Diigomeisters

Rachel Buchanan Rebecca Burr Alison Canar IIC 2010 Instructional Plans **Lesson Plan - Day 1 (of 2)** **Planning**
 * Diigomeisters**

**March 11, 2010 English/Language Arts 7**

**Introduction to the Persuasive Essay**

**Objectives** **:** Students will be able to prepare for the end of year state writing test by identi fying the characteristics of an effective 5 paragraph persuasive e ssay using Diigo.

**Utah Core Curriculum Standards:** [2.2a] Determine audience and purpose for extended writing [2.3] Revise and to strengthen ideas and organization [2.3a] Evaluate for: · Use of a unifying idea or topic. · A clear beginning, middle, and end, with sequential transitions. **Concepts** **to Be Taught:** Characteristics of an effective 5 paragraph persuasive essay (clear purpose/thesis, address opposing argument, topic sentences for each point, supporting evidence), Diigo **Materials Needed:** Argumentation essay outline [|handout] Computer lab ([|Diigo]) Sites with model essays for students to annotate: [|Write Source], [|Holt], [|ESLBEE] Model [|essay] annotated by teacher Projector

**Strategies to be Used:** Modeling—demonstration with the class (on projector) Partner work—small groups of 2 or 3 students will be assigned to certain articles and will use Diigo to point out things that they notice Class discussion—go over what the groups have discussed Individual practice **Performing** **Continuation from Previous Lesson:** Previous to this lesson students have learned how to construct thesis statements and how to write topic and conclusion sentences.

**Lesson Presentation:** This lesson should take place in the computer lab. A) Preparing for Learning: 1. To help introduce students to the persuasive essay in an engaging way, we will give them a hypothetical situation which connects to their interests--FOOD! Ask the students to persuade you to give them a brownie. Remind them to back-up their statements with evidence: Why should they deserve one? What benefits for the teacher? What are benefits for them? As they try to persuade you, bring up counterarguments.  2. Explain how persuasive essays are very similar to the class discussion. (You may choose to really give them brownies or not. Possibly you could give them brownies as a reward--after they leave the lab!) B) Directing the Learning: 1. Pass out handout to the class (outline of the basic structure of a good persuasive/ argumentative essay--link in materials need section). 2. Help students apply their arguments about the hypothetical situation--persuading the teacher to give you a brownie--to the handout. Explain how their arguments would fit into an essay outline. e.g. "Please give me a brownie" is like their thesis statment. a. Discuss how students need to take a side when writing a persuasive argument--this becomes their thesis. b. Address the opposing arguments: Anticipating counter arguments can help students choose the most important points to emphasize in their own essays. They may want to include a direct rebuttal to opposing viewpoints in their essays. c. Review their arguments: The main points of the students' arguments would become the topic sentences for a persuasive essay. d. Discuss what might have made their arguments stronger (evidence): Each topic sentence should be supported by related evidence. 3. Use the projector at the front of the class to bring up a model persuasive essay/article. Give students the link to the example essay and have them follow along on their own computers. Point out the parts (thesis, topic sentences, opposing arguments) of the article that follow the points on the handout. 4. Model how to set up an account on Diigo, how to install the Diigo taskbar, and how to highlight and comment using the program. 5. Assign students a partner. They will each read one essay and divide the list up to label the parts on Diigo. As they label the parts, they can view the comments left by their partner and add their own thoughts. 6. As students work, the teacher should circulate through the room, answering student questions and providing encouragement. 7. After the students have completed their labeling, review their annotated articles and discuss the homework assignment below as a class.

C) Reinforcing the Learning:  1. Homework Assignment: Ask students to individually analyze another example essay on Diigo for homework. Remind them to refer to the model articles used in class if they need more help.

**Lesson Plan - Day 2 (of 2)** **Planning** **March 12, 2010** **English/Language Arts 7**

**Prewriting Persuasive Essays with M** **indm** **eister**

**Objective** **s** **:** In order to prepare for the state writing test, students will be able to select, focus on, and develop topics for a persuasive five-paragraph essay using Mindmeister.

**Utah Core Curriculum Standards:** [2.1c] Connect Text to self [2.2] Write to identify and reflect on feelings [2.2a] Determine audience and purpose for extended writing

**Concepts to be taught:** Mindmeister, organization skills, prewriting strategies Computer lab ([|Mindmeister]) Overhead projector Example Mindmeister maps [[|outline] and [|sample]]
 * Materials Needed: **

**Strategies to be used:** questioning, visual presentation, graphic organizers, writing to learn **Performing** **Continuation from Previous Lesson:** This assignment goes with the previous lesson on how to identify the characteristics of a good persuasive essay in several online examples using Diigo.

**Lesson Presentation:** This lesson should take place in the computer lab. A) Preparing for Learning: 1. Go over what students learned from examples of Diigo essays from class and homework. Ask students to consider who they were they written for. How do they know? B) Directed Learning: 1. Audience a. Discuss audience. How does audience change the way you write? (eg. For your mom, for your friend, 2 nd grader, a teacher.) b. Give the students a writing prompt: They will write a 5-paragraph essay to the administration about something that they want changed in the school. (eg. uniforms, early out day, more computers etc.) c. Have them write down a list of possible topics. d. Then have them get into small groups and talk about their lists and see which ideas generate the most interest. 2. Organizing with Mindmeister a. Show an example of a mindmeister map. Show main ideas (thesis statement and topic sentences) and branching ideas (support/evidence). b. Modeling: Without the students doing it yet, show how to create a map, add main ideas, branching ideas, and arrows. c. As a class, guide students through the steps of setting up a Mindmeister account and creating a map. d. Give students the links to the outline map and example to illustrate the parts that should be included. e. Tell students that if they get stuck with one idea and can't think of anything else, they can start a new map and see which ideas are the most fruitful. 3. Writing with the Mindmeister Map a. Once students have completed their maps, they will concrete on organizing their ideas. They can move branches around and change the order. Once they are satisified with their outline, they will use it as the guide for further extended writing. Before drafting students should consider the thesis and audience. Who are they trying to persuade? b. Looking at their mindmeister map students should freewrite about their topic. Write what they know. Before they begin drafting, reminder students to consider the thesis and their audience. Who are they trying to persuade? (the administration) Remind them to write in a way that will appeal to their target audience.

C) Reinforcing the Learning: a. Homework Assignment: Using their Mindmeister map and freewrite as guides, students will type a polished draft of their persuasive essay/letter to the administration. Remind students again of their purpose for writing. Emphasize that if they apply the techniques they have learned (choosing a thesis and supporting it, considering audience, and using pre-writing strategies for organization) they will be able to persuade others and succeed on the state writing test.


 * Works Cited**

All instructional materials used in this lesson, as well as the media used in our video pitch, were original creations of our group members or taken from the public domain.

[| Edit this page (if you have permission)] | [| Google Docs -- Web word processing, presentations and spreadsheets.]