Description
After researching multimedia in the classroom incorporate three different technology-based instructional tools to support the mini-unit you are developing.
After incorporating technology-based instructional tools within your mini-unit, provide a rationale for your technology choices. In a 250-500-word summary, explain how each technology piece is aligned to the objectives and is appropriate and engaging for the students.
GCU College of Education
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name: Ann S. Fisher
Grade Level: 8th
Unit/Subject: ELA
Title of Unit and Brief Summary:
Day 1: Analyze the Information- The student will analyze the purpose of information presented in diverse media (e.g., visually,
personal communication, periodicals, social media).
Day 2: Information Identification-The students will be presented a variety of television commercials and different formats (e.g.,
visually, personal communication, periodicals, social media) that they must identify the motive behind it.
Day 3: Evaluation Information- The students will devise a persuasive reason upon the evaluation of the motives and purpose of the
information gathered.
Classroom and Student Factors/Grouping:
The classroom setting will be depended upon the factors that the student will be grouped according to the special needs and gifted
abilities. I have decided to group the students into three groups namely the ELLs, students with special needs and student with gifted
abilities. Ideally, these factors will require a careful approach in the techniques used in teaching and assessing the students. The reason
for grouping this way is to be able to create a learning environment that best suits each group to ensure that there are progressing in
the right direction.
© 2019. Grand Canyon University. All Rights Reserved.
National/State
Learning Standards
Day 1
Louisiana State Standard: SL.8.2
Day 2
Louisiana State Standard: SL.8.2
Day 3
Louisiana State Standard: SL.8.2
Analyze the reason why information
given in diverse media (e.g., visually,
personal communication, periodicals,
social media).
Analyze the reason why information
given in diverse media (e.g., visually,
personal communication, periodicals,
social media).
Recognize the reasons behind
information given in diverse media
and formats (e.g., visually, personal
communication, periodicals, social
media).
Assess the reasons and intent behind
information given in diverse media
and format for persuasive reasons.
Analyze the reason why information
given in diverse media (e.g., visually,
personal communication, periodicals,
social media).
Recognize the reasons behind
information given in diverse media and
formats (e.g., visually, personal
communication, periodicals, social
media).
Assess the reasons and intent behind
information given in diverse media and
format for persuasive reasons.
The learner will analyze the reason to
why the information was presented in
media and other formats. (e.g.,
visually, quantitatively, orally) and
assess the reasons (e.g., social,
commercial, political) that brought
about the presentation.
The following vocabulary will be
discussed at the beginning of each
class period by using the smartboard,
notetaking, and worksheets.
The learner will analyze the reason to
why the information was presented in
media and other formats. (e.g.,
visually, quantitatively, orally) and
assess the reasons (e.g., social,
commercial, political) that brought
about the presentation.
The following vocabulary will be
discussed at the beginning of each
class period by using the smartboard,
notetaking, and worksheets.
The learner will analyze the reason to
why the information was presented in
media and other formats. (e.g., visually,
quantitatively, orally) and assess the
reasons (e.g., social, commercial,
political) that brought about the
presentation.
The following vocabulary will be
discussed at the beginning of each class
period by using the smartboard,
notetaking, and worksheets.
Persuasion – to influence a person’s
attitude or thought towards the means
of a dispute or reasoning
Persuasive text – any writing,
argument, discussion, or review which
a point of view seeks the approval of
the reader/viewer
Main Idea – the essential thought of a
subject in a part of writing
Supporting evidence – the vital part
of evidence that is important to the
information
Author’s position – what the author
thinks about (opinion) of the subject
Fact – information that can be proven
true
Opinion – what a person thinks about a
subject
Recognize the reasons behind
information given in diverse media
and formats (e.g., visually, personal
communication, periodicals, social
media).
Assess the reasons and intent behind
information given in diverse media
and format for persuasive reasons.
Specific Learning
Target(s)/Objectives
Academic Language
© 2019. Grand Canyon University. All Rights Reserved
Unit Resources,
Materials, Equipment,
and Technology
Depth of Knowledge
Lesson Questions
Pen or pencil, Markers
Paper, Worksheets
Dry erase board and markers
Smartboard
Essay
Graphic Organizers
PowerPoint
“What does persuasion mean?”
“What should you keep in mind when
a person is trying to persuade you?”
Pen or pencil, Markers
Paper, Worksheets
Dry erase board and markers
Smartboard
Essay
Graphic Organizers
PowerPoint
Who is the audience for these
advertisements? What makes an
advertisement appealing or not
appealing?
Pen or pencil, Markers
Paper, Worksheets
Dry erase board and markers
Smartboard
Essay
Graphic Organizers
PowerPoint
What in the commercial or advertisement
persuaded the audience? Should a person
always believe what a commercial is
saying? Why or why not?
Day 2
Introduce students to some different
devices that advertisers use to hold an
audience: Visual Imagery, Verbal
Cues, and The “Everyone Else Has It,
What About You” Saying.
Do this through visuals on the
smartboard, teacher made handouts,
and have them retell in their own
words or examples.
Day 3
Choose an advertisement to use on the
Smartboard. Use the colored highlight
tool to visually show the examples of the
designated audience, verbal clues and
images.
Do this through visuals on the
smartboard, teacher made handouts, and
have them retell in their own words or
examples.
Section 2: Instructional Planning
Anticipatory Set
Day 1
Discuss with students the concept and
purpose of persuasive writing. Retell
that an effective persuasive writing
consists of a specific viewer/listener, an
understood purpose, supportive
motives, and convincing word choices.
Do this through visuals on the
smartboard, teacher made handouts, and
have them retell in their own words or
examples.
Presentation of Content
Multiple Means of
Representation
Content will be presented by using the
Smartboard and the YouTube video
https://www.youtube.com/watch?v=IZ9CL4phPk
Also, Students below grade level, ELL
students and LD will be provided easy
to read material, easier vocabulary and
Content will be presented by using
the Smartboard and the YouTube
video ttps://www.youtube.com/watch
?v=-IZ9CL4phPk
Also, Students below grade level,
ELL students and LD will be
provided easy to read material, easier
© 2019. Grand Canyon University. All Rights Reserved
Content will be presented by using the
Smartboard and the YouTube video
https://www.youtube.com/watch?v=IZ9CL4phPk
Also, Students below grade level, ELL
students and LD will be provided easy to
read material, easier vocabulary and
Multiple Means of
Representation
Differentiation
accommodations/modifications will be
made accessible. Students above grade
level will be provide materials with
advanced vocabulary. Vocabulary will
be discussed at the beginning of each
class period.
Early finishers are the ones who need
supplementary support and resources.
They will be provided with extra
research, advanced vocabulary and the
opportunity to peer assist.
vocabulary and accommodations and
modifications will be made
accessible. Students above grade level
will be provide materials with
advanced vocabulary. Vocabulary
will be discussed at the beginning of
each class period.
Early finishers are the ones who need
supplementary support and resources.
They will be provided with extra
research, advanced vocabulary and
the opportunity to peer assist.
accommodations/modifications will be
made accessible. Students above grade
level will be provide materials with
advanced vocabulary. Vocabulary will
be discussed at the beginning of each
class period.
Early finishers are the ones who need
supplementary support and resources.
They will be provided with extra
research, advanced vocabulary and the
opportunity to peer assist.
Differentiation of groups are as
followed:
Group A Above Grade Level pamphlet
based on the text that shows what the
author point of view on the subject,
Group B Grade Level slideshow, and
Group C Below Level, LD and ELL
poster.
Differentiation of groups are as
followed:
Group A Above Grade Level
pamphlet based on the text that shows
what the author point of view on the
subject, Group B Grade Level
slideshow, and Group C Below Level,
LD and ELL poster.
Differentiation of groups are as
followed:
Group A Above Grade Level pamphlet
based on the text that shows what the
author point of view on the subject,
Group B Grade Level slideshow, and
Group C Below Level, LD and ELL
poster.
Early Finishers activity is to plan a trip
to an amusement park of their choice.
Research must be done for the cost of
admission to the amusement park,
parking, food, and rentals. Student will
also need to research a bundle package
to verify if it is a better deal.
Early Finishers activity is to plan a
trip to an amusement park of their
choice. Research must be done for the
cost of admission to the amusement
park, parking, food, and rentals.
Student will also need to research a
bundle package to verify if it is a
better deal.
Early Finishers activity is to plan a trip to
an amusement park of their choice.
Research must be done for the cost of
admission to the amusement park,
parking, food, and rentals. Student will
also need to research a bundle package to
verify if it is a better deal.
Application of Content
Multiple Means of
Engagement
Students will select an advertisement
from a magazine, internet,
or select a television commercial.
Students will read/watch the
advertisement and create a visual.
Students will select an advertisement
from a magazine, internet,
or select a television commercial.
Students will read/watch the
advertisement and create a visual.
© 2019. Grand Canyon University. All Rights Reserved
Students will select an advertisement
from a magazine, internet,
or select a television commercial.
Students will read/watch the
advertisement and create a visual.
Multiple Means of
Engagement
Differentiation
I will write down vocabulary and ask
the students to read aloud.
I will use online assignments such as
quizlet, studystack, or kahoots for
students to apply what they have
learned.
Below grade level, ELL and LD
students, will have additional
assistance. These students will be able
to work with a teacher for additional
assistance with putting together their
project. They will also be able to use
technology for their learning
disabilities. They will be able to use
their technology to help them pick
different things that they want to use for
their advertisement poster or Group C
students can also use graphic organizer
to help them put their projects together
and keep track of their ideas. The use
of technology with accommodations
and modifications that student will have
accessible to help put their presentations
together.
I will write down vocabulary and ask
the students to read aloud.
I will use online assignments such as
quizlet, studystack, or kahoots for
students to apply what they have
learned.
Group B students that are on grade
level will be able to work in groups
and they can choose to listen to audio
files or look for different types of
advertisements. They can look for
pictures online or go through
magazines to help them figure things
out what they would like to use in
their presentations. They can use
graphic organizers to help them map
out their ideas as they are putting
them together.
I will write down vocabulary and ask the
students to read aloud.
I will use online assignments such as
quizlet, studystack, or kahoots for
students to apply what they have learned.
Above grade level students will be able
to use technology and software to help
them create a presentation. They will be
able to design their own graphics as well
as put music to actually create an
advertisement. They will be able to get
as creative as they like and put things
together and present to the class. They
can add subtitles for students who have
an English language barrier or who need
additional help to understand the
language.
Group A students will also be able to
look into interactive presentations that
they can use to work with their peers.
Assessment of Content
Multiple Means of
Expression
The posters/visuals students make are to
describe the persuasive text/video they
have read/watched. This assessment
will be a summative one in which
students will be graded by using a
rubric. The rubric will be handed out in
advance, so student have a chance to
review/ gather materials for
presentation. A rubric will be given at
the beginning of the week and graded at
The posters/visuals students make are
to describe the persuasive text/video
they have read/watched. This
assessment will be a summative one
in which students will be graded by
using a rubric. The rubric will be
handed out in advance, so student
have a chance to review/ gather
materials for presentation. A rubric
will be given at the beginning of the
© 2019. Grand Canyon University. All Rights Reserved
The posters/visuals students make are to
describe the persuasive text/video they
have read/watched. This assessment will
be a summative one in which students
will be graded by using a rubric. The
rubric will be handed out in advance, so
student have a chance to review/ gather
materials for presentation. A rubric will
be given at the beginning of the week
and graded at the end. Their
the end. Their understanding of the skill
of recognizing persuasion will be
apparent in their visual representations
of the persuasive text.
Multiple Means of
Expression
Differentiation
Group C has the option to choose the
appropriate way they would like to
express themselves. They will be able
to give a verbal presentation, or they
can choose to create a conversation
using technology accompanying the
poster. So in essence they can give an
oral or written presentation or with
technology they can do both.
Students present things differently so
giving them options allows them to
work with what makes them
comfortable.
week and graded at the end. Their
understanding of the skill of
recognizing persuasion will be
apparent in their visual
representations of the persuasive text.
Group B will be able to choose
between an oral or written
presentation. They will have the
option to use technology or they can
create a visual assignment using
posters. This gives them a little more
to choose from and work with as they
are preparing to do their work.
Students present things differently so
giving them options allows them to
work with what makes them
comfortable.
understanding of the skill of recognizing
persuasion will be apparent in their
visual representations of the persuasive
text.
Group A will be able to choose from an
oral, written, or visual presentation.
They can also choose to do an interactive
presentation with the class using
technology and software. Students are
able to allow their peers to interact with
their project as they are working on it.
Students present things differently so
giving them options allows them to work
with what makes them comfortable.
Extension Activity and/or Homework
Students can continue working on their
projects at home depending on the
materials they have access to. Students
may take home magazines to look for
advertisements or look through
advertisements that they have at home
and decide that they want to use in their
projects.
Students can continue working on
their projects at home depending on
the materials they have access to.
Students may take home magazines to
look for advertisements or look
through advertisements that they have
at home and decide that they want to
use in their projects.
© 2019. Grand Canyon University. All Rights Reserved
Students can continue working on their
projects at home depending on the
materials they have access to. Students
may take home magazines to look for
advertisements or look through
advertisements that they have at home
and decide that they want to use in their
projects.
Purchase answer to see full
attachment
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name: Ann S. Fisher
Grade Level: 8th
Unit/Subject: ELA
Title of Unit and Brief Summary:
Day 1: Analyze the Information- The student will analyze the purpose of information presented in diverse media (e.g., visually,
personal communication, periodicals, social media).
Day 2: Information Identification-The students will be presented a variety of television commercials and different formats (e.g.,
visually, personal communication, periodicals, social media) that they must identify the motive behind it.
Day 3: Evaluation Information- The students will devise a persuasive reason upon the evaluation of the motives and purpose of the
information gathered.
Classroom and Student Factors/Grouping:
The classroom setting will be depended upon the factors that the student will be grouped according to the special needs and gifted
abilities. I have decided to group the students into three groups namely the ELLs, students with special needs and student with gifted
abilities. Ideally, these factors will require a careful approach in the techniques used in teaching and assessing the students. The reason
for grouping this way is to be able to create a learning environment that best suits each group to ensure that there are progressing in
the right direction.
© 2019. Grand Canyon University. All Rights Reserved.
National/State
Learning Standards
Day 1
Louisiana State Standard: SL.8.2
Day 2
Louisiana State Standard: SL.8.2
Day 3
Louisiana State Standard: SL.8.2
Analyze the reason why information
given in diverse media (e.g., visually,
personal communication, periodicals,
social media).
Analyze the reason why information
given in diverse media (e.g., visually,
personal communication, periodicals,
social media).
Recognize the reasons behind
information given in diverse media
and formats (e.g., visually, personal
communication, periodicals, social
media).
Assess the reasons and intent behind
information given in diverse media
and format for persuasive reasons.
Analyze the reason why information
given in diverse media (e.g., visually,
personal communication, periodicals,
social media).
Recognize the reasons behind
information given in diverse media and
formats (e.g., visually, personal
communication, periodicals, social
media).
Assess the reasons and intent behind
information given in diverse media and
format for persuasive reasons.
The learner will analyze the reason to
why the information was presented in
media and other formats. (e.g.,
visually, quantitatively, orally) and
assess the reasons (e.g., social,
commercial, political) that brought
about the presentation.
The following vocabulary will be
discussed at the beginning of each
class period by using the smartboard,
notetaking, and worksheets.
The learner will analyze the reason to
why the information was presented in
media and other formats. (e.g.,
visually, quantitatively, orally) and
assess the reasons (e.g., social,
commercial, political) that brought
about the presentation.
The following vocabulary will be
discussed at the beginning of each
class period by using the smartboard,
notetaking, and worksheets.
The learner will analyze the reason to
why the information was presented in
media and other formats. (e.g., visually,
quantitatively, orally) and assess the
reasons (e.g., social, commercial,
political) that brought about the
presentation.
The following vocabulary will be
discussed at the beginning of each class
period by using the smartboard,
notetaking, and worksheets.
Persuasion – to influence a person’s
attitude or thought towards the means
of a dispute or reasoning
Persuasive text – any writing,
argument, discussion, or review which
a point of view seeks the approval of
the reader/viewer
Main Idea – the essential thought of a
subject in a part of writing
Supporting evidence – the vital part
of evidence that is important to the
information
Author’s position – what the author
thinks about (opinion) of the subject
Fact – information that can be proven
true
Opinion – what a person thinks about a
subject
Recognize the reasons behind
information given in diverse media
and formats (e.g., visually, personal
communication, periodicals, social
media).
Assess the reasons and intent behind
information given in diverse media
and format for persuasive reasons.
Specific Learning
Target(s)/Objectives
Academic Language
© 2019. Grand Canyon University. All Rights Reserved
Unit Resources,
Materials, Equipment,
and Technology
Depth of Knowledge
Lesson Questions
Pen or pencil, Markers
Paper, Worksheets
Dry erase board and markers
Smartboard
Essay
Graphic Organizers
PowerPoint
“What does persuasion mean?”
“What should you keep in mind when
a person is trying to persuade you?”
Pen or pencil, Markers
Paper, Worksheets
Dry erase board and markers
Smartboard
Essay
Graphic Organizers
PowerPoint
Who is the audience for these
advertisements? What makes an
advertisement appealing or not
appealing?
Pen or pencil, Markers
Paper, Worksheets
Dry erase board and markers
Smartboard
Essay
Graphic Organizers
PowerPoint
What in the commercial or advertisement
persuaded the audience? Should a person
always believe what a commercial is
saying? Why or why not?
Day 2
Introduce students to some different
devices that advertisers use to hold an
audience: Visual Imagery, Verbal
Cues, and The “Everyone Else Has It,
What About You” Saying.
Do this through visuals on the
smartboard, teacher made handouts,
and have them retell in their own
words or examples.
Day 3
Choose an advertisement to use on the
Smartboard. Use the colored highlight
tool to visually show the examples of the
designated audience, verbal clues and
images.
Do this through visuals on the
smartboard, teacher made handouts, and
have them retell in their own words or
examples.
Section 2: Instructional Planning
Anticipatory Set
Day 1
Discuss with students the concept and
purpose of persuasive writing. Retell
that an effective persuasive writing
consists of a specific viewer/listener, an
understood purpose, supportive
motives, and convincing word choices.
Do this through visuals on the
smartboard, teacher made handouts, and
have them retell in their own words or
examples.
Presentation of Content
Multiple Means of
Representation
Content will be presented by using the
Smartboard and the YouTube video
https://www.youtube.com/watch?v=IZ9CL4phPk
Also, Students below grade level, ELL
students and LD will be provided easy
to read material, easier vocabulary and
Content will be presented by using
the Smartboard and the YouTube
video ttps://www.youtube.com/watch
?v=-IZ9CL4phPk
Also, Students below grade level,
ELL students and LD will be
provided easy to read material, easier
© 2019. Grand Canyon University. All Rights Reserved
Content will be presented by using the
Smartboard and the YouTube video
https://www.youtube.com/watch?v=IZ9CL4phPk
Also, Students below grade level, ELL
students and LD will be provided easy to
read material, easier vocabulary and
Multiple Means of
Representation
Differentiation
accommodations/modifications will be
made accessible. Students above grade
level will be provide materials with
advanced vocabulary. Vocabulary will
be discussed at the beginning of each
class period.
Early finishers are the ones who need
supplementary support and resources.
They will be provided with extra
research, advanced vocabulary and the
opportunity to peer assist.
vocabulary and accommodations and
modifications will be made
accessible. Students above grade level
will be provide materials with
advanced vocabulary. Vocabulary
will be discussed at the beginning of
each class period.
Early finishers are the ones who need
supplementary support and resources.
They will be provided with extra
research, advanced vocabulary and
the opportunity to peer assist.
accommodations/modifications will be
made accessible. Students above grade
level will be provide materials with
advanced vocabulary. Vocabulary will
be discussed at the beginning of each
class period.
Early finishers are the ones who need
supplementary support and resources.
They will be provided with extra
research, advanced vocabulary and the
opportunity to peer assist.
Differentiation of groups are as
followed:
Group A Above Grade Level pamphlet
based on the text that shows what the
author point of view on the subject,
Group B Grade Level slideshow, and
Group C Below Level, LD and ELL
poster.
Differentiation of groups are as
followed:
Group A Above Grade Level
pamphlet based on the text that shows
what the author point of view on the
subject, Group B Grade Level
slideshow, and Group C Below Level,
LD and ELL poster.
Differentiation of groups are as
followed:
Group A Above Grade Level pamphlet
based on the text that shows what the
author point of view on the subject,
Group B Grade Level slideshow, and
Group C Below Level, LD and ELL
poster.
Early Finishers activity is to plan a trip
to an amusement park of their choice.
Research must be done for the cost of
admission to the amusement park,
parking, food, and rentals. Student will
also need to research a bundle package
to verify if it is a better deal.
Early Finishers activity is to plan a
trip to an amusement park of their
choice. Research must be done for the
cost of admission to the amusement
park, parking, food, and rentals.
Student will also need to research a
bundle package to verify if it is a
better deal.
Early Finishers activity is to plan a trip to
an amusement park of their choice.
Research must be done for the cost of
admission to the amusement park,
parking, food, and rentals. Student will
also need to research a bundle package to
verify if it is a better deal.
Application of Content
Multiple Means of
Engagement
Students will select an advertisement
from a magazine, internet,
or select a television commercial.
Students will read/watch the
advertisement and create a visual.
Students will select an advertisement
from a magazine, internet,
or select a television commercial.
Students will read/watch the
advertisement and create a visual.
© 2019. Grand Canyon University. All Rights Reserved
Students will select an advertisement
from a magazine, internet,
or select a television commercial.
Students will read/watch the
advertisement and create a visual.
Multiple Means of
Engagement
Differentiation
I will write down vocabulary and ask
the students to read aloud.
I will use online assignments such as
quizlet, studystack, or kahoots for
students to apply what they have
learned.
Below grade level, ELL and LD
students, will have additional
assistance. These students will be able
to work with a teacher for additional
assistance with putting together their
project. They will also be able to use
technology for their learning
disabilities. They will be able to use
their technology to help them pick
different things that they want to use for
their advertisement poster or Group C
students can also use graphic organizer
to help them put their projects together
and keep track of their ideas. The use
of technology with accommodations
and modifications that student will have
accessible to help put their presentations
together.
I will write down vocabulary and ask
the students to read aloud.
I will use online assignments such as
quizlet, studystack, or kahoots for
students to apply what they have
learned.
Group B students that are on grade
level will be able to work in groups
and they can choose to listen to audio
files or look for different types of
advertisements. They can look for
pictures online or go through
magazines to help them figure things
out what they would like to use in
their presentations. They can use
graphic organizers to help them map
out their ideas as they are putting
them together.
I will write down vocabulary and ask the
students to read aloud.
I will use online assignments such as
quizlet, studystack, or kahoots for
students to apply what they have learned.
Above grade level students will be able
to use technology and software to help
them create a presentation. They will be
able to design their own graphics as well
as put music to actually create an
advertisement. They will be able to get
as creative as they like and put things
together and present to the class. They
can add subtitles for students who have
an English language barrier or who need
additional help to understand the
language.
Group A students will also be able to
look into interactive presentations that
they can use to work with their peers.
Assessment of Content
Multiple Means of
Expression
The posters/visuals students make are to
describe the persuasive text/video they
have read/watched. This assessment
will be a summative one in which
students will be graded by using a
rubric. The rubric will be handed out in
advance, so student have a chance to
review/ gather materials for
presentation. A rubric will be given at
the beginning of the week and graded at
The posters/visuals students make are
to describe the persuasive text/video
they have read/watched. This
assessment will be a summative one
in which students will be graded by
using a rubric. The rubric will be
handed out in advance, so student
have a chance to review/ gather
materials for presentation. A rubric
will be given at the beginning of the
© 2019. Grand Canyon University. All Rights Reserved
The posters/visuals students make are to
describe the persuasive text/video they
have read/watched. This assessment will
be a summative one in which students
will be graded by using a rubric. The
rubric will be handed out in advance, so
student have a chance to review/ gather
materials for presentation. A rubric will
be given at the beginning of the week
and graded at the end. Their
the end. Their understanding of the skill
of recognizing persuasion will be
apparent in their visual representations
of the persuasive text.
Multiple Means of
Expression
Differentiation
Group C has the option to choose the
appropriate way they would like to
express themselves. They will be able
to give a verbal presentation, or they
can choose to create a conversation
using technology accompanying the
poster. So in essence they can give an
oral or written presentation or with
technology they can do both.
Students present things differently so
giving them options allows them to
work with what makes them
comfortable.
week and graded at the end. Their
understanding of the skill of
recognizing persuasion will be
apparent in their visual
representations of the persuasive text.
Group B will be able to choose
between an oral or written
presentation. They will have the
option to use technology or they can
create a visual assignment using
posters. This gives them a little more
to choose from and work with as they
are preparing to do their work.
Students present things differently so
giving them options allows them to
work with what makes them
comfortable.
understanding of the skill of recognizing
persuasion will be apparent in their
visual representations of the persuasive
text.
Group A will be able to choose from an
oral, written, or visual presentation.
They can also choose to do an interactive
presentation with the class using
technology and software. Students are
able to allow their peers to interact with
their project as they are working on it.
Students present things differently so
giving them options allows them to work
with what makes them comfortable.
Extension Activity and/or Homework
Students can continue working on their
projects at home depending on the
materials they have access to. Students
may take home magazines to look for
advertisements or look through
advertisements that they have at home
and decide that they want to use in their
projects.
Students can continue working on
their projects at home depending on
the materials they have access to.
Students may take home magazines to
look for advertisements or look
through advertisements that they have
at home and decide that they want to
use in their projects.
© 2019. Grand Canyon University. All Rights Reserved
Students can continue working on their
projects at home depending on the
materials they have access to. Students
may take home magazines to look for
advertisements or look through
advertisements that they have at home
and decide that they want to use in their
projects.
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