Diagnostic Assessment and Differentiated Instruction Teachers too often teach what some students do not know at the expense of some students who already know what is being taught. For example, students learn the definition and identification of a sentence subject over and over again from third through twelfth grade. Teachers legitimize this repeated instruction by arguing that learning is recursive and, thus, reviewing is necessary.
The Game of Persuasion 1. Post the chart you created where students can see it see Preparation, Step 3. Distribute sticky notes, and ask students to write their names on the notes. Call students up to the chart to place their notes in the column that expresses their opinion.
After everyone has had a chance to put their name on the chart, look at the results and discuss how people have different views about various topics and are entitled to their opinions. Give students a chance to share the reasons behind their choices. Once students have shared, explain that sometimes when you believe in something, you want others to believe in it also and you might try to get them to change their minds.
Ask students the following question: Explain to students that they are going to play a game that will help them understand how persuasive arguments work. Follow these rules of the game: Have students get into their groups. Explain that sometimes when you play games the winner gets a reward and that at the end of this game the winning team will get the reward you have chosen see Preparation, Step 1.
Have each team choose a recorder, or designate a recorder for each team yourself. The recorder's job is to write down the team's arguments. Tell students that they must work together as a team for 15 to 20 minutes to come up with the best reason why the class should award their group the prize.
Their reasons can be serious or playful. Use a signal to let them know when to begin and when time is up. Have students present their arguments. Students can either present as a group or choose one person to be their speaker.
Have the judge decide on a winning group or ask students to vote for a group other than themselves that had a convincing argument.
While students are working, there should be little interference from you. This is a time for students to discover what they already know about persuasive arguments.
Use the Observations and Notes handout as you listen in to groups and make notes about their arguments. This will help you see what students know and also provide examples to point out during Session 2 see Step 4.
Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home.
For English-language learners ELLsit may be helpful to show examples of advertisements and articles in newspapers and magazines.Oct 25, · They should also practice adding adverbs to various places within sentences and as transitions within paragraphs.
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Creative Writing Teaching Resources & Lesson Plans. Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.
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