My Lesson Plan

In my proposal, I talked about using mind mapping in my lessons. This particular lesson, the introduction to writing a persuasive essay, uses Diigo. Later lessons will use mind mapping to help students with drafting and organization.

This lesson uses Diigo to help students analyze several models so that they will go into writing the assignment with a better idea of how they should write.

Here is my lesson plan:

Planning

Title/Subject of Lesson: Introduction to the Persuasive Essay

Class and Grade Level: 7th Grade English


Objective(s): Students will be able to identify the characteristics of a good persuasive essay in several online examples using Diigo.


State Core Objectives Met by this Lesson:Consider audience and purpose for an extended piece of writing

Concept(s) to Be Taught:Characteristics of a good persuasive essay (clear purpose/thesis, address opposing argument, topic sentences for each point, supporting evidence)

Materials Needed:
Argumentation essay outline handout
Computer lab (Diigo)
Projector

Strategies to be Used:
Modeling—demonstration with the class (on projector)
Group “discussion”—small groups (3 or 4)—group 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: This is the introduction to this unit.

Lesson Presentation: This lesson should take place in the computer lab.

A. Preparing for Learning
Present the students with a hypothetical situation that involves a decision they would disagree with. Ask them to persuade you not to make that decision. As they try to persuade you, bring up counterarguments. (Still thinking of a good scenario).


B. Directing the Learning
Pass out handout to the class (the handout outlines the basic structure of a good persuasive/ argumentative essay). Help students apply the arguments about the hypothetical situation to the handout. Discuss how students needed to take a side (thesis), address the opposing arguments, and give their own arguments. Discuss what might have made their arguments stronger (evidence).

Use the projector at the front of the class to bring up a model persuasive essay/article. Have students follow along on their own computers. Point out the parts of the article that follow the points on the handout.

Divide students into groups and assign each group to work on one article/essay. Have them make comments on the articles using Diigo.

Get back together as a class and discuss each group assignment together.


C. Reinforcing the Learning

Have students return to the first class discussion (the one about the hypothetical scenario). Have student write a quick outline of the their arguments according to the handout.

Assignment:
Have students analyze another example essay for homework.