9th Grade Rhetorical Devices & Kindergarten Sight Words Lesson Plan

This assignment features two lesson plans designed for different grade levels and subjects. The first lesson plan focuses on teaching 9th-grade students about rhetorical devices (Pathos, Ethos, and Logos) in argumentative writing within a special education/resource setting. It incorporates group instruction, technology (YouTube, TED Talks, Lexile Analyzer), and strategies for students with special needs like dyslexia, utilizing Universal Design for Learning principles. The second lesson plan targets kindergarten students, aiming to improve their sight word recognition (am, it, -at family). It details group activities, required materials, and specific interventions for students with Individualized Education Programs (IEPs), also employing Universal Design for Learning principles to enhance learning and engagement. This document is available on Desklib, a platform offering a range of study tools and resources for students.

Running head: MANAGEMENT 1
Management

MANAGEMENT 2
Table of Contents
Rhetorical Devices Lesson Plan......................................................................................................3
Lesson Objectives........................................................................................................................3
Utilization of Group Instruction..................................................................................................3
Technology utilized.....................................................................................................................3
Strategy for students with special needs......................................................................................3
Universal Design for Learning....................................................................................................3
Sight Words Guided Reading Lesson Plan......................................................................................4
Lesson Objectives........................................................................................................................4
Utilization of Group Instruction..................................................................................................4
Technology utilized.....................................................................................................................4
Strategy for students with special needs......................................................................................4
Universal Design for Learning....................................................................................................5
References........................................................................................................................................6

MANAGEMENT 3
Rhetorical Devices Lesson Plan
Lesson Objectives
The objective of the lesson is to make students of 9th grade to analyse argumentative
writing using Pathos, Ethos, and Logos. Pathos refers to evoking the emotions already present in
a person. Ethos refers to a person’s set of beliefs, ideas and their social behaviours. Logos refer
to the rationale behind an argument or justification (Ting, 2018). The objective is to apply 80%
of any of the rhetorical devices into the argumentative essay. The subject area is Instructional
ELA (Special Education/Resource) (GCU College of Education, 2019b).
Utilization of Group Instruction
The group comprises of eight students; three boys and five girls. The group instruction
provided are utilized in the lesson as they all worked in pairs, followed the group instruction and
completed the assigned independent tasks efficiently.
Technology utilized
The students will be needing stationeries such as pens, pencils, notebooks and other
writing materials during the lesson activities. The teachers will require to use the internet during
the lesson plan. Various YouTube videos, TED Talk videos and Lexile Analyzer will be
required. These videos will introduce the concepts of Ethos, Pathos and Logos to the students.
Strategy for students with special needs
A student with special needs such as Dyslexia will be taught the lesson in a different
manner from that of the other students. Since the class is of special education instructional ELA,
the strategy for students with dyslexia will be to give an ease of conducting research on the
lesson. The students can be given within specific examples of rhetorical devices that should be
used in their writing. At times, when the vocabulary gets difficult, students can be reminded of
the rhetorical examples to be used.
Universal Design for Learning
The students learning during the lesson will be assessed through the Universal Design for
Learning that will provide them with an opportunity to increase their knowledge and student

MANAGEMENT 4
success (Black, Weinberg & Brodwin, 2015). The two principles that will be incorporated into
the lesson are Providing Multiple Means of Representation and Providing Multiple Means of
Engagement. Multiple Means of Representation presents the information and content in a
different manner. Multiple Means of Engagement refers to stimulate the interest of students to
learn more and in a better way (GCU College of Education, 2019b).
Sight Words Guided Reading Lesson Plan
Lesson Objectives
The lesson objective is to help kindergarten students identify high frequency words from
the am, it, and the -at family. This will help the students to let them read the sight words with
90% accuracy. The students will be able to write the sight words with 90% accuracy. The
students will be able to sight ‘am’ and ‘it’ properly. The target of the lesson will be to make
students identify the sight words with at least 80% accuracy (GCU College of Education, 2019a).
Utilization of Group Instruction
The group comprised of 21 students out of which 3 had Individualised Education
Programs. The teachers ensured that the instructions of the group activity were being followed
by the students during the lesson plan.
Technology utilized
There were various stationeries and materials required to complete the group activity and
the lesson plan. Resources like reading books, erasers, pens, paper, and individual books for the
students, picture charts, cards, magnet letters, and letter charts will be used to make the students
understand the lesson.
Strategy for students with special needs
Students with special needs will be helped to know the familiar objects first (Sousa,
2016). This will help them to make connections with the objects. Teachers can help these
students by use of model vocabulary and let them take time to learn the words. Teachers can help
them doing simple things like cutting pictures and pasting them, repeat the words to make them
connect with the words. These small activities can help in their brain development in the initial
stages itself (Tomporowski, Lambourne & Okumura, 2011).

MANAGEMENT 5
Universal Design for Learning
The Universal Design for learning utilized during the lesson plan is Multiple Means of
Representation and Multiple Means of Expression. In the Multiple Means of Representations, the
focus would be to focus on making students learn high frequency words with greater fluency.
The support will be provided to students with special needs and different course materials for
different groups will be provided. The students will be observed by way of informal observations
and let the students independently work on the projects (GCU College of Education, 2019a).

MANAGEMENT 6
References
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and
instruction: Perspectives of students with disabilities in higher education. Exceptionality
Education International, 25(2), 1-16.
GCU College of Education. (2019a). Sight Words Guided Reading Lesson Plan. Grand Canyon
University.
GCU College of Education. (2019b). Rhetorical Devices Lesson Plan. Grand Canyon University.
Sousa, D. A. (2016). How the special needs brain learns. 3rd ed. California, United States of
America: Corwin Press.
Ting, S. H. (2018). Ethos, Logos and Pathos in University Students’ Informal Requests. GEMA
Online® Journal of Language Studies, 18(1).
Tomporowski, P. D., Lambourne, K., & Okumura, M. S. (2011). Physical activity interventions
and children's mental function: an introduction and overview. Preventive medicine, 52,
S3-S9.