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Okay guys, after Michele's wonderful intro to WIKIs - I thought I would try it for our lesson study lesson. Here goes. ..

I tried to cut and paste the other document in here. The format did not sustain its cyber travel completely - but it's a start.


 * Author: Michele, Haiken, Michelle Tobias, Peter Gouveia || Course: Speech & Debate ||
 * Date: 03/03/11 || Grade Level: 7th/8th grade Elective Class ||
 * Unit Topic: Developing A Persuasive Speech || Lesson: Identifying Salient Information and Choosing Valid Resources ||

Rationale: The purpose of this differentiated exercise is to facilitate students’ understandings of saliency. By providing students with the skills to do independent research, we hope to facilitate the development of critical thinking, ownership for learning, self-reliance, and intrinsic motivation in our students. Specifically in this lesson students are going to be able to select valid, reliable and trustworthy support material for their persuasive speech from articles provided by the teacher.

Resources Needed:

(See works cited page) Articles NoteSheets

Objectives (KUDoS) By the end of this lesson, students should:

KNOW:
 * Saliency = the most important, relevant information
 * <span style="font-family: Georgia,serif;">Self-reliance = depending on one’s self


 * <span style="font-family: Georgia,serif;">The steps to composing a persuasive speech (Prior Lesson)
 * <span style="font-family: Georgia,serif;">Types of supporting evidence include: testimony, statisitic, fact, and example (Prior lesson reinforced in this lesson)

<span style="font-family: Georgia,serif;">UNDERSTAND:
 * <span style="font-family: Georgia,serif;">The importance of supporting an idea with ample examples of valid evidence
 * <span style="font-family: Georgia,serif;">The importance of skimming information to filter the most important facts
 * <span style="font-family: Georgia,serif;">How to check the validity of a source

<span style="font-family: Georgia,serif;">DO:
 * <span style="font-family: Georgia,serif;">Analyze the saliency of information
 * <span style="font-family: Georgia,serif;">Skim articles to identify relevant details to support a thesis
 * <span style="font-family: Georgia,serif;">Locate a valid resource from the internet

<span style="font-family: Georgia,serif;">Essential Questions:
 * 1) <span style="font-family: Georgia,serif;">How can you tell if a resource contains valid information?
 * 2) <span style="font-family: Georgia,serif;">How can you determine the saliency of information?


 * <span style="font-family: Georgia,serif;">Background Knowledge and Prior Lessons: **

<span style="font-family: Georgia,serif;">Students have been taught the elements of persuasive. Students understand that persuasion is the way of changing, reinforcing, or creating attitudes and behavior. The purpose of a speech to persuade is to change, create, or reinforce attitudes or bahvior.

<span style="font-family: Georgia,serif;">Students have participated in various lessons and activities to help understand and practice the elements of a persuasive speech. Students have viewed examples of persuasive speeches from popular movies, for example, //A Few Good Men// and //Wall Street// (1987)'s Greed is Good Speech. In addition, students viewed Barbara Jordan's 1974 Congressional speech regarding Nixon's impeachment.

<span style="font-family: Georgia,serif;">Attached are copies of the smart board lessons and handouts provided by the teacher for additional background knowledge and information.

<span style="font-family: Georgia,serif;">Prior to today's lesson, students have recieved their persuasive speech topics, addressed whatis necessary to include in the intro and body paragraphs of a persusaive speech, and had a lesson about the different types of support material necessary to establish proof and credibility in a persusasive speech.

<span style="font-family: Georgia,serif;">Smartboard lessons below:



<span style="font-family: Georgia,serif;">PROCEDURES

<span style="font-family: Georgia,serif;">Anticipatory Set: DO NOW:

<span style="font-family: Georgia,serif;">How do you know if information you've been told is valid? How do you know what to believe?

<span style="font-family: Georgia,serif;">Write your response on the post-it notes and post your response on the SmartBoard.

<span style="font-family: Georgia,serif;">Teacher will read some of student responses with the large class. Questions to further discussion and student thinking: <span style="font-family: Georgia,serif;">"When researching a topic, how do you know if the information you find is valid?"

<span style="font-family: Georgia,serif;">Based on students responses students shared and recorded on the smart board, students will engage in the station activity.


 * <span style="font-family: Georgia,serif;">Instructional Activity: Station Activity **

<span style="font-family: Georgia,serif;">I. Students will travel to three different stations, in order to find evidence to support the supplied thesis. Each station will have an article, video or website for the students to draw out support material (evidence, testimony, statistics, etc). Students will complete a support material research chart as they evaluate each piece of evidence. In addition, students will assess the validity and benefits of each station. The articles of information have already been selected by the teacher.



<span style="font-family: Georgia,serif;">Selected Articles, Videos & Websites:

<span style="font-family: Georgia,serif;">Source 1 - Mulitiple copies posted on the chalk board and larger for students to read through. <span style="font-family: Georgia,serif;">[|Does Video Game Violence Make Teens Aggressive?]

<span style="font-family: Georgia,serif;">Source 2 - Mulitiple copies posted on the chalk board and larger for students to read through. <span style="font-family: Georgia,serif;">[|Could Violent Video Games Reduce Rather Than Increase Violence?]

<span style="font-family: Georgia,serif;">Souce 3 - Multiple copies posted on the white board for students to read. We will also make the copies larger <span style="font-family: Georgia,serif;">[|Video Game Violence Harmful to the Brain]

<span style="font-family: Georgia,serif;">Source 4 - "The Video Game Revolution" <span style="font-family: Georgia,serif;">[|Video Game Revolution] - The two computers in the classroom will post this website for students to read through the myths about video games. The article was written by a MIT professor debunking the myths about video game violence

<span style="font-family: Georgia,serif;">Source 5 - This article has no specific information on video game violence but is about the teenage brain. This article is being used to see if students can decifer that this article has no specific connection to the thesis. <span style="font-family: Georgia,serif;">Parade Magazine's Inside the Teenage Brain []

<span style="font-family: Georgia,serif;">Source 6 - Another Online resource for students to scroll through (two computer will post this source). It addresses both the pros and cons of video games. There are many statistics and additional links on the website. <span style="font-family: Georgia,serif;">[|Violent Video Game Debate]

<span style="font-family: Georgia,serif;">Source 7 - Onion Network Video <span style="font-family: Georgia,serif;">[]

<span style="font-family: Georgia,serif;">II. After students have had the opportunity to find support material examples from the various stations, students will find a partner who utilized the same sources to discuss and confirm their findings.

<span style="font-family: Georgia,serif;">III. In large class discussion reflect on student findings.

<span style="font-family: Georgia,serif;">Questions for teacher to ask:

//<span style="font-family: Georgia,serif;">Which research sources were beneficial to finding support material? How do you know? // //<span style="font-family: Georgia,serif;">Did any one find invalid research? What lead you to conclude it was invalid? //

<span style="font-family: Georgia,serif;">IV. One the back of students' research charts they are to list three ways to validate a resource (exit slip).

<span style="font-family: Georgia,serif;">[Possible student responses: proper citations, confirmed experts and credentials, information confirmed in additional resources, information can be proven, connects with background knowledge and common sense.]