teach.docx SPD “ 200 Step-by-Step Teaching and Learning What is the lesson™s object

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teach.docx SPD “ 200 Step-by-Step Teaching and Learning What is the lesson™s objective? Is it measurable and observable? If not, how could the objective be rewritten to be measurable and ob... servable? Provide the grade level and academic subject area for the lesson, along with the corresponding academic standards. The lessons purpose is to describe Ethos, Pathos, and Logos. They will then apply it with 80% accuracy into their own argumentative essay. The students will start the unit by analyzing arguments for effective rhetorical devices such as ethos, pathos, and logos. It is important to provide a clear rubric so that objectives are also met so that students know what they need to do in order to achieve this. The academic Level for this is 9th grade students who have a 5th grade writing level in writing ability. Is whole group instruction utilized in the lesson? If not, how can whole group instruction be incorporated into the lesson? Is small group instruction utilized If not, how could it be incorporated? How could a co-teacher be utilized during instruction? There is whole group and small group engagements in order to achieve the goal of understanding the lesson altogether. The classes is divided up and given different assignments to speak in front of the class while creating an argument. The co- teacher could manage the groups to make sure they achieve the goal of what is asked and that way when they go up to speak, they are confident in what they are saying to. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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