Amanda Krolikowski

Amanda Krolikowski TE 408 01: K. Merritt Writing Sequence Final

Unit Overview

Context: Seventh grade English classroom at Bath Middle School, Bath, Michigan; small, rural community; small mix of minority students; most students from lower/middle class families; 50 minute class periods (typical day).

Unit: Biographies/Presentations, 4-6 weeks; Second semester

Themes/Concepts:  Writing as argument (to persuade)  Elements of a biography  Persuasive language  Public speaking as persuasion/presentation  Utilizing technology to accomplish tasks

Essential Questions:  What is a biography?  What can we learn from biographies?  How do you write to present and persuade?  How can we learn to acknowledge events as presentations and recognize persuasion strategies?  How do you support your opinion with supporting evidence?  How do you orally present information effectively?

Bolded questions from original unit curriculum

Rationale: February is African American history month and with the inauguration of our first African American president, it seems all but fitting to integrate African American literature (modern and more traditional texts) into the biography/presentation unit. Students will gain a more in-depth understanding of influential African Americans from our time and will bridge ideas and themes among other studied works.

Inventory: Through journaling, we have come to a better understanding of our students, their interests, hobbies, and views on school. Most are technologically savvy (thanks to great technical support in the school as well!) and will be able to frame this knowledge around a WebQuest of a prominent African American figure.

Task Analysis Students should be able to:  Understand and follow directions (written & verbal)  Free-write for 10-15 minutes on journal topics (Day 1: Kit-Kat/Snickers activity; Day 2: Definitely, Maybe film clip)  Utilize previous knowledge associated with persuasive language  Understand the process of discussion (arguments, taking turns, staying on task, etc.)  Discuss ideas and opinions in a respectful, orderly manner  Fill out guided notes as reference guides for presentations (homework grade)  Evaluate teacher presentations and persuasive film clip utilizing evaluation rubric  Utilize technology (Internet, typing, printing/saving, Presentation software, etc.) for African American presentations  Understand/acknowledge trustworthy, reliable websites  Cite bibliographical sources correctly

Student Work Analysis Current difficulties with:  Writing in full, complete sentences  Following instructions (min. sentence limit for full credit)  Focusing on expectations/directions of assessments (i.e. what is a summary supposed to accomplish? How does it accomplish these goals?)  Spelling/Grammar (esp. informal assessments)

Objectives: Students should be able to:  Read biographical texts and decipher unique characteristics of this genre (chapter headings, intro, different author, photos, etc.) that make it different from other genres (memoirs, autobiographies, etc.)  Effectively and responsibly utilize the Internet and technological resources (Google Docs, wikis, etc.) to help them research and create their WebQuest PowerPoint presentations on their famous individuals  Distinguish the difference between effective and ineffective persuasion techniques through active engagement in several activities  Understand the different aspects of persuasive language such as position statements, evidence, fact vs. opinion, counterarguments, etc.  Recognize opportunities and examples of persuasive language in everyday life  Distinguish the difference between effective and ineffective presentations (eye contact, tone, pacing, details, etc.)  Effectively evaluate persuasive speech in film (journals) and presentations ("Good/Bad" PowerPoints) based upon rubric objectives and expectations  Recognize individual areas of weakness in public speaking/presentation and discuss/share useful strategies for preparation

Goals:  Understanding of similarities/differences amongst memoirs, autobiographies, and biographies  Learn how to use valid resources, especially on the Internet  Understanding of properly citing sources (text and images)  Understanding of plagiarism  Understanding of use and importance of supporting evidence  Clear understanding and practice of peer evaluation techniques  Understanding of persuasive language and applications to real life  Learn strategies for public speaking and understanding of effective presentations

Assessments:  Journals (see lesson plans for specific prompts) (informal)  Comparison Worksheet (informal)/Focus question (formal) on common theme amongst three texts (My Brother Martin, Promises to Keep, Thura's Diary) o Possible themes: perseverance through obstacles, responsibility to one's family, etc.  Personal Timeline Outline (informal)/Writing assignment (formal), (timeline with photos)  Classmate Letter (to author of student's biography) (informal)  Biography of Classmate (formal)  Outline for WebQuest (informal)  Wiki Summaries (3-5 summary sentences to share with classmates) (informal)  WebQuest PowerPoints (formal)

Lessons: (See individualized lesson plans for The Fine Art of Persuasion Days 1 & 2)

Activities:  Read and discuss biographies  Personal timeline free-write (with photos)/writing assignment  Research influential African Americans from teacher-created list  Create bibliographies  Use of writing process for biographies  Persuasive language activities (Battle Bars activity)  WebQuest (PowerPoint) with presentation  Peer evaluation of classmates' African American biographies/presentations

Discussion:  Discussion of difference between memoirs, autobiographies, and biographies (in connection with Thura's Diary from previous unit)  What are similarities/differences amongst our classroom body? (Classmate biographies)  Position statement: "Should your African American be on the teacher-created list for most influential African Americans? Why or Why not?"  What is effective/ineffective when persuading others? What are effective ways to present information? Why?  What is effective/ineffective when presenting information (PowerPoint, public speaking, etc.) Why?  What potential challenges do students foresee individually when presenting/preparing to present? How can they overcome these challenges to be more confident?

Texts:  Thura's Diary  African American biographies in supplement o Langston Hughes o Martin Luther King, Jr., My Brother Martin (children's book) o Jackie Robinson, Promises to Keep o Barack Obama (film)  Classmate Biographies  Definitely, Maybe persuasive film clip  Influential African American WebQuests (student work)

Tools:  TV/DVD  Smart Board (for "Good/Bad" presentations)  Computers (type up Classmate Biographies)  PowerPoint  Internet (for research purposes) o Google Docs o Wiki (for summary posts)  Library (for research purposes)

Composing:  Daily Journaling  Jackie Robinson Biography Jigsaw notes  Comparison Worksheet/ Focus question on common theme amongst three texts (My Brother Martin, Promises to Keep, Thura's Diary)  Personal Timeline Outline/Writing assignment (timeline with photos)  Letters to Author (of biography)  Classmate Biographies  "Kit Kat/Snickers" arguments  WebQuest presentations (Outlines, wiki summaries, etc.)

Daily Lesson Plans

Thursday, February 26, 2009 The Fine Art of Persuasion (Day 1)

Grade: 7th grade English

Goals:  Students make connections to everyday life and persuasive techniques ("Kit Kat/Snickers" activity)  Students will have a clear understanding of fact vs. opinion  Students will understand persuasive language techniques/relate them to opening activity

Rationale: The 7th grade students in Ms. Crist’s classroom at Bath Middle School will be researching a prominent African American in history and creating a biography about them. They will need to persuade their peers that this African American should be on the list of “100 Most Influential African-Americans in Our History” with PowerPoint. They will need to know how to effectively persuade others for this project but in everyday life as well. We will also use the peer evaluation forms that will be used in their final presentations to scaffold them along the way.

Based upon McCann, procedural knowledge concerning argument is extremely beneficial to students. Once students consider and practice argumentative (and persuasive) strategies, they will be more likely to recognize them in literature, media, and their community in the future. Students are also more engaged when they are actively initiating discussion, which will be present in many of the activities concerning argument and persuasion.

Standards: R.NT.07.02, R.IT.07.01-07.02, W.GN.07.02,

Assessments:  Persuasive Writing Activity ("Kit-Kat" vs. "Snickers" activity) (informal)  Graphic Organizer/guided notes for "Kit-Kat" vs. "Snickers" activity (homework grade)  Effective/Ineffective persuasive techniques (from students' perspective) (informal)

Objectives: Students will be able to:  Understand the different aspects of persuasive language such as position statements, evidence, fact vs. opinion, counterarguments, etc.  Distinguish the difference between effective and ineffective persuasion techniques through active engagement in several activities  Understand the difference between fact and opinion.  Demonstrate their understanding of persuasive language in front of their peers through a fun activity  Recognize opportunities and examples of persuasive language in everyday life  Gain experience working in small group, peer group and large classroom discussions

Tasks: In lieu of journal writing, Kit Kat/ Snickers prewriting activity (15 minutes)  Students will be in groups according to their candy. There will be a few groups of Kit Kats and a few groups of Snickers. (5 minutes)

o Students will discuss in their groups what makes their candy the best (more popular? Issues with allergies? Size? Etc.)

 Students will then be paired up and Kit Kat representatives will debate with Snickers representatives on which candy bar is best (10 minutes)

 Students will go back to their seats for large group discussion. Teachers will facilitate with questions and we will write their comments about persuasive language on the board in categories of “Effective” and “Ineffective” strategies. (5 minutes)

 Present a more definitive outline of what a persuasive argument is and how to persuade effectively.  Wrap up with any other closing questions/comments if needed. (15 minutes)

Materials:  Graphic organizer/guided notes for Kit Kat/Snicker Activity

 Outline of persuasive argument and effective usage

 Overhead projector

 Kit-Kats & Snickers (or other candy if modified)

To-Do List:  Create Graphic Organizer/guided notes for "Kit-Kat" vs. "Snickers" activity  Check class for allergies; modify activity if any allergies  Pick up Kit-Kats and Snickers  Divide candy bars up evenly and place one bar at each desk  Consider possible discussion questions for students if students aren't asking questions  Create persuasive writing techniques/strategies notes/outline to be discussed in class (overhead transparency)

Bold = Completed Task

References:

 Smagorinsky, Peter. Teaching English By Design. Portsmouth, NH: Heinemann.  Hillocks, Jr., George. Narrative Writing. Portsmouth, NH: Heinemann.  McCann, Thomas M. Reflective Teaching Reflective Learning. Portsmouth, NH: Heinemann.  ENG 313 Spring 2008 Lesson Plans

Friday, February 27, 2009 The Fine Art of Persuasion (Day 2)

Grade: 7th grade English

Goals:  Students will practice evaluation techniques through persuasive film clip from Definitely, Maybe (scaffold for peer-evaluation for WebQuests)  Students will link persuasive language to popular culture (film)  Students will compare/contrast Tiger Woods PowerPoints and evaluate effectiveness (scaffold for peer-evaluation for WebQuests)  Students will acknowledge persuasive language strategies discussed from previous class period  Students will personally consider own strengths/weaknesses in preparation for presentations and public speaking

Standards: L.CN.07.01-.07.02, L.RP.07.01, L.RP.07.04

Assessments:  Journaling (informal)  Guided Evaluation Sheet/Rubric for presentations (informal/notes; to prepare for peer evaluation of presentations)  Upcoming assessments: WebQuest (formal)

Objectives: Students will be able to:  Effectively evaluate persuasive speech in a variety of contexts; in film (journals) and presentations ("Good/Bad" PowerPoints) both based upon rubric objectives and expectations  Distinguish the difference between effective and ineffective presentations (eye contact, tone, pacing, details, etc.)  Recognize individual areas of weakness in public speaking/presentation and discuss/share useful strategies for preparation  Raise questions and concerns regarding persuasive language and how it can be effectively employed in their presentations

Tasks:  Daily Journals- Definitely, Maybe persuasive film clip; students evaluate persuasive usage in a film clip (evaluation based upon rubric); share what they wrote (what was/not effective etc.). (15 minutes)

 Pass out guided evaluation sheet and copies of presentation rubric and explain how to take notes on the following "Good/Bad" PowerPoints (5 minutes)

 Give good and then bad presentation of Tiger Woods biography (20 minutes)

 Discuss student response on the worksheet, pass out the “tip sheet” & if time, briefly go over it (10 minutes)

Materials:  Internet access (Library)

 Definitely, Maybe DVD (set at desired scene)

 Tiger Woods PowerPoints ("Good/Bad")

 Guided evaluation sheets & copies of evaluation rubric

 Helpful Tips for Persuasive Language Sheet

To-Do List:  Selection of persuasive clip  Create guided evaluation sheet for" Good/Bad" Tiger Woods presentations  Create Good/Bad PowerPoints for Tiger Woods (using outline/rubric given)  Create Helpful Tips Sheet for persuasive language

Bold = Completed Task

References:  Smagorinsky, Peter. Teaching English By Design. Portsmouth, NH: Heinemann.  Hillocks, Jr., George. Narrative Writing. Portsmouth, NH: Heinemann.  McCann, Thomas M. Reflective Teaching Reflective Learning. Portsmouth, NH: Heinemann.  ENG 313 Spring 2008 Lesson Plans

Discussion (2/14/2009)

Experience planning unit/daily plans:

Our seventh graders don't typically have an opportunity to work in small groups and participate in "activities" within the classroom, therefore I thought the "Kit-Kat" vs. "Snicker" (Battle Bars) activity could be a fun way for them to warm up to persuasive techniques found in "everyday" life. Classroom discussion (small or large class) isn't often practiced; therefore we wanted to introduce this into our lesson. By having a graphic organizer/guided questions, this will help scaffold students through the discussion and to keep them focused. Hearing from students is also a priority, therefore we will record effective/ineffective persuasive strategies that they come up with (adding to the list if we see any "holes"); We didn't want to introduce persuasive language strategies before this activity because we wanted to see what the students could come up with on their own; we will finish the class period with more formal information on the topic and students will have an opportunity to take notes for their presentations/PowerPoints. We felt this lesson fit into the overall unit ideas/lessons because we're building on the biography research they have done in preparing them for their cumulative unit assessment that is their WebQuest (day 1) as well as peer evaluation (day 2)

Experience implementing it: Sarah Menger and I will be teaching this lesson in roughly two weeks. We have looked ahead in how to best prepare and through our understanding of our seventh graders and what they are typically accustomed to in their English class, we have decided to create worksheets/guided notes to assist them in discussions and to help them prepare for their presentations. We have realized that more often than not, our students are still young in the respect that scaffolding can go a LONG way for a lesson, and if students feel stuck, we hope the guides will serve as tools for them to build from and give them confidence to share ideas.

To continue the discussion… after teaching 

Discussion (2/27/2009)

Experience planning unit/daily plans:

I have included the relevant unit information given to me from my mentor teacher as I was uninvolved in preparation for the actual unit, but was given some freedom to teach two specific lessons within the Biography/Presentation unit with Sarah, selecting persuasive language because it tied nicely in with the "Good/Bad" PowerPoint presentations Sarah and I were asked to present as models for the class' own WebQuest presentations. What I have realized, after preparing for this lesson sequence is how many modifications were made throughout the entire process. Questions became more focused and direct on handouts, activities were simplified to accommodate age/maturity level and potential time restraints, as well as numerous other modifications. Constant creativity helped improve our lesson plans and both Sarah and I were constantly thinking of how to better prepare for our lesson (which, as you will see was still being modified as it was being taught!)

Considering the different class periods (3rd and 4th) was also important when preparing the sequenced lessons, as the classroom dynamics are completely different. More modifications were made in class to accommodate as well. (Please see further discussion below).

Experience implementing it:

Overall I think both days went extremely well, considering our students aren't used to us actually "teaching" in class. As Sarah and I thought, the guided notes for both days were extremely beneficial and were a wonderful tool for our students. After initial explanation of the activities/discussion there were virtually no questions related to actual directions as students had verbal and written directions to reference. Breaking up the "Kit-Kat/Snickers" activity into parts seemed to work well as students were able to focus on one idea at a time and were able to build off of the activities into a final debate (creating procedural knowledge that is relevant to persuasive language). I was extremely impressed with what my students pulled from the activity. They were considering evidence and facts that I hadn't even considered. Thinking in a teacher mindset, I've debated what is most effective for instruction, beginning class with an activity like this to see what students will draw out from it, or starting with more formal instruction to help scaffold students in their considerations. For this lesson I believe that beginning with the activity was FAR more effective as students were able to draw out an understanding for position statements, evidence, fact vs. opinion, counterarguments, etc. on their own with minimal teacher guidance. The effective/ineffective discussion was wonderful and unfortunately I had to cut it off (much to students dismay!) to leave time for Sarah to present on the "formals" of persuasive language.

Throughout the lessons as a whole, modifications were constantly being made in order to continue student engagement. For instance, some students ran out of ideas of why their candy bar was the best, so, in preparation for the following days lesson, I asked them to consider how they would present this argument. For example, would they choose to create an ad, use product placement in movies, make a music video, a commercial, etc. Who would they use to help them? Famous people? Why did they choose to present/persuade in this way? Some students found this even more interesting, and 4th hour actually brought it into the debate (as one student felt Snickers commercials weren't "as good" as Kit-Kat's because they used cheesy Viking figures, etc.). I was very impressed!

What I learned from actual instruction is 1) the important of preparation; the guided notes/handouts for the sequence were extremely effective for this age level and served as a great reference for them when creating and preparing for their presentations; discussion is not something they're typically exposed to, but the handouts served their purpose well in scaffolding students in their debates and large group discussions; 2) each class has a different dynamic (some more talkative, some more shy, etc.) and it's important to modify for each class (i.e. who's allowed to pick partners, and which class needs them to be assigned, etc.); 3) Modifications will be made at every given moment and it's important to just go with the flow and work naturally within my own teaching personality (as well as the personality of the classroom and my individual students); 4) Switching the lights on and off (Thanks Kelly!) is actually very effective in a zoo-like classroom with loud voices; 5) Humor works, period!

How does what you planned account for the development of procedural knowledge in your students?

We wanted our students to see how persuasive language is a part of their everyday lives that is why we started with a long-stakes activity. By scaffolding them to come up with and acknowledge these strategies on their own, they will build the concept of persuasion as an idea in which they can apply to other aspects of their lives, not just for the WebQuest assignment. We are also reaffirming the procedures of comparing/contrast, which they have been practicing all year through the discussion of good vs. bad PowerPoint presentations.

(2/27/09) After teaching this sequence, I've realized how important the understanding of persuasion and public speaking is to real life. Throughout both lessons, I tried to relate these understandings to real life and future experiences they may have (i.e. to persuade your boss to give you a raise; good example especially relatable for those students who may not be college bound). We also broke down both persuasive language as well as speech techniques so students could connect the ideas to concepts outside of school and this particular assignment.

How does what you planned connect to the overall plans for the unit and vice versa?

We are assisting our mentor teacher in mirroring for students examples of good and bad presentations. Students will be introduced to this assignment a week prior to our lessons, so they will already have been given time to consider their famous individual as well as their presentations. After allowing them time to digest everything and start on their own, we can hopefully help answer questions that have arisen as well as raise issues to watch for in their own presentations. Students will then have the opportunity to return to their presentation and make changes. Their WebQuests are due a week or so after our lessons, which is sufficient time for them to return to their texts. I think that the layout of these lessons is very important, because if it was introduced too soon students will merely copy what we present, and if presented too late, students won't have adequate time to polish their "final" versions.

What makes what you’ve planned dialogic? What are you learning about the challenges of dialogic teaching? How specifically could you improve these plans in this regard?

As I mentioned before, discussion (large and small class) is rarely utilized in middle schools, especially in our classroom and Sarah and I wanted to give our students the opportunity to work with their peers and discuss persuasive language in a comfortable activity. We have no clue what our students will come up with and that is the exciting part! We have tried to prepare ourselves for lulls in the lesson (because students are less exposed to this form of learning) through the use of guided notes/graphic organizers. We have also prepared questions in the event that students are struggling to understand our goals and objectives for the lesson. We feel that this will improve our lesson, but we will only know after we have taught.

(2/27/09) Please refer to previous comments regarding classroom discussion.

SIDE NOTE:

Though I was uninvolved in the unit planning, I found planning for the writing sequence much more rewarding because I was able to consider a real context (from my own experiences) for real lessons that were going to be taught. Though preparation and consideration had higher stakes because it was for real students, and I spent much more time in preparing and considering these lessons, I found this lesson to be much more authentic and feel empowered by this entire experience.

Also, in regards to WebQuests and PowerPoints, this helped me consider the concept of composition outside of a rigid, five-paragraph essay. Students seem to be actively engaging with the assignment and this assessment fulfills as many standards as a formal paper does, if not more (because of technological (and procedural) knowledge involved).

“Battle Bars: The Edible Argument”

Part One: Journal Writing Imagine you are a representative for Snickers/Kit Kat (circle one). Your boss has just told you that the other candy’s company has been rated number one. You will debate with the other company and persuade them that your candy is REALLY number one. Think about what the best qualities of your candy bar are and consider possible counterarguments against which you might have defend your company. Be prepared to share with fellow team members.

Part Two: Meet with your assigned team members With your team members, discuss how you will persuade the other candy company that yours is the best. What strategies would persuade you the most? Write notes here: Part Three: The Debate As an individual, pair up with one person from the opposite candy team. Step 1: Kit Kat representative will present their strongest argument first. Step 2: Snickers representative will give one counterargument. Step 3: Kit Kat can defend their position. Step 4: Snickers will present their strongest argument. Step 5: Kit Kat will give one counterargument. Step 6: Snickers can defend their position. If you have time, discuss what made your arguments effective or ineffective.

Notes on Persuasive Language (On overhead)

To persuade someone is to convince them of something and inspire them to do something about it.

An effective persuasive speech or essay will have a strong position statement. This is your thesis; it tells your audience what the purpose of your paper is.

A position statement is reinforced with convincing arguments. Why should your audience believe your position statement?

Every argument should be supported with evidence. Evidence might be facts and statistics, expert/celebrity testimonies, personal experience stories, a comparison, or an appeal to your audience’s emotions. See page 122 of your Write Source book for examples of evidence.

Fact vs. Opinion

A Fact can be proven; it is observed, historical, or 100% true. An opinion refers to one person’s feelings, thoughts, judgments, beliefs, and estimates. It is not 100% true and cannot be proven.

Which of the following statements are facts? How do you know?  Lost is most interesting show on television.  George Washington was the first United States president.  Ms. Boylan is one of the Bath Middle School librarians.  All students enjoy writing.  Michigan State University has the best college basketball team in the nation. Counterargument Sometimes, it is important to consider the opposing position in your paper. You can refute a claim that the opposite side has said.

A counterargument might look like, “Although some people might claim that Tiger Woods is not the best golfer in the world, he won the British Open in 2006 and the US Open in 2008. His talent and skill have made him an international leader in the game of golf.”

Biography Presentation Evaluation Sheet You will see two model presentations by Ms. Menger and Ms. Krolikowski. Your job is to evaluate their presentations according to the same rubric that will be used to evaluate your presentation. Watch and listen carefully and answer the questions that follow. Tasks Model for ‘Good’ Bio Model for ‘Bad’ Bio Quality of Argument Organization & Sequence Eye Contact Voice Projection Body Language Pacing Total Score What are the differences between the two presentations?

After seeing these model presentations, what do you need to change about your own presentation to improve it?

What do you think will be your biggest struggle(s) with your own presentation? (For example, you might say something like, “I’m really shy”, “I’m not good with eye contact”, “I speak too quietly”…) How can you prepare for this?

Notes: