<p>Direct Instruction, Modeling, Active Participation, and Scaffolding&nbsp;<br>W: A portfolio comprising a resume, cover letter, and details about career research is the final assessment. Voice and audience are two effective writing techniques that are reviewed because they are important in both academic and real-world nonfiction writing.&nbsp;<br>H: Allowing students to reflect on their lives will stimulate their own interest and involvement in the lesson.&nbsp;<br>E: All students are prepared for success in this lesson through individual prewriting exercises and group critical analysis of samples.&nbsp;<br>R: By encouraging students to consider their experience gaps, the brainstorming exercise will help them come up with ideas for how to fill those gaps before they graduate. Encourage reflection on the resumes that students have created and organized, and then have a discussion about the outcomes. Following this round, students may decide to edit their essays in light of new information.&nbsp;<br>E: The student assesses the competition-related efficacy of his or her own resume by first focusing on its visual appeal, and then comparing and contrasting style formats with peers. For individual critiques, the evaluation tool provides self- and peer-evaluations in addition to basic guidelines. Because the evaluation tool predicts the student's grade, meaningful self-evaluation should take place.&nbsp;<br>T: Using a graphic organizer, the engagement activity provides time for interpersonal multiple-intelligence reflection. Exercises in logical-mathematical analysis and evaluation in small groups will next be conducted. To meet individual needs, you could also use flexible student work groups and deadlines.&nbsp;<br>O: To help students acquire skills, the lesson is organized in the following order: prior knowledge access, information, guided practice, comprehension check, and extension.&nbsp;<br><br>&nbsp;</p>

<p>- To what extent does the writing process influence writing quality?<br>- How can we become proficient writers?<br>&nbsp;</p>

<p>- Deductive Logic: This form of argument states the needed reason, law, or cause of an event and then supports the position with evidence.&nbsp;<br>- Inductive Logic: This form of argument begins with an observation, builds the case, and then reveals the needed action or belief.</p>

<p>- copies of Purr-suasive Organization in Brief handout (L-C-5-3_Purr-suasive Organization in Brief)<br>- copies of Argument Puzzle Pieces, one per small group (L-C-5-3_Argument Puzzle Pieces)<br>- copies of the Purr-suasion Transitions handout (L-C-5-3_Purr-suasion Transitions)<br>- sticky notes or paper scraps<br>- copies of the persuasive essay “Typing Away Our Humanity” and its directions for the study of argument (L-C-5-3_Typing Away Our Humanity)</p>

<p>- While the class reads and discusses the Purr-suasive Organization in Brief handout (L-C-5-3_Purr-suasive Organization in Brief), you should keep an eye out for confusion and sharpen your knowledge. You should also respond to questions and assess comprehension when you construct argument puzzles.<br>- As the class discusses the parallels and divergences in the creation of argument puzzles, observe the students' understanding and involvement.<br>&nbsp;</p>

<p>Explicit instruction, modeling, scaffolding, and active participation&nbsp;<br>W: The lesson's goal is to recognize and understand particular organizing strategies. The final task will offer organizational practice by examining various approaches to completing the task. Students must apply all of the strategies they have learned in the unit to complete the assessment, including audience considerations, persuasive strategy selections, and efficient organizational patterns.&nbsp;<br>H: The hook offers statistics and a real-world example based on music. Additionally, this lesson offers a chance for group brainstorming and discussion on headphones and sound levels. Both employ a subdued lead-in to arrange the supporting data and arguments.&nbsp;<br>E: The organization topic employs two approaches to increase student participation: (1) reading aloud in class and providing clarification on organization techniques, and (2) having students work in groups to physically arrange an argument using a method of the organization they have selected. The usage of various organizing techniques should then be emphasized and contested during class discussions and round-robin observation. These exercises offer the chance to clarify and improve the reasoning behind writers' choices.&nbsp;<br>R: The lesson begins with a teen favorite topic: listening to music wherever and whenever students want. The organizational problem starts with talking about the possible risks associated with music listening and where/how the opposing sides of the issue come together. The puzzle-piece exercise provides an opportunity to consider the implications of evidence organization. Reviewing all of the unit's lesson materials through the analysis of a model essay helps writers get ready for the final evaluation, which requires them to write a persuasive essay in its entirety.&nbsp;<br>E: Students can test their partner's perspectives during the main activity and hone their verbal persuasion and reasoning skills to finish. Every task necessitates assessing past knowledge and the organizational efficacy of every decision.&nbsp;<br>T: Multiple intelligences are synthesized in the engagement activity: Note-taking follows a period of verbal/linguistic brainstorming in the classroom. Visual graphic organizers are used in the handouts, and the Part 1 culminating activity is primarily kinesthetic, intrapersonal, and interpersonal. It is possible to group people flexibly. (Who would make good partners for the main task? Who would confront one another?) Part 2 necessitates individual skill demonstrations but encourages the use of a peer evaluator.&nbsp;<br>O: To help students acquire skills, the lesson is organized into four sections: information, guided practice, comprehension check, and extension.&nbsp;</p>

<p><strong>Focus Question: How can a persuasive text be organized?</strong><br><br><strong>Part 1</strong><br><br><strong>"How many of you listen to music with earbuds or headphones? "</strong> instructs the class to take positions and defend them based on a hypothetical scenario. <strong>" How many of you have seen someone wearing earbuds recently and been able to hear their music? Due to the iPod's maximum volume of 115 decibels, a man from Louisiana sued Apple in 2006. That poses a significant risk to someone's hearing ability. Other countries had already set a limit of 100 dB for iPods that were sold in their markets. Doctors at Boston Children's Hospital have observed that hearing loss often results from exposure to even 85 decibels for eight hours."</strong><br><br><strong>"How many of you have previously mowed a lush lawn? The noise level of a lawnmower is between 80 and 85 decibels. Do you use ear protection? Do you listen to music over the sound of the&nbsp;lawn? After that, you'll hear sounds between 100 and 105 dB. You should only listen for a maximum of 8 to 15 minutes at that volume. Most people can't finish cutting a lawn in just eight minutes."</strong><br><br><strong>"Audiologists advise cutting back on music volume and restricting daily listening to no more than one hour. Thus, one drawback of using earbuds or earphones to listen to audio is hearing loss. Are there any advantages?"</strong> As you capture their thoughts visually for the class, ask students to list advantages and disadvantages.<br><br><strong>"Which arguments are most persuasive when it comes to arguing for or against the safety of earbuds and headphones? How would you arrange your arguments if you had to defend yourself?" </strong>Assure students that while there are different ways to arrange an argument's justifications and supporting data, nearly every strong argument has a few fundamental components. Tell students to jot down the following four fundamental parts:<br><br><strong>declaring the stance or assertion </strong>(often covered in the introduction)<br><br><strong>giving evidence in favor </strong>(conducted in the body)<br><br><strong>addressing and disproving </strong>(done in the body) opposing arguments<br><br><strong>elaborating on the call to action </strong>(executed at the end)<br><br>Consult the handout on Purr-Suasion Organization in Brief (found in the Resources folder under L-C-5-3_Purr-Suasive Organization in Brief).<br><br>Teach students: <strong>"There are several ways to arrange the argument's support within the body, including point-by-point or argument/counterargument. Syllogisms, cause-and-effect relationships, inductive versus deductive reasoning, and problem-solution patterns are examples of additional persuasive organization."</strong><br><br>Next, split the class up into smaller groups, with a maximum of two to three students in each. Present Argument Puzzle Pieces' evidence to each group (refer to L-C-5-3_Argument Puzzle Pieces in the Resources folder). Cut the pieces into small pieces and store them in individual small bags or envelopes to save time.<br><br>Declare:<strong> "One evidence bag will be given to each group. This bag includes information that both favors and opposes teen texting and cell phone use. Establish your group's stance </strong><i>(for example, that cell phones are dangerous or they are not)</i><strong>, and then use these points to construct your case. Using one of the recently discussed organizing techniques, physically arrange the evidence on your desk </strong><i>(inductive, deductive, or point-by-point).</i><strong> "It's not necessary to use every piece of evidence."</strong><br><br>Make it clear: <strong>"For this activity, we only want to focus on specific organization structures, though normally you should consider how the audience would react to your information and make adjustments."</strong><br><br><strong>"At least one example of a concession followed by a refutation must be included. Additionally, write transitions that will improve the flow of your argument on little sticky notes. Consult your Purr-suasion Transitions handout whenever necessary (located in the Resources folder under L-C-5-3_Purr-suasion Transitions)." </strong>Move around when your students are&nbsp;working in groups.<br><br><strong>"Once every group has completed their work, students should take turns viewing each other's arrangements and identifying any parallels or discrepancies." </strong>Discuss the following as a class<strong>: "What connections or contrasts did you observe among the group presentations? What factors led to the selection of the organizational patterns? Were any more successful than the rest?"</strong><br><br>Optional: Guide your lesson review using the think-pair-share method:<br><br>What does it mean to arrange according to argument, counterargument, or point-by-point? <i>(To purposefully engage in point-by-point criticism of an opponent's argument; to confront and disprove an opponent's likely objections.)</i><br><br>How does one "counter" a concession? <i>(To demonstrate how the entire claim is false.)</i><br><br>How does deductive logic differ from inductive logic?<i> (Inductive reasoning begins with details.)</i><br><br><strong>Part 2</strong><br><br>Read “Typing Away Our Humanity” (L-C-5-3_Typing Away Our Humanity), a persuasive essay, either alone, with a partner, or as a class. To evaluate the handout for persuasive strategies and organizational efficacy, adhere to the instructions provided. Ask the class to discuss it. Students will use this as a model when they start prewriting their essays for the unit assessment.<br><br>Assist students with the subsequent prewriting and writing tasks:<br><br>Choose a subject.<br><br>Choose a stance for the thesis.<br><br>Fill out the L-C-5-2_Voice Brainstorming Plan, the voice brainstorming plan.<br><br>Utilizing reliable sources, research as needed (L-C-5-1_How to ADOPT Resources). Create a Works Cited/References list as you work through the study.<br><br>List all of the rebuttals, defenses, and concessions. Examine the accuracy and validity of the counterargument with a peer or a teacher. If more investigation or brainstorming is required to fully grasp the problem, do so.<br><br>Arrange arguments using a supporting piece of evidence and one of the logic patterns.<br><br>Compose a draft. Think about when and how to employ transitions that work.<br><br>Review drafts either by yourself or with others.<br><br>Edit and revise draft texts.<br><br>By the assigned deadline, publish the persuasive argument in a teacher-directed format.<br><br><strong>Extension:</strong><br><br>When the groups are done, the students can copy or glue the paper snippets onto the&nbsp;paper. Students could brainstorm with a particular audience alone or in pairs, then adjust the organization as necessary to effectively meet the needs of that audience. Afterward, this can be written up as an essay or presented as a comparison and contrast of patterns.<br><br>Students could read Al Gore's "Nobel Lecture" (refer to Related Resources) and evaluate its organization, voice, persuasive strategies, and overall efficacy.<br><br>Students can write a persuasive essay, editorial, speech, letter to the editor, or essay that exemplifies the organization, focus, and content of the lessons they have learned thus far.</p>