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    Emotional Appeal

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    api-254513913

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Emotional Appeal

    Uploaded by

    api-254513913
    159 views3 pages

    Original Title

    emotional appeal

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    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    159 views3 pages

    Emotional Appeal

    Uploaded by

    api-254513913

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    Lesson Planning Form for Accessible Instruction Calvin College Education Program

    Teacher Nate Postmus


    Date April 1 Subject/ Topic/ Theme Persuasive Writing (Emotional Appeal) ra!e """#
    th
    gra!e""""""
    I. Objectives
    How does tis lesson connect to te unit !lan"
    This is the $
    th
    lesson in the %nit
    Learners will be able to#
    cognitive&
    ' % Ap An E ()
    ph*sical
    !evelopment
    socio&
    emotional
    (omprehen! +hat this tool is an! ho+ to use it %
    Demonstrate ho+ to implement this tool into their o+n +riting Ap
    (ompose their o+n +riting given a prompt using this tool

    (
    Common Core standards $or %LCEs if not available in Common Core& addressed#
    Provi!e reasons that are supporte! b* ,acts an! !etails- lin. opinion an! reasons using +or!s an! phrases
    (Note# Write as man* as nee!e!/ 0n!icate ta1onom* levels an! connections to applicable national or state stan!ar!s/ 0, an objective applies to particular learners
    +rite the name(s) o, the learner(s) to +hom it applies/)
    )remember- un!erstan!- appl*- anal*2e- evaluate- create
    II. 'efore (ou start
    Identif( !rere)uisite
    *nowledge and s*ills.
    %n!erstan! !i,,erent tools that +e have !iscusse! in class together ,rom the beginning o, the unit- an!
    un!erstan! +h* +e +ant to learn an! use them in our lives as +ell as +riting
    Outline assessment
    activities
    (applicable to this lesson)
    Pre-assessment (for learning):
    'evie+ pervious tools an! ho+ the* are all !i,,erent
    Formative (for learning):
    3isten an! +rite !o+n the notes as 0 +rite them on the boar!
    Formative (as learning):
    Write using the tool on the given prompt
    Summative (of learning)4
    Wor. o, the ,inal project at the en!
    +at barriers migt tis
    lesson !resent"
    +at will it ta*e ,
    neurodevelo!mentall(-
    e.!erientiall(-
    emotionall(- etc.- for (our
    students to do tis lesson"
    Provide /ulti!le /eans of
    0e!resentation
    Provide /ulti!le /eans of
    Action and E.!ression
    Provide /ulti!le /eans of
    Engagement
    Provi!e options ,or perception&
    making information perceptible
    The notes +ill help them
    un!erstan!- the boo. on persuasion-
    As +ell as the *outube clip
    Provi!e options ,or ph*sical action&
    increase options for interaction
    Provi!e options ,or recruiting
    interest& choice, relevance, value,
    authenticity, minimize threats
    Ta.ing notes an! listening to me
    !escribe +hat this topic is
    Provi!e options ,or language-
    mathematical e1pressions- an!
    s*mbols& clarify & connect
    language
    Provi!e options ,or e1pression an!
    communication& increase meium
    of e!pression
    Provi!e options ,or sustaining e,,ort
    an! persistence& optimize
    challenge, collaboration, mastery-
    oriente feeback
    Provi!e options ,or comprehension&
    activate, apply & highlight
    The* +ill be +riting !o+n the
    notes an! +riting passe! on
    their o+n emotions
    Provi!e options ,or e1ecutive
    ,unctions& coorinate short & long
    term goals, monitor progress, an
    moify strategies
    Provi!e options ,or sel,&regulation&
    e!pectations, personal skills an
    strategies, self-assessment &
    reflection
    1&15&16
    /aterials1wat materials
    $boo*s- andouts- etc& do
    (ou need for tis lesson
    and are te( read( to
    use"
    Ever*one +ill nee! a blan. piece o, paper- the boo.- *outube vi!eo- their notes to continue ,illing
    out/+riting them !o+n
    How will (our classroom
    be set u! for tis lesson"
    Same as al+a*s
    III. 2e Plan
    2ime Com!onents
    3escribe teacher activities A43 student activities
    for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
    !rom!ts.
    /otivation
    (opening/
    intro!uction/
    engagement)
    'evie+ +ith them the tool that the* use! the !a*
    prior/ As. them +hich tool +e use! *ester!a*-
    have one stu!ent give me the !e,inition o, the tool-
    an! use a !i,,erent stu!ent to provi!e an e1ample
    ,rom the tool +e use! earlier/
    Write the name o, the tool on the boar! an! be,ore
    +e +atch the vi!eo have them tell me +hat the*
    thin. Emotional Appeal is/ As. 7+hat !oes
    emotional mean8 (oul! it have something to !o
    +ith Emotions89 An! once the* ,igure that it has
    to !o something +ith emotions +atch the vi!eo/
    Watch the vi!eo (https4//+++/*outube/com/+atch8
    v:5gspElv1*vc lin. to the vi!eo) A,ter +e +atch
    the vi!eo as. them 7ho+ !i! this vi!eo ma.e *ou
    ,eel89 7What !i! it !o to ma.e *ou ,eel so
    connecte! to the vi!eo an! +h* it ma!e them ,eel
    li.e the* !i!89
    Participate in the revie+- pa* attention to the vi!eo
    as +ell as the boo.
    3evelo!ment
    (the largest
    component or
    main bo!* o,
    the lesson)
    Write the !e,inition on the boar!- an! +ait ,or them
    to +rite it !o+n/ E1plain that this tool ,ocuses on
    people;s emotions tr*ing to !ra+ them in ma.ing
    them +anting to !o something/
    'ea! the boo. Dear/ <rs/ 3arue- an! have the
    stu!ents tell me ho+ the boo. relates to the tool at
    han!/ 7As. +hat !oes 0.e !o in the boo. to get a
    reaction ,rom <rs/ 3arue89
    Write the e1amples on the boar! allo+ing them the
    time to +rite them !o+n/
    Put the prompt up on the screen an! provi!e an
    e1ample ,rom m* o+n li,e/ The +riting prompt is
    7=our parents are thin.ing o, bu*ing a ne+ pet-
    using this tool convince them to bu* the pet that
    *ou +ant/9
    Participate in the conversation- help me ,igure out
    the tool ,or the !a*- ta.e notes an! ,ill out the
    e1ample- loo. at the prompt on the screen an! start
    +riting on it
    1&15&16
    Closure
    (conclusion-
    culmination-
    +rap&up)
    Wal. aroun! the room an! ma.e sure that the*
    .no+ +hat the* are !oing an! ans+er +hatever
    >uestions the* get/
    When the* are ,inishe! +riting the* can !o A'
    rea!ing/
    Write +hen the* are suppose! to
    6our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
    for ne.t time. (Write this a,ter teaching the lesson- i, *ou ha! a chance to teach it/ 0, *ou !i! not teach this lesson- ,ocus on the
    process o, preparing the lesson/)
    2is lesson went well es!eciall( wit te video of te animal cruelt(. 2at video reall( sows and draws on !eo!le7s emotions
    convincing tem to cange someting in teir life to get wat te( want. Once we got to te writing !iece toug- te(
    seemed to struggle wit it- but strangel( some of tem got it reall( fast and ad an e.tra 89 minutes to do A0 reading. I
    tin* it is cra:( ow some students will understand wat to do and get it immediatel( wile oters ta*e te entire time and
    still don7t trul( understand. I ave found out tat te boo* 3ear- /rs. Larue doesn7t reall( fit into m( lessons and it doesn7t
    reall( el! so I tin* I am going to sto! using it because I tin* it just confuses tem more tan it el!s.
    1&15&16

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