Margaret Lewis

EDU 202 Spring 2019

Artifact #2: Lesson Plan

1. Standards
a. INTASC Standards:
i. Standard 4: Content Knowledge—The teacher understands the central
concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and creates learning experiences that make the discipline
accessible and meaningful for learners to assure mastery of the content.
ii. Standard 6: Assessment—The teacher understands and uses multiple
methods of assessment to engage learners in their own growth, to monitor
learner progress, and to guide the teacher’s and learner’s decision making.
b. Nevada Core Standards:
i. W.9-10.1: Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
ii. RL.9-10.10: By the end of grade 9, read and comprehend literature,
including stories, dramas, and poems, in the grades 9–10 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
2. Objectives:
a. Knowledge: Students will be able to identify elements of persuasive writing with
90% accuracy.
b. Comprehension: Students will be able to use their own words to define each
element of persuasive writing.
c. Application: Students will be able to demonstrate their knowledge of persuasive
writing techniques by utilizing ethos, pathos, and logos in their own writings.
d. Analysis: Students will be able to analyze different characters in Animal Farm
and determine who would make the best leader.
e. Synthesis: Students will be able to use the elements of persuasive writing that
they learned in class to construct their own original argument for which Animal
Farm character should be the leader.
f. Evaluation: Students will be able to successfully defend their choice in candidate
using strong arguments based on in-text evidence.
g. Teacher will utilize a visual presentation in the form of a PowerPoint to
accommodate visual learners. Teacher will also read the PowerPoint out loud and
explain the material to accommodate auditory learners. Kinesthetic learners can
learn by actively writing down the notes themselves.
3. Materials
a. Animal Farm by George Orwell
b. Pencil
c. Paper
 d. Highlighter
e. Whiteboard
f. PowerPoint
4. Instruction
a. Introduction
i. Upon entering the classroom, students will see the following prompt on
the whiteboard: “Which pig in Animal Farm makes a more compelling
leader, Snowball or Napoleon? Why?” Students will be asked to write
down a quick response. After a few minutes, volunteers will be called on
to share their responses.
b. Mini-lesson
i. After discussing their answers, the teacher will bring up a PowerPoint
about persuasive writing. The teacher will discuss the material in the
PowerPoint, going into more detail vocally, and students will be asked to
take notes and encouraged to ask questions.
c. Guided practice
i. Students will be separated into small groups. Each group will be assigned
a passage from Animal Farm that includes examples of persuasive speech.
Together, students will identify examples of pathos, ethos, and logos and
highlight these examples in the book.
d. Independent practice
i. Students will choose one character from the book Animal Farm and craft a
compelling argument for why this character should be the leader of the
farm. Students should utilize the elements of persuasive writing learned in
class.
e. Exit slip
i. Students will be asked to identify the three main elements of persuasive
writing a slip of paper and to briefly define each one, using their own
words.
5. Resources
a. At a Glance: InTASC Standards. (n.d.). Retrieved from
https://coe.hawaii.edu/sites/default/files/extranet/documents/InTASC -
Field Progression.pdf
b. Bloom's Taxonomy Action Words. (n.d.). Retrieved from
http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms
Level.pdf
c. Ethos, Logos, Pathos[PPT]. (n.d.). Http://www.casa-
arts.org/cms/lib/PA01925203/Centricity/Domain/50/Ethos Logos Pathos
PPT.ppt.
d. Ford, L., & Hardman, D. (n.d.). Nevada Academic Content Standards for English
 Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects. Retrieved from
http://www.doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Ins
tructional_Support/Nevada_Academic_Standards/K-
12_ELA_Standards_ADA_Accessible.pdf
e. Orwell, G. (1954). Animal Farm. New York, NY: Harcourt, Brace, and World.
6. Reflection
a. My lesson plan teaches students about the elements of a persuasive speech, and
how to use them. I have used a blend of cooperative learning and direct teaching
methods to accomplish this, by lecturing the whole class and then splitting the
students into small groups to work together. This lesson plan should keep
students highly engaged, and open discussion is encouraged throughout the
lesson. I feel like one strength of my lesson plan is the level of student
involvement. One weakness might be that this lesson plan may not appeal very
much to kinesthetic learners, as it does not involve getting up and moving around
and acting things out.