
Student with visual impairment: I will have this students handout in 20 point font. I will
also allow his group to sit in front of the classroom so he/she can see each groups
performance.
take copy the notes after class. When walking around checking on each group, I will pay
extra attention to this student, making sure he/she is staying on task.
A remedial reader: For this student, I will make sure that I read the directions for the
activity very carefully so he/she can understand the written directions better.
Appendix A (Being Persuasive Worksheet)
Plan B:
If something goes wrong with the groups presentations, or they finish ahead of time, I will make
up for this by showing pre-prepared commercials and advertisements on the projector and have
students take notes/discuss how each ad was persuasive and different ways they achieved this.
Title of Lesson
Purpose/rationale:
Todays lesson is directed towards getting students to understand the textbook definition and
strategies for persuasive writing. For the past two days, students have been formulating their
own ideas and strategies for being persuasive. Todays lesson will allow them to use what they
have already figured out about being persuasive and it will allow them to relate what they
already to know to the definitions and strategies for persuasive writing. Basically, it will be like
a review, with some added deeper insight to persuasive writing as a whole. Through an
understanding of Pathos, Ethos, and Logos, students will be able to construct a exceptional
persuasive essay.
LAFS.910.W.1.1
LAFS.910.W.2.5
audience.
LAFS.910.SL.2.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
Objectives:
SWBAT define persuasive writing.
SWBAT identify and use different persuasive writing techniques.
SWBAT understand, identify, and illustrate examples of Logos, Ethos, and Pathos.
Materials:
Persuasive Writing PPT (Appendix A)
Logos, Ethos, Pathos Worksheet 1 (Appendix B)
Logos, Ethos, Pathos Homework (Appendix C)
Projector
Anticipatory set:
We will begin our lesson by discussing who is persuasive on a daily bases. This question may
have been answered in yesterdays discussion, and if so, we will just elaborate a little more on
who is persuasive and HOW they are being persuasive.
Time
Student is doing
10 minutes
Discuss what groups did
in yesterdays activity
that showed
persuasiveness.
10 minutes
Take desired notes
Teacher is doing
Have students take out
the notes they took in
yesterdays lesson and
discuss things they
thought each group did
that was persuasive.
When a student
comments on a strategy,
ask him/her how it
appealed to him/her.
Did it appeal to your
emotions? Did they
include a credible
source? Did they use
statistics?
Ask students how these
things may enhance
someones
persuasiveness.
Also tell students that
they need to have their
persuasive essay topic
chosen by tomorrow
because they will all
share what they are
writing about tomorrow
in class.
Tell students that today
we will go over certain
strategies we can use in
writing persuasive
essays.
Tell students that next
Friday they will be
turning in final copies of
their own persuasive
essay (topic can be
anything school
5 minutes for directions,

questions, grouping
15 minutes for working
.Follow the written

directions as the teacher
reads them aloud and
elaborates on them
Choose a partner to
work with, or work
alone.
Begin working on the
worksheet
appropriate), so they
need to pay extra
attention to the PPT and
think about ways they
can apply what they are
learning to their essay.
Show power point
(appendix A)
(*TEACHER IS
DOING SECTION:
will be in the notes
column for each slide in
the power point
presentation.)
Handout Pathos, Ethos,
Logos worksheet
(Appendix B) and have
students work on them
in groups or
individually, if theyd
prefer.
Tell students that this
worksheet goes more indepth about Pathos,
Ethos, and Logos.
Instruct them to read
over the passages, and
then answer the
following questions for
each section.
Tell them that the third
page is a little different
from the first two. On
this page, you will read
a passage and then
choose what persuasive
technique was used for
each passage.
Have students group up
with a partner if they are
choosing to.
Tell them that they have
fifteen minutes to
complete this
assignment and they
will turn it at the end of
5 minutes
Pass their worksheets to

the front of the class for
grading.
Review the lesson by
answering the questions
the teacher asks.
5 minutes
Look over the

homework assignment
directions that are being
passed out
Ask any questions if
they have any.
the class for a daily

grade.
have any questions
before they begin.
Tell them they can
begin working.
Walk around classroom,
monitoring students and
answering questions if
they have any.
Let the students know
when only five minutes
remain to work on the
assignment.
Have students pass their
worksheets to the front
of the classroom to be
turned in for grading.
Take worksheets in put
them in the folder for
grading.
Summarize the lesson:
Ask students reasons to
be persuasive, and
different strategies that
will help them achieve
this.
Ask students to answer
what Pathos, Logos, and
Ethos are and make
them give various
examples of each one.
Pass out the Pathos,
Logos, and Ethos
homework worksheet
(Appendix C).
Go over the written
directions for the
homework with the
students.
Answer any questions
about the homework the
students may have.
Tell the students to have
their essay topic ready

by tomorrow because
they will be telling the
class what theyre
writing about in class
tomorrow.
Summary/Closure:
We will end class by reviewing the lesson. Students will answer questions about persuasive
writing and different strategies they can use to achieve this in their papers. They will also
answer what Pathos, Logos, and Ethos are and give examples for each one. We will also spend
this time going over the homework assignment as a class, and getting any questions they have
about the assignment out of the way ahead of time.
Assessment:
Formal assessment: Pathos, Logos, Ethos Worksheet (Appendix B) and Pathos, Logos,
Ethos Homework (Appendix C)
Informal assessment: I will monitor student understanding by asking questions and
observing their work.
Pathos, Logos, Ethos Homework
him/her to respond, as I may do with other students. This student can also choose to not
work with a partner today.
sure that they work with a student that will be able to and feel comfortable helping them
when needed. I will also make sure that I read the directions for the activity very
carefully so they can understand the directions better. I will let them know that if they
have any questions they dont feel comfortable asking in class, they can write them down
and give them to me that way.
Student with visual impairment: I will have this students handout in 20 point font. The
PPT is also in 20+ font, I will also allow him to sit in the front of the classroom.
take copy the notes after class. When walking around checking on each group, I will pay
extra attention to this student, making sure he/she is staying on task. I will have him
partnered with a student that I feel can keep him focused on his assignment.
activity very carefully so he/she can understand and follow the written directions better.
When/If the student works with a partner, I will suggest that the partner reads the
passages aloud and let him follow along, or pair him with a student who knows how to be
patient with letting him sound out words and read at the pace he feels comfortable with.
Appendix A (Being Persuasive PPT)
Appendix B (Logos, Ethos, Pathos worksheet 1)
Adapted from:
No author (n.d.). Worksheet. Ethos Pathos Logos. Retrieved: 10 November 2014.
http://courses.durhamtech.edu/perkins/aris.html
Appendix C (Logos, Ethos, Pathos Homework)

Plan B:
If I am have left over time at the end of the lesson, we will keep reviewing the strategies that
help you be persuasive when writing, and giving examples of Logos, Ethos, and Pathos. If that
gets too repetitive, when can start talking about the lesson for DAY 4. We will discuss how
basic essays have been formatted in the past (Intro, body, conclusion) and talk about how the
persuasive paper is going to be set up similarly. I will let the students know that we will be
discussing different components for each section of the paper, and remind students to be thinking
of some topics for their persuasive papers that they will be turning in by the end of the week.
If we run out of time, I will not review Logos, Ethos, and Pathos so much at the end of class, but
I will review these things the following day for bellwork.
Title of Lesson
Purpose/rationale:
Now that the students should have a firm understanding of what persuasive writing is and how
they can be persuasive when writing, the students need to know how to format their persuasive
papers. This lesson will show the students how to set up their paper and give them knowledge
about what each section should have included (for example, the thesis statement in the
introduction, data and other extensions/elaborations in the body, and a summary/wrap-up in the
conclusion.) Today we will also be taking a closer look into writing the introduction, this way
students know how to start their papers strongly.
LAFS.910.W.1.1.a
Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g. headings), graphics, and multimedia when
useful to aiding comprehension.
LAFS.910.W.2.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LAFS.910.W.2.5
audience.
Objectives:
SWBAT organize and outline a persuasive essay.
SWBAT develop an introduction paragraph that grabs the readers attention.
SWBAT understand, identify, and illustrate examples of Logos, Ethos, and Pathos.
Materials:
Students Logos, Ethos, Pathos Homework (Appendix A)
Introduction & Thesis PPT (Appendix B)
Projector
Anticipatory set:
We will begin our lesson by going over the homework (Appendix A) as a class. The teacher will
get students to answer each question and tell them whether or not they answered the question
correctly, giving them the correct answer, and allowing them the chance to change their answers.
The students will turn this homework in for a grade.
Time
Student is doing
10 minutes
Take out homework
Answer the questions
and fix answers if they
answered them
incorrectly.
Turn in the homework
after the review for
grading.
Go around the room and
tell the teacher what
topic they will be
writing about for their
paper.
Teacher is doing
Have students take out
their homework and go
over each question with
them, providing the
students with the correct
answer if needed.
Have students pass
homework to the front
of the class when done
with the review. Tell
them that they will
receive a participation
grade for completing it.
Before we begin, have
students go around the
classroom and say what
they will be writing
about for their paper.
Write down each
students topic.
Tell students that today
we will be discussing
how to properly format
the research papers, how
to enhance our
introductions, and we
will be talking a little
about forming thesis
statements. (This is
based on the fact that
we have already learned
about thesis statements
earlier in the year, but
we will be reviewing
making thesis
statements as a
refresher.)
5 minutes
Take desired notes.

may have.
On the board write out

how the paper will be
formatted:
INTRODUCTION
BODY PARAGRAPH 1
BODY PARAGRAPH 2
BODY PARAGRAPH 3
CONCLUSION
Tell students that the

introduction is
important because its
the audiences first
impression of the paper
and they should be
hooked (and want to
keep reading).
Tell them that the body
is where the argument is
explained and that each
body paragraph should
be focused on a detail
that will thoroughly
support/back-up their
claim.
Tell them that the
conclusion should wrap
up the paper by restating
the main focus point of
the paper and it should
end with a moving
statement because it is
the readers last
impression of the paper
and by then, the reader
should have already
been persuaded and the
last sentence should just
drive it home. The
reader should be left
with something to think
about.
Also make sure they
15 minutes
Take desired notes

may have.
20 minutes
Take out paper and

being writing their
introductions for their
persuasive papers.
Ask any questions if
they have any while
writing.
know that they

SHOULD NEVER
introduce new
information in the
concluding paragraph.
students may have and
periodically ask students
if they have any
questions.
Tell the students that
were now going to look
more into introductions
and how we can make
them the best they can
be.
Show the INTRO &
THESIS PPT (Appendix
B)
(Teacher is doing will
be in the PPT notes if
the teacher is
elaborating on the
slide.)
students may have and
periodically ask if
students have questions.
Now tell that the
students that they will
be working individually
to write an introduction
for their persuasive
paper.
Tell them to choose a
way to start their paper
that we discussed in the
PPT.
Let them know that it is
okay if their thesis
statement is not well
developed, because we
will be having a thesis
workshop tomorrow
where they will be able
to work on their thesis
writing skills.
Tell student that they
will have twenty
minutes to work on their
introductions.
Tell them if they do not
finish, they need to
work on it for
homework and they
wont be turning them
in for a grade, but I will
be checking to see if
everyone has a written
introduction at the
beginning of
tomorrows class.
Walk around the
classroom observing
students writing and
answering any questions
they may have.
Let students know when
five minutes remain
and when it is time to be
dismissed, tell them to
complete it for
homework if they have
not already, and bring it
to tomorrows class.
Summary/Closure:
Today we will end class by working on introduction paragraphs for the students persuasive
papers individually until class is dismissed. Before class is dismissed, tell the students to finish
writing their introductions (if they havent already) for homework and I will check to see if
everyone has a completed introduction at the beginning of class tomorrow.
Assessment:
Formal assessment: Logos, Ethos, Pathos Homework (Appendix A) and Essay

Introductions (to be turned in and graded on Day 5)
Informal assessment: I will monitor student understanding by asking questions and
walking around the classroom observing students work.
Finishing the introduction for their papers if they did not complete it in class.
him/her to respond, as I may do with other students. I feel that this student will be okay
with todays lesson, because he/she can work at his/her own pace and alone.
Two low-English proficiency students: I will make sure that I read the directions for the
introductions very carefully so they can understand the directions better. I will also pair
these students with a student who takes very clear, detailed notes, that way they can go
back and review any material they may have missed or didnt fully understand. If they
do not feel comfortable asking questions in class, I will let them write down any
questions they have and give them to me to answer after class or after school. When they
work on their introductions, I will pay extra close attention to them and help them as
needed.
Student with visual impairment: I will have this students handout in 20 point font. I
have also made every slide in the PPT 20+ font.
copy the notes after class. When walking around checking on each student, I will pay
extra attention to this student, making sure he/she is staying on task.
A remedial reader: This student should not have too much trouble with this lesson,
seeing that we are not doing any reading in this class. But any written directions (such as
those in the homework) will be thoroughly explained aloud, in case the student had
trouble reading them for him/herself.
Appendix A (Logos, Ethos, Pathos Homework)

Appendix B (Intro & Thesis PPT)
(This is how your intro should look once its complete.)
Slides 7-12:
Walsh, Lynda. (n.d.). Power point presentation. Persuasive Writing. Retrieved: 10
November 2014. http://compcolts.wikispaces.com/file/view/Persuasive+Writing.ppt
Plan B:
If we start to run out of time, I wont make the students write their introductions in class.
Instead, Ill just assign it for them to complete for homework and have them bring them to class
the following day.
We shouldnt have excess time because I am allowing the students to work on their introduction
until its time to be dismissed. If students finish their introductions before class is over, I will
read over them and give them feedback, and if a lot of students get done before class is over, I
will have them switch introductions with another student and tell them to peer edit each others
paper.
Title of Lesson
Thesis Workshop (DAY 5)
Purpose/rationale:
By now, students have already had some experience with thesis statements in my class, but now I
want to make sure that they have thesis statements perfected. Thesis statements do not just apply
to writing persuasive papers, but students will have to write thesis statements for just about every
paper they write from now until college. This is why I am spending a whole class devoted to
writing thesis statements. I want to make sure students can write thesis statements so they will
have minimal trouble writing them in the future.
LAFS.910.W.1.1.a
LAFS.910.W.2.4
LAFS.910.W.2.5
audience.
Objectives:
SWBAT explain what makes a statement a thesis statement.
SWBAT identify well written thesis statements.
SWBAT create a thesis statement that follows proper form for their persuasive essays.
Materials:
Thesis PPT (Appendix A)
Thesis Worksheet 1 (Appendix B)
Thesis Worksheet 2 (Appendix C)
Projector
Anticipatory set:
The teacher will begin the lesson by having students take out their introductions for their papers
that they were supposed to have completed. I will take note of who has their introduction and
who does not, giving participation grades (no points, just 100% daily grade, or a 0% daily grade)
for having it completed. I will also ask for two or three students to share their introductions with
the class.
Time
Student is doing
5 minutes
Take out their
introductions and set
them on their desks for
grading.
Share introductions, if
they want to.
Put away paper
20 minutes (including five

minutes to work on activity
within the PPT)
Take desired notes

may have
Do activity within the
PPT individually
Share answers for the
activity
Teacher is doing
When students come in,
have them take out their
introductions and set
them on their desk.
Once everyone is in and
seated tell the students
that I will be walking
around giving
participation grades for
everyone who has
turned theirs in, if you
have it, you get a 100%
daily grade, if you dont
have it, you get a 0%
daily grade no
excuses.
Walk around and note
who has their
introductions and who
does not.
Ask students if anyone
would like to share their
introductions with the
class (2-3 students)
Tell them they can put
away their papers.
Tell: In the past, weve
worked on writing
thesis statements, but
today I want to have a
thesis workshop so
everyone can perfect
their thesis statement
writing ability. Thesis
statements arent just
important for writing
10 minutes
Go over the worksheet

with the teacher before
they begin.
Ask any questions
before we start.
Read each statements as
persuasive papers, but

you are going to need to
include a thesis
statement for every
essay and probably most
writing assignments you
will have now, in high
school, and in the future
when youre in college.
This is why I really
want to make sure
everyone has a firm
understanding of how to
construct a thesis
statement before we go
on. I want everyone to
take notes, and of
course construct them
however you feel
comfortable. Im going
to be checking to make
sure everyone took
notes and if you did,
you will receive a 100%
daily grade. If you
didnt take notes you
will receive a 0% daily
grade.
Show Thesis PPT
(Appendix A)
(Teacher will be reading
off the slides and
elaborating when
necessary, and
answering any questions
students may have. If
there is something
specific to say on a
slide, I will include it in
the slides notes section.
Pass out Thesis
Worksheet 1 (Appendix
B)
Tell the students that we
will be doing this
together as a class. (It
a class, choose which

statement is a thesis and
be prepared to
defend/explain the
answer choice, explain
the answer they chose to
the class.
will not be a grade, but I

wont tell students this,
so they wont try to not
do itlet them think its
going to be a grade;) )
Explain to the students
that for each section,
they will be reading
each statement and then
choosing which
statement is the thesis
statement out of the
two.
Tell them to choose it
on their own and be
ready to explain/defend
their answer to the class.
They will need to
explain why the answer
they chose is a thesis
statement and what that
statement includes that
the other does not to
make it a thesis
statement. We will be
read each section
together, the students
will choose the thesis
statement on their own,
and then we will discuss
as a class the right
answer and why it is the
right answer.
have any questions.
Begin reading the
statements with class
(reading some to them,
and having them read
some also), after the
students choose which
is the thesis on their
own, have student
explain which he/chose
to be the thesis and why.
Give feedback to the
10 minutes
Go over directions for
the Thesis Worksheet 2.

Ask any questions
Begin working on the

worksheet individually
If finished before class
is over, switch papers
with another student and
give each other
feedback or ask me to
review your thesis
statement and give

feedback.
student, telling him/her

if he/she was right and
confirming the
reasoning behind the
answer.
have any questions
about thesis statements
and answer them
accordingly.
Pass out Thesis
Worksheet 2 (Appendix
C)
Tell the students that
now that they have a
firm grasp on thesis
statements, were going
to review how I want
them to write their
thesis statements for
their persuasive papers.
will be writing the thesis
statements in the same
general way, but I want
to show them how and
where to place their
claim and supportive
details in their thesis
statement.
Tell them that the slide
on the worksheet is
from the power point we
went over yesterdayit
shows exactly how I
want their thesis
statements to be
constructed (Claim +
three supportive
statements/details;
written clearly.)
Tell them that they need
to write their claim on
the directed portion of
the worksheet.
Now, tell them to think
of supportive details to
back up their claim
(which they should have
been formulating ideas
as we went along the
lessons these past few
days). Explain that I
know they wont have
any research to add, but
they just need a general
overview of what they
will use to back up their
claim (ex: doctors
statements, scientific
research, experience,
etc.) Tell them to think
back about the different
strategies they can use
(big names, research,
logos, pathos, ethos,
etc.) They can also
review their notes if
they need to.
Tell them that they will
be working on this for
the remainder of the
class and if they finish
beforehand, to share
their thesis statements
with a classmate, and
have them give them
feedback, or they can
ask me to look over it
for them if they want.
Instruct the students to
add their thesis
statement at (or close to)
the end of their
introductions, as was
shown in the example
paragraph in the PPT.
Walk around the
classroom giving
feedback and answering
any questions students
may have.
5 minutes
Ask questions if they

have any.
Continue working on
thesis statements.
Tell students that only

five minutes remain, but
to continue working as
they listen to me.
Tell them that over the
weekend they should be
thinking about the
components of their
paperhow are they
going to persuade their
readers what
techniques do they want
to use etc.
Let them know that on
Monday we will be
learning about ways to
make the body and
conclusion of our papers
better, including how to
conduct research and
how to cite sources to
avoid plagiarism.
have any questions and
answer them
accordingly.
Summary/Closure:
Students will end class by working on their thesis statementspassing them around to get peer
feedback, letting be review their statements and giving feedback, and placing their thesis
statements in their introduction paragraph. Before class ends, I will let the students know that on
Monday we will be learning about how to format and write the rest of the persuasive paper (body
and conclusion; including how to conduct research and cite sources.)
Assessment:
Formal assessment: Persuasive essay introductions (Participation grade100% daily
grade if completed, 0% if not)
Informal assessment: I will monitor student understanding by asking questions. The
Thesis Worksheets 1 and 2 will also be a way for me to monitor student understanding
and will not be taken for a grade.
None
sure that I read the directions for the activity very carefully so they can understand the
directions better. I will also assign these students a note taking partner and allow the
student to take copy the notes after class. When they are writing their thesis statements, I
will pay extra close attention to these students and help them as needed.
Student with visual impairment: I will have this students handout in 20 point font. All
font in the PPT will be in 20+ size font.
take copy the notes after class. When walking around checking thesis statement progress,
I will pay extra attention to this student, making sure he/she is staying on task.
activity very carefully so he/she can understand the written directions better. I will let
this student work at a pace that he/she feels comfortable with, allowing the student a little
extra time to turn in assignments, if needed.
Appendix A (Thesis PPT)
Notes: Have students do this activity individually and in their notes, tell them to ignore the
Mt SAC part and just write about being a successful student. Give students about five
minutes to work on this and then get a couple of students to share what they wrote. Give
feedback as need (Did they construct a good thesis statement, or is it lacking something?)
Then show the next slide with an example.
Tyson, Erin. (n.d.). Power point presentation. Thesis Writing. Retrieved. 10 November 2014.
http://www.mtsac.edu/writingcenter/Thesis%20power%20point%20Amy%20revised.ppt
Appendix B (Thesis Worksheet 1)
Appendix C (Thesis Worksheet 2)
Plan B:
If I start to notice that students are done working on their thesis statements, and Ive already
given feedback to every student, then we will start a discussion about doing research. I will ask
students what kind of websites they think are secure and reliable; if theyve had any experience
with unreliable websites; and will tell them the types of websites I want them to use for their
papers (.gov and .edu, preferably)
If we are running out of time after the power point or Thesis Worksheet 1, I will have students do
the Thesis Worksheet 2 for homework and we will review their thesis statements on Day 6.
Title of Lesson
Thesis Workshop (DAY 6)
Purpose/rationale:
Now that students have written their introduction (including their thesis statements), they need to
know how to construct the body and conclusion of their papers. This includes how to do
research and how to cite the sources they used for their research. They also need to know how to
write a good conclusion. By the end of this lesson, students will know how to write their entire
persuasive essay and they will have an understanding about what will be expected from them in
terms of their essay.
LAFS.910.W.1.1.a
LAFS.910.W.1.1.e
Provide a concluding statement or section that follows form and supports the argument
presented.
LAFS.910.W.2.4
LAFS.910.W.2.5
audience.
LAFS.910.W.3.8
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assesses the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format citation.
Objectives:
SWBAT explain the components of a persuasive essay.
SWBAT conduct reliable research for a persuasive essay.
SWBAT create in-text citations and form a works cited page in MLA format.
Materials:
Writing the Body PPT (Appendix A)
Perdue OWL MLA PPT (Appendix B)
Projector
Anticipatory set:
Todays lesson will begin as a short review of what we learned last week, in case students lost
any information over the weekend. We will review different ways to grab readers attention in
introductions, techniques for being persuasive and how to construct a thesis statement for our
persuasive essays.
Time
Student is
Teacher is doing
doing
5 minutes
Give some Have students give some examples of different ways to grab
examples
readers attention in introductions, techniques for being
of ways to
persuasive and how to construct a thesis statement for our
grab
persuasive essays. As a review.
readers
Answer any questions students may have.
attention in
the
introductio
n,
techniques
for being
persuasive,
and how to
construct a
thesis
statement.
30 minutes Ask
Again, write the basic format of an essay on the board:
questions,
INTRODUCTION
if any.
BODY PARAGRAPH 1
BODY PARAGRAPH 2
Take
BODY PARAGRAPH 3
desired
CONCLUSION
noted
Tell the students: Now that weve learned how to write a
(When
good introduction, its time to turn to one of the most
doing
important parts of your paper. Today were going to learn
MLA PPT,
how to format the body of your paper. For each body
take very
paragraph, you are going to take one of your supportive
detailed
details in your thesis, make it the main focus of the
notes, as
paragraph, and extend and elaborate on it using different
instructed.)
persuasive techniques (facts, statements, research, personal
experience, etc.). Now well have a closer look on how to
write the body of your persuasive paper.
5
minutes
Form an in
text and
correspond
work cited
citation
based on
the
information
on the
board
Check to
make sure
they
formatted
the
citations
correctly
once the
right way is
written on
the board.
Ask any
questions
about MLA
and citation
formatting.
Take
desired
notes.
Show Writing the Body PPT (Appendix A)

(Teacher is doing is in the notes of each slide)
Tell students that this next PPT is very important because its
going to be a lot of information that may seems confusing at
first, so they really need to take very good, detailed notes.
Show Perdue Owl MLA PPT (Appendix B)
(Teacher is doing will be in the notes as well.)
After students learn how to do citations, have them practice
using the following information I will write on the board as I
tell them:
o Statement found in an article titled, Bad, Bad Foods
o Article was found at eathealthy.org/badbadfoodsarticle1
o Written by Dr. Travis Stork
o Published to website on November 12, 2014
o Statement using is: Fast food is the leading cause of
obesity in America.
o Publisher: Heathy Eating, Inc.
o Date accessed: Nov. 20, 2014
Tell students they have four minutes to make an in-text
citation and a corresponding citation for the Works Cited
page.
When four minutes is up, write the citations on the board:
In-text: In his article titled, Bad, Bad Foods, Dr. Stork states
that, Fast food is the leading cause in the growing obesity
rates in the U.S. (Stork, Bad, Bad Foods.)
Work cited:
Ask students if they have any questions regarding citing

sources and answer them accordingly.
Write on the board the components of concluding paragraphs

on the board as I say them aloud:
o A concluding paragraph is one of the easiest paragraphs
to write because youre basically just summarizing and
reviewing your main points.
o Like I mentioned the other day, in the conclusion you
want to leave your reader thinking about something. So
just like how you used a technique to introduce your
paper and grab the readers attentions, you should use
something similar to end your paper.
o A bold statement usually works best, but any of the
techniques will work as well.
Ask students if they have any questions and answer them
5 minutes
Ask
questions,
if any.
accordingly.
Tell students that we will be meeting in the media center
(library) tomorrow to do research for their essays.
Tell them to remember the rules that govern doing research,
paying special attention to unreliable vs. reliable sources.
As they find their support through research, they need to
begin typing their paper and have a draft ready, because the
day after research were going to be doing peer editing.
Ask students if they have any questions and answer them
accordingly.
Summary/Closure:
Tell students that we will be meeting in the media center (library) tomorrow to do research for
their essays. Tell them to remember the rules that govern doing research, paying special
attention to unreliable vs. reliable sources. As they find their support through research, they need
to begin typing their paper and have a draft ready, because the day after research were going to
be doing peer editing. Ask students if they have any questions and answer them accordingly.
Assessment:
Informal assessment: I will monitor student understanding by asking questions. I will
also measure how well students understand thesis statements when they have to write on
from the information I give them.
None
sure that I read the directions for the activity very carefully so they can understand the
directions better. Since these slides are a little more complex, I will print copies of the
power points and let them take home to copy.
Student with visual impairment: I will have this students handout in 20 point font. All
font in the PPT will be in 20+ size font. I will also write large enough on the board for
the student to be able to see.
discussion. I will also let this student copy printed versions of the power points as well in
case he/she missed any information.
activity very carefully so he/she can understand the written directions better. I will let
this student work at a pace that he/she feels comfortable with, allowing the student a little
extra time to copy notes (by giving him/her printed versions as well.)
Appendix A (Writing the Body PPT)
Appendix B (Perdue OWL MLA PPT)

(This PPT had 30+ slides, so I just provided the link in the citation.)
Purdue OWL Staff. (n.d.). Power point presentation. MLA Formatting. Retrieved: 10 November
2014. https://owl.english.purdue.edu/media/ppt/20090818122307_747.ppt
Plan B:
I can only see students needing more time for this lesson. I AM hitting them with a lot of
important information that may seem complex to them at first, so if they need any extra time
working on this citations, I wont review the conclusion (since weve already talked about it
previously), I will just tell them to review the notes they have for writing the conclusion and
spend a little extra time working on citations.
Title of Lesson
Research Day (DAY 7)
Purpose/rationale:
Today were spending the whole class in the media center so students can gather research that
will enhance their arguments for their paper. I want to spend as much time in the media center as
possible because the school is in a middle class environment, and I dont know how many
students have access to internet and a computer at home.
LAFS.910.W.1.1.a
LAFS.910.W.2.4
LAFS.910.W.2.5
audience.
LAFS.910.W.3.8
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assesses the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format citation.
Objectives:
SWBAT gather data from internet sources that enhances their papers argument.
SWBAT gather data from print sources that enhance their papers argument.
SWBAT create in-text citations and form a works cited page in MLA format.
Materials:
Computers and books (Media Center access)
Anticipatory set:
Ill begin the class by explaining to student what exactly I want them to do. They need to find
three sources (one being a book) first. These sources need to be from reliable websites and must
ENHANCE their argument (i.e. their source should make people be persuaded even more). They
need to go ahead and find their sources, and choose what information they will use from each
article. Then, they should go ahead and format a works cited page. After this is done, they can
start writing their paper. Since this is just the first draft, they can write it if they want, but they
need to be following the formatting rules for MLA. I will also pass out the rubric for the final
paper and explain/go over it with the students.
Time
Student is doing
5 minutes
Taking desired notes
Going over the rubric
Asking any questions
Teacher is doing
Explain to student what exactly I want
them to do
They need to find three sources (one
being a book) first.
These sources need to be from reliable
websites and must ENHANCE their
argument (i.e. their source should make
people be persuaded even more).
They need to go ahead and find their
sources, and choose what information
they will use from each article.
Then, they should go ahead and format
a works cited page.
After this is done, they can start writing
their paper.
Since this is just the first draft, they can
write it (instead of typing) if they want,
but they need to be following the
formatting rules for MLA.
Pass out the rubric (Appendix A) for
the final persuasive essay.
Let them know that the final essay will
be a test grade.
Go over each component of the rubric
with the students, answering any
questions as we go along.
Explain to the students how it will be
graded:
o Im going to take every score
they get from each component
and take the average component
score by dividing each score by
o
o
o
o
o
o
o
40 minutes
Begin doing research

online and through print
sources.
Make works cited page
Begin working on essay
draft 1
Ask any questions
5 minutes
Print work they need

printed, save documents
on computer.
Ask any questions.
the number of components there

are (5).
If the percentile scoring will
work this way:
6 = 100%
5.0-5.9 = 90%-99%
4.0-4.9=80%-89%
3.0-3.9=70%-79%
2.0-2.9=60%-69%
1.0 = 0-50% depending on the
extent of your persuasiveness
(was I persuaded at all? did you
use any techniques?)
Tell students to begin working on their

research.
Allow students to leave computers to
find book sources.
Walk around looking at student
progress, making sure they are using
reliable sources, and answering any
questions.
Remind students to start writing their
papers once theyve made their works
cited pages.
Tell students that there is 5 minutes left
of class and they should begin printing
what they have done so far and saving
all their documents to their account.
Tell them that if they havent finished
their first draft, then they need to have
it completed for homework.
Let them know that we will be peer
editing the drafts tomorrow and we will
begin working on draft #2.
Summary/Closure:
I will close the class by letting the students print any material they may need to finish the draft at
home and by making them save their work on their respective accounts. I will also give them
another heads up that we will be peer editing our first drafts tomorrow in class.
Assessment:
Informal assessment: I will monitor student understanding by walking around making
sure everyone is on task and writing their citations and paper correctly.
Finishing draft 1, if needed
Student with Aspergers: I do not foresee that this student will need any accommodations
since the students are not working together and theyre basically working at their own
pace. Of course, I will pay extra attention to this student making sure he/she is doing
okay with the research process.
Two low-English proficiency students: If these students are having trouble with reading
an article that is in English, Ill let them visit a translator page that will translate the
article to their native language.
Student with visual impairment: I will have this students rubric in 20+ font. I will also
make sure that this student is aware of the zoom feature on the computer.
Student with ADHD: So this student doesnt get distracted on the computer, I will make
sure to pay attention to his/her internet usage and encourage him/her to stay on topic.
A remedial reader: Its understandable if this student has to take some extra time finding
articles and such to use for his paper. For this reason, I will help him/her find an article
that will support his/her paper, print the articles and allow him/her to take them home.
As for the book source, he/she can check it out from the library and take it home as well.
Appendix A (Persuasive Essay Rubric)
Plan B:
If a students computer starts glitches and that student can no longer use it, I will have him/her
pair up with another student and they can do research together. Or, while one of the students are
finding a book source, the other student can use the computer in the meantime.
Title of Lesson
Peer Editing (DAY 8)
Purpose/rationale:
The students now have their first draft written, so the next logical step is to edit and revise it. I
want the students be introduced to peer editing because it will help them in multiple ways. Its
always helpful to teach something to someone else to better understand it yourself. So by editing
someone elses paper, students will be able to pick up on some things they may not have realized
was wrong in their own papers. Additionally, students may gain some new ideas about how to
incorporate different techniques in their papers through peer editing.
LAFS.910.W.1.1.a
LAFS.910.W.2.4
LAFS.910.W.2.5
audience.
LAFS.910.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks purposes, and audiences.
Objectives:
SWBAT edit a peers persuasive essay, making a note of grammatical and formatting errors.
SWBAT identify ineffective persuasive techniques in a peers persuasive essay.
SWBAT properly revise their persuasive essays based on the editing of a peer.
Materials:
Students first drafts
Anticipatory set:
Since todays class is going to be devoted to peer editing, Ill start class by explaining to the
students exactly what peer editing is, how it can be beneficial for them, and I will explain the
drafting process.
Time
Student is doing
Teacher is doing
5 minutes
Ask any questions and pay attention Get students to take out their
to the directions for peer editing.
first drafts
Tell students that this draft is
the first of two drafts that they
will be doing before turning in
their final draft.
The second draft will be edited
by me and then they will be
able to write the final copy.
Tell them that today they will
be peer editing, which means
editing each others papers.
They are going to get into
predetermined groups of three
and take turns reading each
others papers making note of
any grammar mistakes, or
anything that does not follow
the rubric. Also, make
comments on things that they
thought
Tell them that by editing each
others papers, they will be
able to learn about grammar
and other writing rules that
they may have not known
before, and they might develop
some ideas for being
persuasive that they may not
have had as well.
Tell them that they will have
35 minutes to edit each others
papers and after the 35 minutes
is up, they will be working on
redrafting their essay based on
the comments and critiques
made by their peers.
35 minutes
10 minutes
Get into groups of three that I

assign and edit each others papers.
Ask any questions as I go around
Print work they need printed, save

documents on computer.
Ask any questions.
Group students and tell them to

begin revising their papers.
Walk around keeping people
on task and answering any
questions they may have.
By now students should be

done editing each others
essays and they should have
gotten feedback from two
different people.
So now instruct students to
begin rewriting their papers,
making the changes that their
peers suggested.
Let students know that if they
havent finished editing each
others papers, thats fine,
because we will be working on
developing the papers
tomorrow in class, but they are
going to have to have the
second draft completed by the
end of class (we will be
working on finishing the drafts
in class, but if they think
theyll need any extra time they
should work on it at home as
well.)
Summary/Closure:
I will close the class by letting them continue editing each others papers, and if they are finished
editing, they can begin making the changes that their peers suggested.
Assessment:
Informal assessment: I will monitor student understanding of persuasive writing
(including components such as grammar usage) by walking around making sure everyone
is on task and editing papers.
Finishing draft, if needed
Student with Aspergers: I understand that this student may not want to work with a
group, but I will give him the option of working with someone he feels comfortable with,
working with me, or working alone, or a combination of both.
Two low-English proficiency students: I will group these students with students who can
and feel comfortable working with them and at their pace. I will make sure that the
students who I assign to work with these ELLs are comfortable with the task and feel like
they can assist them accordingly. I will also edit their paper at some point when Im
walking around the class and telling them my feedback (as I will instruct the students I
group them with to do too) instead of just writing it down.
Student with visual impairment: I will have this students rubric in 20+ font. I am also
going to allow this student to write his paper in a font he/she feels comfortable with
(without taking off point for not being in MLA standard, 12 pt font)
Student with ADHD: This student will be assigned a group of students who know to give
him/her a little extra time if needed and feel comfortable working with him/her and can
keep this student on task. I will be paying attention to this student throughout the editing
process to make sure he/she stays on task.
A remedial reader: Its understandable if this student has to take some extra time reading
and editing other peoples paper. And if this student isnt confident in his/her
reading/writing abilities, I wont pressure him/her to work with others. But I do want to
assign him a copy of someones paper to peer edit at his own pace.
Appendix A (Persuasive Essay Rubric)
Plan B:
If a students finish ahead of time, Ill get them to change groups and edit the new persons
paper, this way they are getting lots of feedback from multiple sources.
Title of Lesson
Review Day (DAY 9)
Purpose/rationale:
The end of the Persuasive Writing unit is almost done and (hopefully) students have a good
understanding of the persuasive writing process! Today I want to spend half of the class
reviewing the key things that weve learned and I think students might need a little extra time
with. (Side note: If I actually were teaching this lesson to real students, this would be the time I
spent going over the things I knew for sure students needed a little extra help with based on the
questions theyve asked and through my observations during group work and discussions, but
since I dont really know, Im going to be reviewing the things I assume they would need a little
extra help with.) The second half of the class will be spent finishing up the second draft, because
they will be turning them in at the end of class for me to edit before they type their official essay.
LAFS.910.W.1.1.a
LAFS.910.W.2.5
audience.
LAFS.910.W.2.4
LAFS.910.W.4.10
Objectives:
SWBAT format a persuasive essay.
SWBAT list and explain different techniques for writing persuasively.
SWBAT properly revise their persuasive essays based on the editing of a peer.
Materials:
Review PPT (Appendix A)
Persuasive Essay Rubric (Appendix B)
Projector
Anticipatory set:
Today, Im going to begin class by giving a brief synopsis of what we will be doing today and
what is expected of them for tomorrow. We will be reviewing some key components of our
persuasive essays, making sure everyone understands everything they need to know for writing
their final essay. This can also serve as a refresher. We will be reviewing for the first half of
class, and for the remainder of class, students will work on writing their last essay draft which
they will turn in at the end of todays class for me to revise.
Time
Student is doing
5 minutes
Take out notes, if desired.
Ask any questions
Teacher is doing
Explain to students that today
we will be reviewing some key
components of persuasive
writing as a refresher, this way
everyone is on the same page.
Let them know that now would
be the ideal time to take out
their notes from the past two
weeks and follow along as we
go over the power point so they
can jot down anything they
missed the first time.
Tell them that after we review,
they will need to finish writing
their last draft because they
will be turning them in to me at
the end of class for me to
revise before they type up their
last revision tomorrow in the
media center. I will be revising
their second draft and giving it
back to them at the beginning
of tomorrows class for them to
look over and then make the
corrections I suggested. This
draft will also be a
participation daily grade (100%
if done and turned in, 0% if
not.)
15 minutes
Follow along with their notes

Take additional notes
Give examples when prompted
Ask any questions
Ask students if they have any

questions before we begin and
answer them accordingly.
Show Persuasive Writing

Review PPT (Appendix A)
As we go through each slide,
read the material on the slide
and elaborate on important
information that they need to
know, giving examples, if
needed.
Also have students generate
different example of each
thing, examples that they may
have made up on the spot, or
examples they used in their
persuasive essay.
Stress the importance of citing
sources and adhering to proper
formatting
Constantly ask students if they
have any questions and answer
accordingly.
Instruct students to take out all
their material for writing their
papers including drafts,
revisions, notes,
research/source print outs, and
the rubric.
Go over the rubric (Appendix
B) one more time with students
so they are understanding what
is expected from them for their
final essay.
Ask if they have any questions
25 minutes
Take out all materials needed for

writing their paper.
Go over rubric with the teacher,
asking any questions they may
have.
Begin finishing their last drafts.
5 minutes
and answer accordingly.

Tell them to finish writing their
last draft, and to write as neat
as possible for me to be able to
read their paper.
Tell students that there is only
5 minutes of class left, and they
should be finishing up their last
draft.
Remind them that they will be
typing their final essays
tomorrow, so go straight to the
media center for class.
When students are dismissed,
have them turn in their drafts to
me as they exit the classroom.
Summary/Closure:
Todays class will end by having the students wrap up their final draft, reminding them that we
will be typing the final essay tomorrow in the media center, so we need to meet there tomorrow
for class, and having them turn in their final draft as they exit the classroom.
Assessment:
Formal assessment: Persuasive draft (100% daily grade if completed, 0% if not)
Informal assessment: I will monitor student understanding of persuasive writing by
asking questions and observing students work.
none
Two low-English proficiency students: To accommodate these two students, I will seat
them next to a bright student who does not mind making sure the students are
understanding the discussion as we go along. If either of the students need a little extra
assistance, they will be able to talk to this student, or see me after class. I will most likely
give these students a copy of the power point of they need it.
Student with visual impairment: I will sit this student in the front row and have the power
point and rubric in 20+ font.
take copy the notes after class, if needed.
A remedial reader: For this student, I will make sure that verbally and thoroughly explain
the information given on each slide of the power point and the rubric as well to ensure
that he/she understands the information and direction and what is expected of him/her.
Appendix A (Persuasive Writing Review)
Purdue OWL Staff. (n.d.). Power point presentation. MLA Formatting. Retrieved: 10 November
2014. https://owl.english.purdue.edu/media/ppt/20090818122307_747.ppt
Appendix B (Persuasive Essay Rubric)
Plan B:
If the review goes too long and the students have not finished revising their drafts, I will have
them turn in what they have done so far along with their first draft. I will suggest revisions on
what they completed for their second draft, and continue my revision where they left off, but on
their first draft (because the first draft should have been completed all the way.)
Title of Lesson
Final Revisions (DAY 10)
Purpose/rationale:
The students have learned how to write a persuasive essay and have put their skills to the test by
writing two drafts for their essayone peer edited and one edited by me (which Ill be up all
night editing, but its for the kids ). Now its time to take all their new skills and revision
suggestions and write their final essay.
LAFS.910.W.1.1
LAFS.910.W.1.1.a
LAFS.910.W.2.4
LAFS.910.W.2.5
audience.
LAFS.910.W.4.10
Objectives:
SWBAT revise their drafts to create a final persuasive essay.
SWBAT use proper MLA citations.
SWBAT demonstrate mastery of persuasive writing.
Materials:
Access to the media center
stapler
printer (which will be in the media center)
Anticipatory set:
I will begin todays class by passing back the students second drafts that I have made
suggestions for revisions. I will tell them that they must have their final essay completed,
printed, and turned in to me at the end of class. Their deadline is when the bell rings for the end
of class. I will remind them to consider all the techniques weve been going over and to follow
the rubric. As long as you have everything the rubric wants, youll receive a good grade. Ill
also let them know that I will not be helping them during this final essay, because I need to
measure how much they know.
Time
Student is doing
5 minutes
Looking over the suggestions I
made on their drafts and asking any
questions they have.
Teacher is doing
Pass back students drafts that I
have revised.
Tell them to look over it and
ask any questions they have
now, because I wont be
helping them once they begin
writing their final essay.
Tell them to keep I mind all the
techniques and information
weve been learning about and
to make sure they have
everything the rubric asks for
and theyll get a good grade!
Also let them know that they
can still use the library and
internet for sources if they need
to update, change, or add
something to their paper.
Tell them that their final paper
must be printed and turned in
to be before the bell rings at the
end of class. I will give them
ten minutes at the end of class
to print their papers, if they get
done ahead of time, they need
to be checking over their paper,
and making sure they didnt
make any mistakes and
ensuring that everything is in
the proper format. If it is late, I
will deduct five points from
their final grade.
Answer any questions the
students have.
35 minutes
10 minutes
Begin typing their final draft

When completed, print it out, staple
it and turn it in to me.
Students can begin printing and

stapling their final essays and
submitting them to me when the
bell rings.
Tell the students to begin

working if they have no
questions.
Walk around the media center,
making sure students are
working on their papers and
not visiting unrelated websites
or programs.
Let students know that there is

ten minutes left of class and
they can begin printing their
papers now.
Have students turn in stapled
papers to me when the bell
rings, before they exit the
media center.
Summary/Closure:
I will end class by allowing the students to print and staple their final papers and turn them in to
me when the bell rings for the end of class.
Assessment:
Formal assessment: Final persuasive essay
Informal assessment: I will monitor students understanding through observing their
work and the questions they ask.
none
Student with Aspergers: I feel like this student will be fine with todays lesson because
he/she is working alone. Additionally, I will make sure this student is comfortable in
his/her environment, and accommodate him/her as needed.
Two low-English proficiency students: These students are more than likely going to need
a little extra time writing their paper, and I feel like thats understandable. If this is the
case, I will let them come to my classroom after class and finish their essay.
Student with visual impairment: I allow this student to type his paper in 20+ font, without
taking points off his essay.
Student with ADHD: As he/she writes his paper, I will make sure he/she is staying on
task. I think one way I can do this is having his internet sources printed out and disabling
his internet program so he wont get distracted while online.
A remedial reader: If this student needs help with reading the sources for his/her paper, I
will help the student read the articles being used. If the student needs to do this away
from peers in order to feel comfortable, we can do this in the library while the students
are in the media center. (If I have to step out, I will get another faculty member to watch
over my class.)
none
Plan B:
If a students finish ahead of time, and Ive seen that theyve gone over their final paper more
than twice, I will allow them to read a book for A.R. (if we have Accelerated Reader at this
schoolIm assuming we are.) If they do not have a book with them, they can go to the library
and check one out.

Devan Roulhac - 2 Week Lesson Plan - LAE 3331

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Devan Roulhac - 2 Week Lesson Plan - LAE 3331

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Discuss what they wrote

Take desired notes and

(When I say desired notes

Pick students to read

require students to take

Ask any questions they

about what we think

before they leave.

Look over the directions

Students will be coming

Each group will go up

Tell everyone that while

Ask students to raise

Take desired notes

5 minutes for directions,

15 minutes for working

.Follow the written

Pass their worksheets to

Look over the

the class for a daily

their essay topic ready

Appendix B (Logos, Ethos, Pathos worksheet 1)

Appendix C (Logos, Ethos, Pathos Homework)

No author (n.d.). Worksheet. Ethos Pathos Logos. Retrieved: 10 November 2014.

Take desired notes.

On the board write out

Tell students that the

Take desired notes

Take out paper and

know that they

Formal assessment: Logos, Ethos, Pathos Homework (Appendix A) and Essay

No author (n.d.). Worksheet. Ethos Pathos Logos. Retrieved: 10 November 2014.

Appendix B (Intro & Thesis PPT)

(This is how your intro should look once its complete.)

20 minutes (including five

Take desired notes

Go over the worksheet

persuasive papers, but

a class, choose which

will not be a grade, but I

Go over directions for

the Thesis Worksheet 2.

Begin working on the

statement and give

student, telling him/her

Ask questions if they

Tell students that only

Then show the next slide with an example.

Appendix B (Thesis Worksheet 1)

Appendix C (Thesis Worksheet 2)

Show Writing the Body PPT (Appendix A)

Ask students if they have any questions regarding citing

Write on the board the components of concluding paragraphs

Appendix B (Perdue OWL MLA PPT)

Begin doing research

Print work they need

the number of components there

Tell students to begin working on their

Get into groups of three that I

Print work they need printed, save

Group students and tell them to

By now students should be