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Amanda Benson | ACP CF-1 | November 10, 2015

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Welcome to

English 1302:

Composition and Rhetoric

Assignments: My name is Amanda Ben

Daily Work (20) 20% and I’l be your professo
Journals (15) 15%
Peer Review 5% Phone: 832-588-0059
Essay 1: 10% Meeting Times:
Essay 2: 10% Online through D2L
Essay 3: 15% Office Hours: Mon.
Essay 4: 15% & Thurs. 12-3pm
Participation 10%
Email: Amanda.R.Benson@lonestar

“Either write something worth rea
something worth writing.” –Benjam

You’l need:

c II*

nson

or!

r.edu Late Work: Full letter grade reduction for each day;
daily work cannot be made up
ading, or do Withdrawing: It is your responsibility to withdraw. See
min Franklin course calendar for last day to drop and receive a “W”
Word Count: Assignments that do not meet the
minimum word count will receive an automatic zero
Plagiarism: Presenting someone else’s ideas as your
own; plagiarism will NOT be tolerated in this course
Netiquette: This is a professional environment; use
proper language

*See complete syllabus under “Handouts”



BOPPPS LESSON PLAN

COURSE: English 1302
Lesson Title: Critical Thinking

Bridge: Because this also happens to be the first lesson of this class, I set the stage by discussing the importance of being able to write well in the real world.
Many students enter writing classes with the idea that they won’t need writing skills in their lives after college and start off with the mindset that all they need
to do is pass the course. I attempt to change this mindset right away with this bridge.

BLOOM QUESTION: (COMPREHENSION) What are some reasons why you think that good writing skills will not be necessary in your life after college?

First, I offer some of the most common arguments that students come up with as to why they won’t need writing skills (spellcheckers, grammar-proofing
software, not necessary for particular career, etc.). Then, I follow up with reasons why these arguments aren’t true (spellcheckers not reliable, resumes and
memos, humans are social beings, etc.). I end the bridge by telling the students that we just used the process of critical thinking, which (hopefully) comes off
as surprising and helps to pique their interest.

Because I teach online, this bridge is accomplished through the introduction in the video lesson where I both present the arguments and provide the reasons
against them. However, if this was a face-to-face class, students could be asked to write their reasons on the board and the instructor could follow up with
similar counterarguments. I believe this bridge captures the learners’ interest because it applies directly to their lives and shows how writing skills are
necessary in just about every career choice possible and because stating at the end that we just used critical thinking is somewhat shocking.

Estimated time: 2.5 minutes of video (allow up to 5 minutes for face-to-face class)
Course Student Learning Outcome:

Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.

Learning Objectives: By the end of this lesson, students will be able to
1. Analyze a variety of persuasive texts for the ethical and logical use of evidence using critical thinking. (ANALYZE)
2. Apply this skill to real-world scenarios (APPLICATION)

Pre-Assessment: At the end of the previous week’s lesson (which is really just an introduction to the class), students will be asked to participate in an online
discussion that answers the following prompt:
In about 150 words, answer the following question: What is critical thinking?

Estimated time: 10 minutes
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

1 Hour Present lesson through the use of: Students read Chapter 1: “Critical Thinking” and Chapter 2: 1. Textbook: Current Issues
10 mins NEW TECHNOLOGY: PowerPoint Video Lesson “Critical Reading” to prepare for the lesson and fill out the and Enduring Questions by
Introduces several necessary steps of critical thinking Reading Guide (Student Preparation Activity) to prepare for Sylvan Barnet and Hugo
30 mins on top of what they’ve already learned from the book the discussion. Bedau
including becoming a skeptic, heuristic thinking, Reading guide asks: BLOOM QUESTION: (COMPREHENSION) 2. Reading Guide
researching, analyzing and evaluating evidence, and What is the author’s thesis? 1. Video Lesson
finally, coming up with a conclusion. Encourages Students watch the video from home. Knowledge that they 2. Computer
students to apply to real-world examples such as gain from this video will be applied to remaining
written texts, political topics, and other everyday assignments. 1. Computer
arguments.
Present online discussion question Students will participate in an online discussion that applies
the knowledge that they gained from the readings/video
and works with the Reading Guide that they’ve already
completed by responding to this prompt.

Post-assessment: Students will complete a short quiz that assesses whether or not they have learned the material.
Estimated time: 15 mins
Summary: CAT: At the end of the lesson, students will write a journal entry that responds to this prompt.

Estimated time: 15 mins

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Reading Guide

Read chapters 1 and 2 of Current Issues and Enduring Questions. Chapter 2 includes an argumentative essay entitled “Why the Pledge of Allegiance Should be Revised.” As you
read this essay, fill in the chart below to help you prepare for this week’s discussion by first writing down the thesis or main idea. Then, make a list of the arguments that the author
uses to support his or her thesis. Finally, after viewing this week’s video lesson, use the process of critical thinking to analyze the effectiveness of each argument based on whether
or not it is logical, ethical, and fact-based

Essay: “Why the Pledge of Allegiance Should be Revised”

Thesis:

Arguments Effectiveness

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.

Critical Thinking Discussion

Let’s think about critical thinking!

Careful critical thinking can help a writer to develop a strong argument. In the same way, clumsy critical thinking (or a lack thereof)
may cause a writer to develop a weak argument.

After reading chapters 1 & 2 in full, take a second look at the student essay entitled Why the Pledge of Allegiance Should Be
Revised (pp. 56-9) and perform a critical analysis of the argument. Be specific by referring back to the text throughout your
analysis. After posting, check out some of your classmates’ responses as well.

1. First, identify the thesis (main idea) of the essay. Consider what (topic), why (purpose), and to whom (audience) the author is
arguing. (BLOOM QUESTION: COMPREHENSION)

2. Next, list the main arguments the author gives to support his or her claim. Are they strong or weak? Why? (BLOOM QUESTION:
ANALYSIS)

3. Does the author include sufficient counterarguments? If so, what are they? (BLOOM QUESTION- COMPREHENSION)
4. Overall, is the author’s argument convincing? (BLOOM QUESTION- APPLICATION)
5. How could this argument be improved? (BLOOM QUESTION- SYTHESIS)

Quiz

1. What type of evidence is the following excerpt from an argumentative essay? (BLOOM QUESTION- KNOWLEDGE)
According to Dr. Shaw, the drug is “safe, effective, and gentle on the stomach” (392).

a. Authoritative testimony

b. Statistic

c. Example (real)

d. Example (hypothetical)

2. A lawyer uses a picture of the bloodied body of a teenage girl to help persuade the jury to prosecute the defendant in a
courtroom. What type of appeal is being used here? (BLOOM QUESTION- KNOWLEDGE)

a. Ethos

b. Pathos

c. Logos

d. Personal
3. Imagine you’ve joined a voluntary organization to help save a nearby forest from being demolished to build a new

neighborhood. What are three arguments that you could use to persuade your mayor to prevent the forest from being destroyed?
(BLOOM QUESTION: SYNTHESIS)

4. In at least 150 words, determine whether the following is a valid argument and give reasons to support your answer. (BLOOM
QUESTION: EVALUATION)

Because he is an adulterer, Mr. Smith is not fit to be your new President.

Journal

What’d you learn this week?

Look back at this week’s readings, videos, and daily assignments and talk a little bit about what you learned. In a sense, teach the
lesson back to me. Also consider how you might be able to apply this information to your own life outside of this class.

Journals should be at least 300 words (about a page) and use proper MLA formatting. Journals that do not meet these two
requirements will not be accepted. Turn your journal in to this dropbox when you are finished.

By the end of this lesson, students will be able to…
1. Analyze a variety of persuasive texts for the ethical and logical use of evidence
by using critical thinking (analyze) and
2. Apply this skill to real-world scenarios (application).

1. What type of evidence is the following excerpt from an argumentative essay?
(Knowledge)

According to Dr. Shaw, the drug is “safe, effective, and gentle on the
stomach” (392).
a. Authoritative testimony
b. Statistic
c. Example (real)
d. Example (hypothetical)
2. A lawyer uses a picture of the bloodied body of a teenage girl to help persuade
the jury to prosecute the defendant in a courtroom. What type of appeal is being
used here? (Knowledge)
a. Ethos
b. Pathos
c. Logos
d. Personal
3. Imagine you’ve joined a voluntary organization to help save a nearby forest from
being demolished to build a new neighborhood. What are three arguments that you
could use to persuade your mayor to prevent the forest from being destroyed?
(Synthesis)
4. In at least 150 words, determine whether the following is a valid argument and
give reasons to support your answer. (Evaluation)
Because he is an adulterer, Mr. Smith is not fit to be your new President.

Criteria Level 5 Level 4 Level 3 Level 2 Level 1
1.5 points 1 point 0.5 points

2 points

Quality of Clearly and Clearly responds to Responds to Poorly responds to 0 points
Post exceptionally prompt. Points are prompt, but is off- prompt or is very No Response.
responds to prompt. understandable, but topic or does not off-topic. Points are
Points are well- further explanation follow directions in very difficult to
articulated and or detail is needed some places. Points understand.
understandable. in some places. are somewhat Includes
Rich in content. Full Includes substantial difficult to clarify. rudimentary or
of thought, insight, information. It is Includes generally superficial
and analysis. clear that some competent information. Offers
thought, insight, and information that is very little thought,
analysis has taken sometimes thin and insight, or analysis
place. commonplace. and appears
rushed

Grammar, 2 points 1.5 points 1 point 0.5 points
Spelling,
0 points

and Very few Several Excessive
grammatical, grammatical, grammatical,
Mechanics No grammatical, spelling, and/or spelling, and/or spelling, and/or No response.
spelling, or mechanical errors mechanical errors mechanical errors
(1-2). (3-5). (6+).
mechanical errors.
1.5 points

2 points 0.5 points

Post is just under 1 point

Word the minimum word Post is well under 0 points
Count the minimum word
count (by 10 words count (by 11-20
Content words).
Post meets the or less) Post is very short
1 point
minimum word count OR and is far from
and is of an
reaching the No response.
appropriate length minimum word
for the particular Post is excessively
assignment. lengthy and count (by 21 words
exceeds the
or more).

minimum word

count by a great

deal.

2 points 1.5 points 0.5 points 0 points

It is evident that the No response.
learner has read the
material, but has
not reflected on it in

It is evident that the It is evident that the any depth. The It is not evident that
learner has read and learner has read the post is clearly tied the learner has
reflected upon the material, but the to what s/he has read the material,
assigned readings reflection read, but does not indicating a lack of
prior to and analysis is not go beyond preparation prior to
posting. Comments of the quality that is the required reading posting. Comments
made or quality of evident in Level 5. material. Comments made or quality of
writing indicate an Comments made or made or quality of writing does not
understanding of the quality of writing writing indicates indicate familiarity
major concepts indicates that the that the student with the readings or
studied. student only struggles to major concepts
somewhat understand the studied.
understands the major concepts
major concepts studied.

studied

0.5 points

2 points 1.5 points 1 point Responses offer

Responses offer little to no advice,
below average
advice, suggestions, or
suggestions, or
other comments comments (such as
that do little to
contribute to the simply agreeing
overall discussion.
with the post or
May have been
Timeliness Responses offer Responses offer posted somewhat writing "great job")
late, giving
excellent advice, average advice, classmates only a that do not 0 points
few hours to read
and suggestions, or other suggestions, or and respond. contribute to the

comments that other comments Level 3 conversation

Quality of contribute greatly to that somewhat

the overall contribute to the OR

Responses discussion. overall discussion. Does not meet the No responses.
minimum amount
Posted at least a day Posted at least a of responses.

or two before day or two before

deadline to allow deadline to allow

ample time for ample time for OR

classmates to read classmates to read

and respond. and respond.

Overall Level 5 Level 4 Posted very late, Level 1
giving classmates
very little time to
read and respond.

Level 2

Score 8 or more 6 or more 3 or more 0.5 or more 0 or more

ACP Showcas
Amanda Benso
Rhetoric & Com

se Portfolio

on- English 1302
mposition II

BO

Qu

OPPPS LESSON PLAN

Overview

Reading Guide Discussion

uiz
Journal

Lesson objectives

Lesson Title: Criti

s

ical Thinking

Pre-Assessment

• At the end of previo
• Online discussion boa

• Prompt: In about 150 w
question: What is cri

ous week’s lesson
ard

words, answer the following
itical thinking?

Student preparati

For this lesson, I will get my
students to complete their
readings by:

1. Distributing the reading guide and
2. Integrating the reading within their fir

ion strategy

Readings
• Critical thinking
• Evaluating evidence
• Include example essays
• How to analyze a text

rst assignment for this week

Reading guide

▪ Focuses on one example
argumentative essay

▪ Asks students to List
evidence used to support
argument and evaluate
its effectiveness



Technology: Video

Video https:/
• Critical thinking
• Becoming a skeptic
• Heuristic thinking
• Researching
• Evaluating evidence
• Coming up with

conclusion

o lesson

//www.youtube.com/watch?v=cKQRe0dyobM

Bridge

• First 2.5 mins of video
• Why writing skills are important
• “Surprises” them with critical

thinking

Online discussion

Participatory lesso

n

on

Post-assessment



Summary- CAT



Conclusion

Learning Objectives: By the e
will be able to
 Analyze a variety of pers

and logical use of evidence
(ANALYZE)
 Apply this skill to real-w