Strategy/ Lesson Application Template

LESSON INFORMATION
Your Name: Mara Zornes
Grade Level/Subject: 3rd Grade/ Language Arts
Name of Lesson: The Art of Persuasion
Strategy Used in Lesson: Ideation/SCAMPER
Length of Time Required for Completion of Entire Lesson: 50
Materials Needed:
Video: Great Kid Inventions! [The Ellen Show] link: https://youtu.be/29x0McUSpyM
SCAMPER Checklist or guide for students (Graphic Organizer)
Read aloud: I Wanna Iguana by Karen Kaufman Orloff
Persuasive Language Anchor Chart Chart Paper and Markers
Overview of Lesson:
Students will be given the following problem: Our classroom is too messy, and we are
always so busy learning. So, we need a new and unique invention that will help us keep
our classroom clean.
Students will blueprint an invention that solves the problem by creating a detailed and
very descriptive diagram of an original invention that they have created. Students will
use the SCAMPER/ ideation strategy to develop ideas and blueprint this invention.
Students will then write a persuasive paragraph or advertisement for their invention.
Students may use create posters, songs, skits, or poems in addition to their persuasive
paragraph or advertisement.
What is the purpose of this lesson?
The purpose of this lesson is to teach students creative thinking strategies for idea
development, help students understand persuasive language, and understand the
concepts of authors purpose and intended audience.

LESSON OBJECTIVES
As a result of this lesson, students will
KNOW:
The components of a persuasive paragraph
Persuasion and argument

 Difference between relevant and irrelevant reasons/facts/

support/examples
Opinion/position
Reason(s)
Evidence (e.g., examples, facts)

UNDERSTAND:
The language that authors use influences the way a reader thinks or feels about
the topic
Good persuasive writers address the needs of the audience and build an
argument to support a clear opinion/position.
Good authors use model/examples texts to guide them as they compose their
own persuasive pieces.
BE ABLE TO DO:
- Effectively generate creative ideas
- Generate new ideas and perspectives
- Identify an issue or a topic
- Develop an opinion or position
- Sort and select reasons based on facts, examples, and evidence
- Include an appropriate variety of reasons and evidence that support the opinion
- Address the needs of the audience
- Organize writing
STEPS IN LESSON * (provide detailed information on all the steps involved in this
lesson leading up to and following the use of the strategy. Please provide enough detail
in this section so that if I were substituting in your classroom, I could conduct the lesson
from this document.)
Mini Lesson Topic
Connection

Explicit Instruction

Generating creative ideas for persuasive writing

Last time in our readers workshop, we learned authors write for a specific
purpose: to persuade, inform, or entertain the reader, and as a reader, it
helps us better understand what we read when we can identify that purpose.
This time, we are going to act as writers and learn how to be more
persuasive with our writing by focusing on creative and original ideas and
using persuasive language.
Today Im going to teach you how to generate a variety of different creative
and original ideas.
View the video: Great Kid Inventions! [The Ellen Show]- pause the video
after viewing the first invention that is a bed and also a game table.
Watch me use this checklist to understand the original and creative ideas
behind this invention. Create this chart on chart paper. Think aloud as you
describe the ideas behind the invention in the video.
SCAMPER

Substitute
Combine

Guided Practice

Independent Practice

What can I substitute?

How can I combine one idea with
other activities?
Adapt
How can I adapt someone elses
idea or something that already
exists?
Magnify or Minify?
What can I magnify or put more
emphasis on? What can I minify
in order to make more compact or
accessible?
Put to other uses?
What materials, objects, or ideas
can I transform to use in a new
way?
ELIMINATE
What can I eliminate and how can
I simplify my invention?
Rearrange
How can I change, reorder, or
reverse materials and ideas?
Next, model for students how to use the chart to write a persuasive essay
about the invention from the video a bed that is also a game table. Be sure
to highlight how to use each category from the chart and highlight it as a
selling point.
Read Aloud: I Wanna Iguana by Karen Kaufman Orloff
With students help, create an anchor chart of persuasive language, i.e.,
should, need, want, best, amazing, etc.
Now lets try it out with a partner. Choose a pet and generate ideas about
why you need that pet and how it can help your family. Complete the graphic
organizer with your partner to describe your pet. For example, if you had a
dog, it could be a substitute for a sibling by playing with you and going for
walks. You could Combine walking your dog and getting more exercise. You
could adapt by turning your old playhouse in the backyard into a dog house.

Students will create their inventions to solve the problem of keeping the
classroom clean. Encourage students to visualize their machine and make a
list of all the cleaning needs in the classroom before they begin creating.
Students should draw a blueprint or a diagram, being sure to label all of the
essentials parts of their machine. They should use the checklist for
generating original ideas, which will help them write a persuasive paragraph.
Remind students to use the persuasive language anchor chart for additional
help.

Group Wrap Up

Transform the classroom into a boardroom. Students must present their

inventions to the board (their classmates) and read their persuasive
paragraph or advertisement. Diagrams and advertisements will be placed
around the room with a number rather than the students name. Students will
participate in a gallery walk to view all inventions. Next, students will be
given an anonymous ballet where they will vote for their top three invention
choices. Choices will be tallied and the top 3 class choices will be
announced.
As a wrap up, Ask: How did the use of this checklist help you to generate
original and creative ideas? Will you use this again on your own? Can you
think of another time when this checklist may be helpful?

REFLECTION ON APPROPRIATENESS OF LESSON FOR GIFTED LEARNERS

(complete this section if you tried this lesson out in your classroom)
How is the above lesson appropriate for gifted students? What qualities of appropriate
curriculum and instruction for gifted students does this lesson follow, and where in your
lesson do you see these qualities?
I believe this lesson is appropriate for gifted students because it incorporates creative
and critical thinking components, STEM components, and elements of choice and
acting as a professional. Students were given a real world problem and asked to solve
it by developing original and creative ideas of their own, which they shared with their
classmates in a real life setting and situation, a boardroom.
In your estimation, did this lesson provide both rigor and joy for those students who
engaged in it? Where in the lesson were these qualities most evident (that is, what parts
did students find most challenging, and which parts engaged them most?)
This lesson provided rigor because students were asked to think in a novel way and to
develop as many original ideas as possible. I find that developing ideas or generating
ideas is often difficult for gifted students because of striving for perfection or being too
hard on themselves. This lesson helped students to resist the urge to criticize their own
ideas, as well as those of others (Karnes & Bean, 2015, p.353). This lesson provided
necessary rigor and experience with generating creative ideas. This lesson also
provided joy because it was a safe environment for students to experiment with and
share their inventions and ideas with others, and the students really seemed to enjoy
thinking out of the box and thinking creatively to develop these inventions.
Why did you choose to use the strategy that you used in this lesson plan?
I chose this strategy because creative thinking is difficult for my students, even though
they are very creative thinkers. Some of this stems from the fact that they are afraid to
fail or afraid to be wrong. These students like to play it safe and go with ideas and
concepts they know and are familiar with. This strategy helped them to generate a
greater variety of original ideas. After experimenting with these ideas for a bit in a safe
environment, they realized that they truly were creative thinkers and it was fun for them
to think about things from different angles and in novel ways (p. 354).
Which students in your class responded best to this lesson? Describe their responses,
and why you believe this lesson was a good fit for each one.
The students that responded best to this lesson were students who always play it safe
or have difficulty generating ideas or with written expression. I have one student who
was recently diagnosed with Autism Spectrum Disorder, more specifically, Aspergers.
This student is a very creative writer after he is able to get started; however, getting
started is very difficult, and then he is only able to generate a minimum of 1 to 2 ideas. It
is often very emotional and frustrating for both of us. This student loved this activity. He
was able to produce so many possible ideas. According to the text, sometimes even
one persons silly idea will spark a creative idea in another (p.353). I found this to be

very true, especially from this student. All of my students were using each other for
inspiration, and it was fun to see them discussing and bouncing ideas off each other.
Was there a student in your classroom who had a particularly difficult time with this
lesson? If so, what might you do in the future to tweak this lesson for other students
like this one to make it more appropriate for him or her?
None of my students seemed to have a particularly difficult time with this lesson;
however, I would like to tweak this lesson in the future by immersing students and
providing them with more and a variety of persuasive writing examples. The persuasive
language was the trickiest part of the lesson. Including a wider variety of examples and
mentor texts would be very beneficial for students to grasp the concept.
General reflection on the lesson: (that is, howd it go, howd you like teaching it, how did
the strategy fit in, what would you change, would you use this strategy again, etc.)
Overall, this lesson went very well. Students really enjoyed the board room aspect of
the lesson. They even made suggestions for next year, such as allowing students to
wear suits and ties and dress fancy. Students created visuals, skits, and made props
that went along with their sales pitch. They seemed to really enjoy the lesson and the
energy in the room was contagious. I feel that the strategy fit in very well in helping
students develop and think about their inventions and its selling points, and I would
definitely use it again. It really seemed to highlight the main points of the lesson that I
was trying to teach.

Evaluation Criteria for Strategy Applications/Lessons

This lesson plan

___ uses a strategy for gifted learners appropriately (that is, it combines the strategy
with high-level content). 10 points
___ is cohesivethat is, it is clear that all of the learning activities described in the
lesson would result in students knowing, understanding, and being able to do the lesson
objectives outlined at the beginning of the lesson. 10 points
___ is detailed enough so that a competent substitute teacher with appropriate content
knowledge of your area would be able to teach your class from this lesson plan. 10
points
___ reflects an understanding of the principles of appropriate learning experiences for
gifted learners.20 points
___ provides evidence, in the reflection piece, of the appropriateness of the learning
experiences outlined in the lesson plan for gifted learners (that is, you have made clear
and explicit the link between specific activities in the lesson plan and why they are
appropriate for your gifted learners). 30 points
___ provides learning experiences that are potentially both rigorous and joyful for the
population of students for whom its meant. That is, it combines purposeful, high-level
content with learning experiences designed to engage and interest students. 20 points
___ reflection piece responds in detail to the questions provided in the reflection section
of the assignment. 30 points

General Comments on Strategy Application:

Points Earned for this submission:

/130