Basic Productivity Tools (BPT)

Lesson Idea Name: Persuasive Arguments

Content Area: Language Arts
Grade Level(s): 8th Grade
Content Standard Addressed: ELAGSE8W1: Write arguments to support claims with clear reasons and
relevant evidence.

Technology Standard Addressed: ISTE 1C: Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways.

Selected Technology Tool: Google Slides

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level): (Select the best level)

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Describe how you could address Universal Design for Learning principles
to extend and support the learning experiences for all students.
Engagement: Students are engaged in the lesson through the exploration of propaganda that relates directly
to real world issues going on in their lives.
Representation: Students are given multiple ways of viewing persuasive arguments by viewing both images
and writings that work to persuade people to their cause.
Action and Expression: While reading A Letter from a Birmingham Jail, students will be provided a copy for
themselves to read while the teacher is reading aloud which is beneficial to ELL students who may need
something to follow along with as they are not as familiar with the language.

Lesson idea implementation: The teacher will introduce the concept of propaganda by viewing images of
propaganda that relate to modern news issues. Students will then be guided in identifying the issues and
what the images are trying to convince the viewer to believe. Then students will create their own propaganda
image and the teacher will ask a few students to present to the class. Then students will be read A Letter
From a Birmingham Jail and will discuss how King persuades the reader. Students will then be paired with a
partner and given a random object and then have to design a brief minute elevator speech convincing the
class to buy their product. These will be turned in for a participation grade at the end of class.

Then as a summative assessment, students will be asked to apply this knowledge and their knowledge from
reading the Hunger Games in class to create a product assessing this knowledge. Students will be paired with
a student from a different class and will be assigned the role of either pro-capital or pro-rebellion. The
students will then send a series of letters back and forth trying to convince the other to their side using only
Google Slides as their form of communication.

Spring 2018_SJB
 Basic Productivity Tools (BPT)
Reflective Practice: I would extend this lesson, by going more in-depth in the days following this lesson and
exploring additional elements such as tone, audience, ethos, pathos, and logos.

Spring 2018_SJB