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Life in Focus – Grade 10
Lesson Summary:
Ohio Standards This lesson helps students continue to develop their writing skills.
Connection
Specific skills at composing focused, relevant statements and a
Writing Applications persuasive essay and designing a graphic image that holistically
represents a subject are developed in the lesson. Students create
Benchmark E a “life” focused statement for a presidential candidate (past or
Write a persuasive piece present) and make journal entries relevant to the same
that states a clear position,
includes relevant
presidential candidate’s traits. In addition, students design a
information and offers pictorial shield representing the presidential candidate’s life in
compelling evidence in the focus. Finally, each student composes a persuasive essay that
form of facts and details. draws conclusions about the presidential candidate’s
characteristics and speculates about why the candidate might
Indicator 5
Write persuasive
have won an election or will win one.
compositions that:
a. Support arguments Estimated Duration: Approximately four hours
with detailed evidence;
b. Exclude irrelevant
information.
Commentary:
Reading Process: Many U.S. presidents (and other elected officials) attain office
Concepts of Print, because of their strong leadership qualities or their heroic natures.
Comprehension In most cases, heroes and/or strong, positive role models tend to
Strategies and Self-
have admirable values and goals. Sometimes, they exhibited the
Monitoring Strategies
exactly the right qualities at exactly the right time.
Benchmark B
Demonstrate Here, students synthesize their knowledge by choosing pictorial
comprehension of print and representations of abstract concepts and composing persuasive
electronic text by essays about presidential candidates, past or present, which they
responding to questions admire.
(e.g., literal, inferential,
evaluative and “This lesson also promotes conscious focus on life values and
synthesizing).
personality traits, key educational and employability skills
through the examination of desirable qualities in others. Further,
Indicator 2
Answer literal, inferential, students summarize individual philosophies of life by creating
evaluative and synthesizing mottoes to represent the candidates. The lesson fits well in the
questions to demonstrate fall, as a pre-election activity, but also works after reading
comprehension of grade- nonfiction works such as biographical sketches, biographies,
appropriate print texts and
autobiographies and candidate speeches.”
electronic and visual
media.
Pre-Assessment:
Research Assign a present or past U.S presidential candidate to each
student or offer students a list of past and present presidential
Benchmark C
Organize information from candidates and allow them to choose one. Ask each student to
various resources and research his/her candidate as either a homework assignment or
select appropriate sources a school library assignment.
to support central ideas, Assess students’ knowledge of presidential values/
concepts and themes.
strengths/talents in general through classroom discussion and
questioning.
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Life in Focus – Grade 10
Indicator 4 Instructional Tips:
Evaluate and systematically Questioning could begin by the instructor asking, “What
organize important
information and select makes a good presidential candidate?” “What should a
appropriate sources to president be good at?” “What values would be important to a
support central ideas, president?” “Should a president have certain talents?”
concepts and themes. “Which ones?”
Ask students to brainstorm/write about a past or present
presidential candidate. They may list, web or free write about
their chosen subject. Instruct students to include
ideas/concepts they think were/are important to the chosen
candidates’ lives.
Assess students’ knowledge of mottoes and their importance
through discussion and questioning. Mottoes fall into the
category of slogans, catchwords or favorite sayings. Students
may be more familiar with product slogans, which may be a
good way to begin the motto part of the discussion.
Take them to the library or provide books to search for state
mottoes, city mottoes or military mottoes. Provide a list of
family/clan mottoes, including family crests, if possible.
Follow with a discussion of motto choice and significance.
Collect and retain any writing generated at this time for Day
Two and further writing.
Alternate/Additional (computer/Internet access) Pre-
Assessment:
Same as above pre-assessment, except:
Require that students conduct a presidential candidate
information search on Internet.
Assess students’ knowledge of computer/Internet use by
assigning the task of information retrieval about presidential
candidates from the Internet.
Assess students’ knowledge of clip art/JPEGs and textboxes
by questioning and by having students insert clip art/JPEGs
and textboxes into a word processing document page. Have
each student print a copy of one clip art or JPEG picture and
one textbox with wording or a label inserted into a word
processing document.
Scoring Guidelines:
Award class participation points.
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Life in Focus – Grade 10
Alternate/additional (computer/Internet access) Scoring Guidelines:
Score clip art and/or JPEG and textbox with wording or a label successfully inserted into a
MS Word document and printed using Shield Rubric, Attachment C, if appropriate.
Award class participation points.
Post-Assessment:
The persuasive essay assignment should include the persuasive essay and a completed Shield
Template, Attachment B with:
1. Six pictures or graphics,
2. A label for each picture or graphic explaining the concept the picture represents, and a
3. A student-generated motto for a presidential candidate.
Scoring Guidelines:
Use Attachment A, Persuasive Writing Rubric, Attachment A, for the final essay.
Use Attachment C, Shield Rubric, as a scoring guide for pictures, labels and motto on the Life in
Focus Shield Template.
Alternate/Additional (computer/Internet access) Post-Assessment:
Finished product should include the persuasive essay (typed) and a computer-generated Life in
Focus Shield document with:
1. Six (6) JPEGs (graphic format) or clip art pictures,
2. Textbox (a moveable, resizable container for text) label for each jpeg or clip art explaining
concept the picture represents and
3. Student-generated motto for presidential candidate.
Alternate/Additional (computer/Internet access) Post-Assessment Scoring Guidelines:
Use Attachment A, Writing Rubric, for the final essay.
Use Attachment C, Shield Rubric, as a scoring guide for pictures, labels and motto on the Life in
Focus shield.
Instructional Procedures:
Day One
1. Think, pair, share about heroes:
a. Distribute one colored index card to each student and announce you will collect the cards
before the end of class and award participation points.
b. Think: Ask each student to brainstorm about qualities the presidential candidate might
have that would make him/her a strong choice for the presidency. Base the brainstorming
upon the previously assigned research. (See pre-assessment.) Students should write one
or two qualities on one side of their cards.
c. Pair: Ask students to turn to someone near them to compare presidential qualities, and try
to come up with one or two more qualities together (still writing on only one side of the
colored card).
d. Share: Ask them to share original qualities and any new ones with the rest of the class.
Write (or ask students to write) these qualities on the board as you call on
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Life in Focus – Grade 10
random students. Qualities students might generate include courage, strength, fairness,
security, friendship, happiness, industriousness, reliability, health, organization, patience,
growth, humility, honesty, dependability, friendliness and physical attractiveness.
2. Lead discussion about what type of person society recognizes as a possible presidential
candidate and what values such a person might possess. Values students might generate
include family, religion, community pride/unity, generosity and faithfulness. Ask students to
write (on the blank side of the index card) additional concepts they personally find important
in their candidates.
3. A few minutes before the end of class, collect cards and award participation points.
Day Two
4. Begin by drawing four or five large rectangles on the board. These will serve as graphic
representations of paragraphs in an essay. Rectangles should be large enough to contain four
or more lines of writing.
5. Number the rectangles.
6. Label first and last rectangles “introduction” and “conclusion” respectively. Do not discuss
the first and last rectangles until later.
7. Ask students to think of friends, acquaintances or family members whom they admire, and to
think of why they admire them.
8. Ask five or six students to tell what qualities these people have that make them admirable.
9. Write the names and qualities of the people offered by the students on the board, but not in
the boxes, asking each contributing student to give a brief anecdote as to the person’s
particular quality. Aim for specifics without invading anyone’s privacy.
10. Tell the class that you are going to tell them a little about a friend, acquaintance or family
member of your own. Use the qualities written on the board. Create a name for the person or
the person’s actual name from your life.
11. Choose one or two of the qualities listed on the board and make up a story about your
character that demonstrates these qualities. Begin filling in the second rectangle by stating to
the class that you have an old friend who is so wonderful that everyone should know a person
like this.
Instructional Tip:
You might begin with….
My friend, Zelda, is one of the best friends a person could have. She always listens to my
troubles; she can make me laugh when I am feeling sad. One time, after another friend moved to
Chicago, I was sad. Zelda took me for coffee and listened to me talk about how I would miss my
other friend. Zelda reminded me how my friend would pretend to misunderstand what people
said and turn words around until they became other words. “Let’s go to the room” became
“Let’s go to the moon.” Before long, we were laughing. By
listening and helping me remember my other friend, Zelda helped me to laugh, and we
became even better friends.
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Life in Focus – Grade 10
12. Proceed to work with the other rectangles, except for the first and last. Continue to choose
ideas from the board for your stories or use your own. For each rectangle, you should have
two to three values/concepts and examples that apply to your main topic (such as Zelda in the
instructional tip).
When you have filled in all but the first and last rectangles, announce that you have just
finished putting information together for the body of a persuasive essay. Reiterate that the
aim of a persuasive essay is to convince the reader that what you believe is true.
13. Redistribute writing from the pre-assessment and index cards from the previous day.
Have students brainstorm/prewritten persuasive details for the body of their own essays.
14. Homework: Students prepare rough drafts of the body of their persuasive essays for the next
class.
Day Three
15. Introductory paragraph: In the example, the writer tries to convince the reader that Zelda is
one of the best friends that a person could have, so the introduction should reflect the same in
its thesis statement.
Instructional Tips:
Remind students the required thesis statement focuses the essay. It may appear anywhere in the
first paragraph. The student assignment introduction should discuss why the qualities or values
of the candidate would qualify him/her to be the best president at that time in history.
An example of a focus or thesis statement for the sample essay:
Zelda Brown is the best friend a person could ask for because of her sense of humor, her
compassion and her positive attitude.
An example for the student assignment:
Jesse Jackson was the best choice for president during the 1984 campaign year because he
believed all races and genders could work together to better the world, made himself available to
all groups of people who needed him and demonstrated a similar ability to work with other
countries around the world.
Explain to students that an introduction or thesis statement that includes three or more main
points logically focuses the argument into three supporting paragraphs.]
16. Concluding paragraph: A conclusion wraps the argument up or summarizes.
A persuasive essay concludes with the stand taken on the topic and often adds a look toward
the future or a call to action. If the individual student’s presidential candidate actually won
the election, the student could include that information as further evidence of the credibility
of the argument. If the individual’s candidate did not become president, the student might
want to offer opinions as to why. If the assignment precedes the actual election, students
might conclude by discussing why the candidate might or might not become president.
Instructional Tip:
Sample concluding statement for the example:
Friends might mean different things to different people, but her sense of humor, her compassion
and her positive attitude make Zelda Brown the very best friend of all.
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Life in Focus – Grade 10
For the student assignment:
Because he believed all races and genders could work together to better the world, made himself
available to all groups of people who needed him and demonstrated a similar ability to work
with other countries around the world, Jesse Jackson should have won the election for president
of the United States in 1984.
17. Redistribute writing from the pre-assessment and index cards from the previous day.
18. Have students brainstorm/prewritten about what introductory and concluding information
they will place in each of their introductory and concluding paragraphs.
19. Assign rough drafts of students’ introductory and concluding paragraphs as homework.
Day Four
Remind students of the previous day’s discussion of essay writing. Reiterate how their essay
assignment should focus on the candidates and values.
20. Spend time conferring with individual students.
21. Essays not completed in class may be completed at home for submission in the next class.
Instructional Tip:
With computer access, students compose their essays on computers using a word processing
program.
Day Five
23. Ask students to choose six key words from their essay.
24. Lead discussion about the concept of mottoes and their use.
25. Distribute handouts or use overheads to highlight state, city or military mottoes.
Instructional Tip:
Mottoes may be original or they may be taken from other mottoes or slogans. Examples
include “Tempus Fugit” (Time Flies), “Make Hay While the Sun Shines,” “Carpe Diem”
(Seize the Day) and “Live Long, Laugh Often.”
Day Five
26. Instruct students to create mottoes for their characters.
27. Handout individual copies of Life in Focus Shield Template, Attachment B.
28. Instruct students to search magazines and newspapers for pictures and words that represent
six key concepts taken from previous day’s writing session.
Alternate/Additional (computer/Internet access Instructional Procedures:
Instruct students to select six words which they deem important from their previously created
presidential candidate essay and statement.
Provide electronic copies of the Shield Template, Attachment B, for each student’s computer
(on diskette or on the school intranet).
Instruct students to find or to create mottoes that characterize or sum up the words chosen
and their characters’ beliefs.
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Life in Focus – Grade 10
Instruct students to search the word processing program or the Internet for pictures in the
form of clip art/JPEGs (graphic formats) or other suitable pictures to accompany six key
words that students have chosen from character Life in Focus Statement.
Tell students to save individual copies of this in personal intranet folders or on a diskette, in
case the hard copies are damaged or lost.
Instructional Tip:
Clip art may need to be formatted. See the specific word processing program for help.
Saving students’ projects in intranet folders or on diskettes helps if projects involve presentation
to the class. An LCD projector will enable an easy full-class display of presentation software
files.
Day Six
29. Continue work on mottoes as needed.
30. Instruct students to color any black and white pictures with colored pencils, crayons or other
media.
31. Have students submit essays and the shields.
Alternate/Additional (computer/Internet access) Instructional Procedures
Instruct students to open shield file saved from the previous day and to insert textboxes into
Life in Focus shields and to type in individual words (one per text-box) previously chosen
from the Life in Focus.
Remind students to save individual copies of this in personal intranet folders or on diskettes.
Ask students either to print copies of their shields with their own names on them, as well as
the name of their character and to save their shields to a separate common folder or diskette
for you to grade. See Attachment D, Shield Rubric.
Have students submit both the essay and the shield.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs to help all learners either meet the intent
of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified
indicator(s).
Assess students’ knowledge of Life in Focus concepts through questioning. Anticipate
individual needs for extra help by providing and discussing definitions before having
students create Life in Focus statements. Be alert to provide extra help on an individual basis
by walking from student to student during the activity.
Assess students’ knowledge of mottoes by questioning. Anticipate individual need for extra
help by providing and discussing definitions before having students create Life in Focus
Shields. Provide extra help during the activity.
Instruct students to choose or create mottoes for their respective presidential candidates.
Students who finish their assignment more quickly may wish to create Life in Focus mottoes
and shields for themselves, favorite television/movie characters and/or family members.
Students who finish quickly and require a challenge may wish to investigate famous slogans
used by presidential candidates. Ask these students why they think certain mottoes and/or
slogans are effective for campaigning.
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Life in Focus – Grade 10
Alternate/Additional (computer/Internet access) Differentiated Instructional Support:
Instruct students to type requested information about their character as requested. Team
students having keyboarding difficulties with students possessing keyboarding skills.
Students finishing quickly may wish to answer same questions about self or family members.
Students finishing quickly may wish to create personal and/or family mottoes.
Students seeking a greater challenge may prepare presentation software productions
encompassing essay and shield assignments.
Extensions:
You may wish to tie the idea of mottoes to historical or military figures, states or countries by
asking the students to research a certain person’s or group’s motto.
It may be interesting to have students create mottoes for different people in the news.
Students may wish to create posters or mobiles about their candidates.
Homework Options and Home Connections:
You may want to show copies of your school’s mission statement (or other institution-
focusing vehicle). Access these on the Internet. Many institutions also have mottoes and/or
slogans as well as mission statements. Discuss how a business institution’s motto is different
from its mission statement yet generally reflects a similar sentiment.
Involve business and industry. Ask a representative to talk with the class about the
importance of mottoes, slogans, and mission statements as a company focus.
Interdisciplinary Connections:
Mathematics
Data Analysis and Probability Standard
Benchmark: D. Find, use and interpret measures of center and spread, such as mean and
quartiles, and use those measures to compare and draw conclusions about sets of data.
Indicator: 4. Compare two sets of data using measures of center (mean, mode, median) and
measures of spread (range, quartiles, interquartile range, percentiles).
Number, Number Sense, and Operations Standard
Benchmark: G. Estimate, compute and solve problems involving real numbers, including ratio,
proportion and percent, and explain solutions.
Indicator: 6. Estimate, compute and solve problems involving rational numbers, including ratio,
proportion and percent, and judge the reasonableness of solutions.
Social Studies
Social Studies Skills and Methods Standard
Benchmark: B. Use data and evidence to support or refute a thesis.
Indicator: 3. Analyze one or more issues and present a persuasive argument to defend a
position.
Art
Historical, Cultural and Social Contexts Standard
Benchmark: D. Select a culture and create an original work of art that demonstrates
understanding of an historical, social or political issue of the culture.
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Life in Focus – Grade 10
Indicator: 6. Describe various sources (e.g. personal experience, imagination, interests,
everyday events and social issues) visual artists use to generate ideas for artworks.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of its
contents, by the Ohio Department of Education. The Ohio Department of Education does not
endorse any particular resource. The Web addresses listed are for a given site’s main page,
therefore, it may be necessary to search within that site to find the specific information required
for a given lesson. Please note that information published on the Internet changes over time,
therefore the links provided may no longer contain the specific information related to a given
lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: vocabulary list handout; overhead and transparencies of words
For the students: dictionary, encyclopedia, library/computer access, pen or pencil, scissors,
glue/tape, pictures, colored pencil/markers, copies of old magazines and
newspapers
Alternate/Additional (computer/Internet exercise) Materials and Resources:
For the teacher: vocabulary list handout, Internet access, LCD projector to show students how
to go to Internet sites and how to insert clip art
For the students: computer with Internet access and word processing program with clip art
insertion capabilities, printer
Instructional Tip:
Check district’s Acceptable Use Form (AUF) for search and use of clip art found on the Internet.
Vocabulary:
motto
principles
values
Computer/Internet access vocabulary:
clip art
diskette
folder (electronic)
Internet
intranet
JPEG
search engine
textbox
Web site
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Life in Focus – Grade 10
Research Connections:
Arter, Judith and Jay McTighe. Scoring Rubrics in the Classroom: Using Performance Criteria
for Assessing and Improving Student Performance. Thousand Oaks, Ca.: Corwin Press, 2001.
A holistic rubric gives a single score or rating for any entire product or performance based on an
overall impression of a student’s work Holistic rubrics work best for:
Judging simple products or performances;
Getting a quick snapshot of the overall quality or achievement;
Judging the impact of a product or performances.
Holistic rubrics however do not provide detailed analysis which helps plan instruction. An
analytical trait rubric divides a product or performance into essential traits or dimensions so they
can be judged separately – one analyzes a product or performance for essential traits. A separate
score is provided for each trait.
Analytical rubrics address some of the limitations of the holistic rubric. These manage to:
Judge complex performances involving several significant dimensions.
Break performances into traits in order to more readily grasp the components of quality.
Provide more specific feedback to students, parents and teachers.
Daniels, Harvey and Marilyn Bizar. Methods that Matter: Six Structures for Best Practice
Classrooms. Portland, Maine: Stenhouse Publishers, 2000.
Authentic experiences helps students develop real-world knowledge and skills and apply their
learning in ways that prepare them for careers and lives beyond school.
Fischer, U. “Learning Words from Context and Dictionaries: An Experimental Comparison.”
Applied Linguistics, 15 (1994): 551-574.
Targeted vocabulary words should be drawn from authentic experiences in reading and listening
where students encounter words in the context of language.
Attachments:
Attachment A, Persuasive Writing Rubric
Attachment B, Shield Template
Attachment C, Shield Rubric
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Life in Focus – Grade 10
Attachment A
Persuasive Writing Rubric
Name: ________________________ Class period: _______
Criteria 4 3 2 1 Points Earned
Position Clearly states and States and States position, but Omits statement of
Statement maintains position maintains position makes unclear position
Makes clear Makes somewhat references to the Fails to focus on
reference to the unclear reference topic topic
topic to the topic
Supporting Supports position Supports position Supports argument Provides evidence
Information with clear evidence with clear but with limited with little or no
Provides sufficient inadequate evidence relation to topic
evidence to sustain evidence
position
Sentence Uses correct Uses generally Fails to control Work pays little
Structure sentence structure correct sentence sentence structure attention to proper
structure Distracts reader sentence structure.
Includes some with frequent
awkward grammar errors
sentences
Punctuation Correctly Commits two or Commits four or Commits six or
and punctuates and three errors in five errors in more errors in
Capitalization capitalizes punctuation and/or punctuation and/or punctuation and/or
capitalization capitalization capitalization
Total
Teacher comments:
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Life in Focus – Grade 10
Attachment B
Shield Template
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Life in Focus – Grade 10
Attachment C
Shield Rubric
Name: ________________________ Class period: ____________
4 3 2 1 Points
Earned
Picture All pictures All pictures Some pictures Most
choice clearly generally generally relate pictures
represent relate to to abstract show no
abstract abstract concept relationship
concept concept to
abstract
concepts
Pictures All present, One picture Little color, No color,
colorful, missing or out poor picture poor
proportionate of place, choice and picture
colorful and poor or choice and
some pictures awkward some
are picture pictures are
proportionate placement missing.
All labels are One label Poor font Font and
Picture present, easy to missing or out choice and text are
labels read and of place, easy awkward text confusing
proportionate to read and placement or too
some text out difficult to
of proportion read and
font size is
poor
Motto Well-chosen Adequate Questionable Motto is
with regard to motto choice, motto choice, confusing
other focus easy to read and motto or difficult
words, easy to and possibly placement to read and
read and too long or unbalanced or the font is
proportionate too short awkward too large or
too small
Total
Teacher comments:
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