Example 1
Example 1
Example 1
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Do you agree with the reactions by Congress Members Chu and Wu? Senator Yee? Once<br />
again, before I have students share their reactions to the class, I will have them first<br />
discuss their thoughts in groups. With the students’ reactions fresh in their minds and<br />
desire to take action, I will introduce the prompt for their persuasive letters and also<br />
provide them with my sample letter and the rubric that I will be using to grade their letters.<br />
Building off of day one, day two provides the students the context and background<br />
knowledge to write effective persuasive letters.<br />
The final day of the learning segment will also begin with a review of the previous two days<br />
as students reflect upon what they have learned. To better help students understand their<br />
assignment, we will review my sample letter and rubric and have the students identify my<br />
position, two arguments and counterargument in my letter. From there, we will review the<br />
prompt once again and then to help students write their letters, I want them to discuss in<br />
their groups some possible arguments they would give to persuade Rush Limbaugh to<br />
apologize and some counterarguments Limbaugh would give for not wanting to apologize.<br />
As a class, we will create a T-Chart of possible arguments and counterarguments students<br />
could write in their letters. Finally, to take a stand and empower themselves and others,<br />
students will write their persuasive letters. Over the course of the three lessons, they are<br />
building upon another as the lessons develop the students academic language in<br />
preparation for their composition of the persuasive letters. By beginning the learning<br />
segment with a discussion of bilingualism and discrimination, the lesson not only sets the<br />
foundation for students to take a stand, but also allows them to use the academic language<br />
in the small group and whole class discussions. From there the students listen to the audio<br />
clips and with the previous discussions in mind, they will be able to think critically about the<br />
situation and have some tools to take a stand. To complete the task, students will be given<br />
the prompt, sample letter and rubric to see and understand what is expected of them. By<br />
reviewing the prompt, sample letter and rubrics, students will understand the components<br />
of a persuasive letter and use that knowledge to write their own.<br />
(REQUIRED) 4.<br />
4. Given the description of students that you provided in Task 1.Context for Learning, how<br />
do your choices of instructional strategies, materials, technology, and the sequence of<br />
learning tasks reflect your students backgrounds, interests, and needs? Be specific about<br />
how your knowledge of your students informed the lesson plans, such as the choice of text<br />
or materials used in lessons, how groups were formed or structured, using student learning<br />
or experiences (in or out of school) as a resource, or structuring new or deeper learning to<br />
take advantage of specific student strengths. (TPEs 4,6,7,8,9)<br />
To take advantage of my students’ backgrounds, interests, and needs as I plan the learning<br />
segment, I am focusing on two things: 1) They are mainly English learners and 2) They<br />
come from impoverished neighborhoods. Given the fact that there are a lot of English<br />
learners, I know that they will be able to relate to Language Discrimination Scenarios and<br />
be outraged when they hear the audio clip of Rush Limbaugh mocking the Chinese<br />
language. Additionally, given the classroom environment and level of respect the students<br />
have developed for one another, the English only students will also be able to relate in<br />
regards to discrimination as English only students or seeing the negative treatment of their<br />
bilingual classmates. Coming from an impoverished communities mean that many of the<br />
students have limited opportunities and experiences. Furthermore, in regards to making<br />
decisions in their lives, they have even less say because their parents tell them what to eat,<br />
where, do, etc. and at school, their options are limited as well. As a result, I want to<br />
provide my students with the opportunity to feel empowered and feel like they have the<br />
voice to change what they feel is wrong. Thus, over the course of the three lessons, I will