Name: ESL RTs & ELA DLEA
Date: 10-7-09
Secondary ESL Content Teams
SHELTERED MODEL LESSON: ENGLISH LANGUAGE ARTS
Topic/Unit:
The Power of Persuasion—
Heroes vs. Celebrities
Course:
English Language Arts 11
Content Objectives:
Understand that authors have
specific intentions for their writing,
which is achieved through different
rhetorical devices.
Language Objectives:
Understand that the ability to
collaborate with others is critical in
school, social & work settings.
Understand that the grammatical
choices that a writer/speaker makes
affect the way that his/her words
are received by audiences.
Know that the rhetorical techniques
of definition, cause & effect, and
exemplification can be used to
persuade.
Know the meaning of key terms
relating to persuasion.
Do:
Collaborate with peers to create a
persuasive multi-media presentation.
State and defend a position on
a controversial topic in English.
Write a summary paragraph of
a Fishbowl discussion.
Proficiency Levels of ELLs:
LEP 3 & 4
FEP 5
Use of L1 to clarify concepts:
X Peer activities
Pair work: Partners of same L1
Processing in L1
X Texts
May use texts in L1 for research
Read and analyze sources
(editorial essays) for persuasive
devices.
Analyze & critique the use of
rhetorical techniques in spoken
and written form.
Understand and apply
terminology of persuasion &
transitions.
Make a coherent, persuasive
(oral) group presentation about
heroes.
Write a reflection on the group
presentation process.
Co-present a persuasive, multimedia speech in pairs/triads.
Conduct research & cite references
for presentation in a bibliography.
Key Vocabulary:
Hero/heroine, celebrity,
characteristics, qualities,
fame/famous, infamy/infamous,
sacrifice, altruism, humility, etc.
Main idea, evidence, standard
conventions of English, rhetorical,
facts, quotations, statistics, personal
experience, anecdote, coherence.
MVN & JM - 3/7/2016
Higher Order Thinking Skills/Questions:
*Analyze & interpret rhetorical techniques.
*What makes a hero a role model?
*Who benefits from or loses due to persuasive techniques?
*How do I ensure that I am writing/speaking/presenting with
honesty & integrity?
Name: ESL RTs & ELA DLEA
Date: 10-7-09
Category of SIOP
Activities:
Building Background
Secondary ESL Content Teams
Links to Prior Experience
Recall & describe heroes from your country or culture to elbow partner.
Links to Prior Learning
Remind students of prior lessons on characteristics of heroes in (Greek)
literature by doing a Walk-About activity with pictures of celebrities & heroes.
Connections to Prior
Vocabulary Study
Categorize adjectives for heroes & celebrities according to positive & negative
connotations.
Comprehensible Input
Appropriate Speech
Pause during speech to allow ELL students to ‘catch up.’
Clear Directions/
Explanations for Tasks
Model & provide written and oral directions for online research.
Model & practice the process of using rhetorical techniques.
Variety of Techniques used
Written examples for analysis & modeling of persuasive final presentation,
sentence frames/starters given for presentations, peer- & self-evaluations, and
for fishbowl discussion.
__ Modeling: Sentence frames/starters
Process steps for research & presentations
__ Guided: Analyzing rhetorical techniques in written persuasive editorials.
Small-group sessions on multi-media techniques
(Ppt., embedding music/video/illustrations, etc.)
__ Independent: Multi-media presentations with partner/triad.
__ Whole Class: Modeling editorial analysis of rhetorical techniques.
Model steps for research & group work.
__ Small Group: Fishbowl discussion of heroes & celebrities.
__ Partners: Name & describe a hero. Define “hero” vs. “celebrity,”
“fame” vs. “infamy.”
__ Independent: Prepare sentence frame responses to Fishbowl questions.
Rehearse slides for presentation.
__ Speaking: Walk-About Activity to describe heroes & celebrities.
Partners define terms (hero/celebrity, fame/infamy);
Partners name & describe a hero.
Individuals agree/disagree with statements & give reasons.
(Fishbowl discussion)
__ Listening: Listen to and follow oral & written directions.
Partners listen to & share ideas with each other.
Students listen to and respond to other group presentations.
__ Reading: Read & analyze editorials for rhetorical structures.
Read and highlight transition/connector words in editorials.
__ Writing: Write notes in a T-Chart (2-column notes).
Write sentences for Fishbowl discussion.
(from sentence frames/sentence starters)
Write a paragraph summary of Fishbowl using key terms.
Create multi-media presentation with partner/triad.
Student Activities:
Scaffolding
Grouping
Processes
MVN & JM - 3/7/2016
Name: ESL RTs & ELA DLEA
Date: 10-7-09
Strategies
Review
Checks for Understanding
Practicing Forms/Functions
Wrap-up
Opportunities for Prompt
Feedback
Assessments:
Informal
Formal/summative:
MVN & JM - 3/7/2016
Secondary ESL Content Teams
__ Hands-on: Online research about hero.
__Meaningful: Partners create mutual definitions of hero and select their own.
__ Linked to Objectives: All activities support the standards and language obj.
Thumbs-up/down to indicate agreement or disagreement with Fishbowl
statements.
Vocabulary word study warm-up: Divide characteristics into positive/negative.
Using sentence frames or sentence starters for Fishbowl & written summary
& for presentations.
Oral, large-group practice in peer-evaluations.
Teacher circulates around room during pair work & rehearsals.
Fishbowl & debrief afterwards.
Pair/triad persuasive speeches using multi-media.