Course Name:
Lesson Plan ____Regents Prep__________
Date: Thurs., April 28, 2011 Unit of Study: Revision and Editing: Moving To FOCUSED and COMPREHENSIVE Materials needed: Copies of student example Standards addressed: 1. W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 2. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 3. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audienceʼs knowledge of the topic. 4. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 5. Use precise language and domain-specific vocabulary to manage the complexity of the topic. 6. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 7.Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
AIM: Do Now:
How can we expand out paragraphs to be focused and comprehensive? Read this student example. Write what you think the student did well and what you think they should do to improve. (5 minutes)
Mini-lesson Amazing ideas and use of transitions! Connection to DN Goes beyond the obvious or predictable! But it isn’t FOCUSED and COMPREHENSIVE FOCUSED means all information is tied together Teaching Point COMPREHENSIVE means that all points were considered. Model Now, we need a stronger topic sentence to focus this. What is she/he really talking about here? Finally, we need to bring this back to our main claim which is about technology, but is ALSO about relationships. Can you think of any connection between the examples this student gave and relationships? How can we make those connections clearer at the end and throughout? (15 minutes) Guided Practice
Write a strong topic and concluding sentence for this paragraph on the back.
Teaching Point
Topic and Concluding Sentences do MOST of your heavy lifting in terms of getting your writing to the FOCUSED and COMPREHENSIVE level.
Independent Practice
Work Period: Permission Slips Add Grows and Glows to Writing Assessment if you were gone yesterday. Revise paragraph to be more focused and comprehensive. (25 -30 minutes)
Created by K. A. Keener
Conferring/ Small Group Instruction
Students I will conference with are: Student: Topic: Maireni and Yoanni Using Transition Words Student: Nichelle
Topic: How to Use Counter-evidence
Student:
Topic:
Students with differentiated instruction / assignments are: Student: Absent students And Struggling students
Student: Advanced In-class Assessment Student:
What Students Can Do if They finish work early Quality Questions that Will Support High Level Thinking Share: Closing Activity
Homework
Instruction: If a student has NOT drafted, put them at a separate pre-writing table and give them sentence starters: Without cell phones, our life would be… If I didn’t have the internet, my life would be… The thing my mother doesn’t understand about technology and my generation is… Instruction: Pushing yourself beyond the obvious: Ask yourself: What do I think about this issue at first? Then, once I think about it from other sides, what do I begin to see? Instruction:
Begin typing in alphasmarts Why is being focused and comprehensive so important in writing? What would happen if your lawyer wasn’t focused and comprehensive? Why do people who are able to think in unpredictable ways so valuable to our society? Write me a post-it update about where you are with: Your Achieve 3000 reading Your Writing Process AS STUDENTS DO THIS, UPDATE FOLDERS K! Achieve 3000
Created by K. A. Keener
Created by K. A. Keener