KTIP Source of Evidence: Lesson Plan

Name __Kristi Wertz_________ Date of Lesson: ___Day 6____ School: __Madison Southern High School _____

Grade / Age: ___________ Subject & Topic _____Research Papers and Rhetorical Devices__________

# of Students: ________24______ # IEP / 504 ________4___ # G/T _______0______ # ELL ______0________

Lesson Title / Topic:

_x_ teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __ Team

1. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard. Standard: Assess how point of view or purposes shapes the content and style of a text. Strand:
Reading Informational Text, Cluster: Craft and Structure, Grade: 9-10, Standard #6.
Current lesson’s learning targets / objectives: I will be able to identify rhetorical devices. I will be able to
understand how I can apply rhetorical devices in my own paper.

2. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.
I will ask the students if they have written research papers in the past and if so, what were they on? I will also ask
students what they know about rhetorical devices or what someone uses to persuade them of something.

3. Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.
Students will do an identifying rhetorical devices worksheet. It will include examples of ethos, logos and pathos. It
will also include a section where they write down how they use each of the three in their own paper.

4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
Rhetorical Devices PPT
Projector
Identifying Rhetorical Devices Worksheet

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
• identify the questions you will use to promote higher order thinking and understanding and encourage
discussion
Procedures Accommodations / Adaptations
1. I will greet the students as they walk into the room.
2. I will have student tell me if they have written research papers
before and if so what they were on. I will also ask them what they
 know about what someone uses to persuade them of something. The
students and I will then go over this information.
3. I will ask the students to get out their notebooks and we will go
over the Rhetorical Devices PPT.
4. After we complete the PPT I will ask the students if they are
confused about anything. I will answer any questions that they have
5. I will then have them fill out the identifying rhetorical devices
worksheet. The students will be able to use the notes they just took
to do so.
6. Towards the end of class, I will ask if this makes sense to the
students and some of their ideas on how they can add the devices
into their own papers.
7. I will collect their worksheets as they leave the room.
6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.