Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Rhetorical Analysis Graphic Organizers

Content Area: ELA
Grade Level(s): 7th Grade

Content Standard Addressed: ELAGSE7SL3: Delineate a speaker’s argument and specific claims, evaluating
the soundness of the reasoning and the relevance and sufficiency of the evidence.

Technology Standard Addressed: 1.3 Knowledge Constructor: Students critically curate a variety of
resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Selected Technology Tool: Bubbl.us

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Bubbl.us provides a wonderful platform of UDL. Through this tool, students can create visual
representations of their own information. This will benefit students who are visual learners. The lesson
provides options for recruiting interest. This would provide multiple means of engagement for students.
Through multiple means of representation, students are provided options for perception, comprehension,
and language and symbols. All of these aspects can be seen while students are creating their Bubbl.us. Lastly,
this assignment provides multiple means of action and expression. This can be seen when students are
provided physical action. By using Bubbl.us, the teacher is optimizing the student’s access to tools and
assistive technology. The overall lesson supports each aspect of the UDL framework.
Lesson idea implementation:
The standard is focused on the speaker’s specific claims and reasonings of a given argument. For this
activity, students will create a mind map on Rhetorical Analysis. This will allow students to deeper understand
the elements that go into argumentative writing. To introduce the project, the teacher will introduce the
topic of argumentative writing. He/she will then introduce the topic of sustainability. Students will consider
how sustainability is seen within their everyday lives. They will be provided with a list of options that they will
choose to write about. They will argue for their cause using each aspect of rhetorical strategies.
Students will create a Bubbl.us on their topic. Within their Bubbl.us, students will include the definition of
ethos, logos, and pathos. After they complete this, they will include examples of each Rhetorical Strategy that
relates to their topic they have chosen. They will use this resource for when they write their paper on
sustainably. The teacher will provide an example of what their Bubbl.us should look like. They will have the
remainder of class to start their Bubbl.us and must finish their research for homework. They will turn in their
finished product on Google Classroom for the teacher to assess. From Google Classroom, teachers can leave
specific feedback on the student’s work. Bubbl.us provides a way for student learning to become
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 Beyond-the-Basic Productivity Tools (BBPT)
differentiated. Students will be able to include the use of videos, picture, and websites within their work.
Also, students will be free to choose their own topic that best fits their interests. Through the differentiation
of content, product, and overall effect, students will take their learning to a whole other level when creating
their argumentative piece. To conclude the lesson, students will get into groups based on their chosen topics
and share their Bubbl.us mind maps.

Reflective Practice:
After creating this assignment, I feel very good about the overall lesson. I believe that this is a very
impactful lesson for student learning. Students can begin to gain interest in prevalent issues that are
embedded in society. The purpose of education is to prepare students to become model citizens in society.
Within this assignment, students are gaining interest in sustainability issues and learning how to advocate for
relevant solutions. To further extend this lesson, the students will write an argumentative essay based on a
solution to their sustainability issue. Other technology tools that could be used for this assignment could be
any other form of BBPT. The teachers and students could use tools like Popplet and Padlet to discuss
Rhetorical Strategies as well.

Spring 2018_SJB