Bullying Unit March 14

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Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: March 14, 2012 Student Objectives/Student Outcomes: ã Students will understand their final unit project. ã Students will be able to identify the methods used in a PSA to persuade its audience. ã Students will be able to outline their essays and see writing as a process. Content Standards: ã 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
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  Name: Caitlin StevensonClass/Subject: 8 th Grade EnglishDate: March 14, 2012 Student Objectives/Student Outcomes: ã Students will understand their final unit project. ã Students will be able to identify the methods used in a PSA to persuade itsaudience. ã Students will be able to outline their essays and see writing as a process. Content Standards: ã 4. Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions toother text ã 4. Produce clear and coherent writing in which the development, organization,and style are appropriate to task, purpose, and audience. (Grade-specificexpectations for writing types are defined in standards 1–3 above. Materials/Resources/Technology: ã Laptop, projector, final project packets, access to Youtube. Teacher’s Goals : ã The teacher will be able to prepare her students for their final project and ensurethat there is no confusion. ã The teacher will be able to monitor the start of her students’ writing process andrevisit any concepts that students are having difficulty with still. Time    5 minutes Start of Class: ã Pass out final project handouts. 20 minutes Introduction of Lesson: ã Read through the Final Project Handout. Explain the format of theessay and stop for questions. 25 minutes Lesson Instruction: ã As a class we will watch several Public Service Announcements tomodel the videos that the students will be creating themselves. ã Students will identify the methods used in persuasive writing that areused in the videos as we go through them. They will also identify otherelements such as music and celebrities that are used to get the messageacross in a PSA. ã Students will choose their PSA groups and topics (5 minutes) Assessments/Checks for Understanding: ã After each video we watch I will check for understanding and by having themidentify persuasive strategies I review them and make sure that theyHave a firm grasp on the concepts and will be able to use them in theirown writing and videos. 30 minutes Closure/Wrap-Up/Review: ã Students will begin to outline their public service announcements. Self-Assessment: ã This lesson took a lot longer than srcinally planned and a few of theclasses were only able to spend about 10 minutes on their pre-writingactivity. If I taught this lesson again I would have students choosetheir groups on a separate day and not show as many PSAs.
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