1. What is the lessons objective? Is it measurable and observable? If not, how could the objective be rewritten to be measurable and observable? Provide the grade level and academic subject area for the lesson, along with the corresponding academic standards
The goal states: "Understudies will figure out how to distinguish pathos, ethos, and logos as rhetorical devices and afterward apply one with 80% exactness into their very own contentious paper." (GCU2019). It would be effectively detectable per the target of having understudies review the exercises in a paper within any event with 80% precision in data about pathos, ethos, and logos. Be that as it may, it might require an all clearer rubric to guarantee that the goal is met and understudies realize what they need to appear so as to show their comprehension of the terms. It is for 9th-grade Instructional ELA (Special Education/Resource) to show understudies "Compose contentions to bolster guarantees in an investigation of substantive themes or messages, utilizing legitimate thinking and significant what's more, adequate proof." (GCU2019)
2. 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?
Whole groups and little groups are used in the exercise with different various commitments also, assignments. With various assignments, the understudies must separate in various estimated gatherings and compose contentions to talk about before the class. The co-educator could help guarantee understudies are remaining focused on the exercise just as guide banter gatherings while hypothetical contentions are being made.
3. What technology might be incorporated to increase student engagement during lesson activities?
The instructor is good at including ...