Lesson Plans Instructor: Kirsten dos Santos Subject area-College Writing II Focus of lesson: Familiarity of common writing errors.

LESSON 1

Cooperative Learning Structure/Activity

Approximate Time to Complete

Objective: Students should be able to identify and revise common writing errors with the goal of generating a well polished report. The categories they will consider include Modern Language Association (MLA) format, Essay Structure, Paragraph Logic, Conventions and Sentence Fluency, Word Choice, and the Key Features of a Report. Key Vocabulary: Parenthetical Reference: an in-text citation of a source which can be cross referenced works cited page Paragraph Transition: linking the subject matter of two consecutive paragraphs. Made when a word, phrase or idea from the last sentence is repeated in the introductory sentence of the next paragraph. Quote Integration: smoothly and accurately incorporating sources information into the fabric of ones essay. Signal Phrase: used to introduce sources credentials and properly integrate a quote. Run-on: one, enormously long sentence that has fused two or more independent clauses. Fragment: incomplete sentence. Parallel Structure: two or more words, phrases, or clauses that are similar in length and grammatical form. Scaffolding: phrases that refer to ones organization in writing. Should not be present in a final draft. Verbose: using too many words Vague or Ambiguous: meaning that is uncertain or that may have more than one interpretation Redundant: repetitive words, thoughts or sentence structure Colloquial: informal language used from the casual register; slang. Context: background information regarding a given topic (back to lesson) Assessment: Students will demonstrate accountability with regards to assigned reading and exhibit an ability to identify and correct common essay errors through formative assessment. Lecture comprehension: Individually summarize introductory lecture to a classmate to demonstrate comprehension of the assignments guidelines Reading Comprehension: Individually record in sentence form

*This lesson will span two days. Throughout each 50 min class period I will allot 10 -15 min. for the individual assessment activity, 20-30

one error and one correct usage of writing indicated in the required reading Revision Skills: Cooperatively locate, explain and correct one found error from the required reading Materials: Taylor Malis The The Impotence of Proofreading video clip: http://www.youtube.com/watch?v=OonDPGwAyfQ and an computer overhead projector Revision Symbol Handout Report Rubric Handout Student hand book for grammar and mechanics Student issued laptops with Wi-Fi access Poorly written report/s for students to assess; acquired from past students Note Cards or Scrap Pieces of Paper/ one per student Lesson Plan: Day 1_________________________________________________ Video Clip: The The Impotence of Proofreading This will be a good starting point that that grabs students attention by providing an example of how this lesson applies to a world college freshman can relate to. Introductory Lecture: Review vocabulary, hand out the revision symbols and report rubric with the students. Students will also be notified that handouts are posted on Blackboard should they need an alternative route. Students will be expected to take notes during the lecture. Pair Share: After the lecture cooperative learning will be incorporated by asking students to take turns summarizing what they have just heard to their shoulder partner. The teacher will listen in, redirect, and answer questions as she or he circulates the room during the Pair Share. Focused Reading: The readings will be assigned and the remainder of class will be reserved for silent reading via Blackboard. Day 2_________________________________________________ Center Piece part I: At the beginning of the next class students will be asked to take one of the note cards or scrap pieces of paper that the teacher has placed in the center of the table and write out one error and one example of correct usage located in the required reading. This will assess students reading comprehension and accountability. Center Piece part II: Next the teacher will assign one of the six

min. for small group work and for class sharing time. (for specific timing see the Lesson Plan for Day 1 and Day 2 )

Day 1/ 50 min. Video Clip: 3:31 min

Lecture: 10-15 min. Pair Share: 10-15 min.

Pair Share: Students will listen and summarize the lecture to their shoulder partner

Reading: 20-30 min.

________________ Center Piece: 3 part cooperative learning. Part 1: blank sheets of paper will placed in the center of each groups table. Each student will be required to write one error and one example of good

Day 2/ 50 min. Center Piece: Part 1 = 10 min.

Part 2 = 20 min.

error categories to groups of 3-4 students. Using their individual lists the teams will share their findings and decide which ones best identify the error category they have been assigned. After choosing one specific error, the group will work together to correct the mistake. Center Piece part III: Finally, each group will present and explain their error and demonstrate how it might be corrected to the whole class. Instructional Plan: 1. Show Video Clip 2. Lecture Vocabulary, Revision Symbols, Report Rubric 3. Pair Share 4. Focused Reading 5. Center Piece Individual, Cooperative, Sharing Guided Practice: The teacher will highlight the errors presented in the video as well as explain the features outlined in the handouts. Students will also be taught how to cross reference errors to their handbook so that they can use it in the revision process. Independent Practice: After the lecture each student will be required to summarize what they learned. The students will be reading the assignment on their own outside of class. Each student will also be responsible for writing down their findings with regards to the reading in the first part of the Center Piece Structure. Closing: This takes place as cooperative units of students present their error to the class. They will first discuss what type of error was made according to the report rubric and then explain the logic behind their correction. Teams should also use support from the student handbook to reinforce their claims addressing their amendment. After each group has presented their findings, the class will be asked to share any information they might have recorded in the Center Piece that was not addressed. This would give the teacher an opportunity to acknowledge any lingering confusion.

writing found in the required reading. Part 2: Then groups share and discuss their findings. Part 3: Ultimately, the group will choose and correct one error according to the category assigned by the teacher to present to the class.

Part 3 = 20 min.

Meeting the needs of various learners/ Accommodations: Each group of 3-4 students consists of various learners. Consideration is specifically paid to high and low achievers, male and female, first and second language learners, and evenly distributed races and ethnicities when formulating teams. The lesson has also aspired to Multiple Intelligences in that it consists of communication via speaking to others in the pair share and group work, applies logic as students analyze the reports for errors, incorporates visual stimulation through a video clip, allows students to move around as they present to the class, encourages interpersonal activities as they work in groups, and intrapersonal skills are developed as students individually reflect about the reading assignment. Any student who needs additional assistance may meet with me during office hours outside of class. After Assessment : Students who are still struggling after the lesson may need help outside of class. In addition to making myself available for further assistance students will also be directed to the writing center on campus for tutoring.

Revision Symbols (back to Materials or Lesson)

Determine what type of error/s you have made by matching abbreviations noted in your essay to the following list. Should you need further clarification, you may schedule a time to meet with me outside of class.

Revision Symbols: MLA

- O - P - S/F - W/C - K/F - (back to Center Piece II)

MLA: Error in Page Format or Citation Errors

Headers, date, spacing, font, margins, etc **See pages 467-476 in your text book

Citations are either absent or inaccurate for summaries, paraphrases, and/or quotes in the text or on the works cited page. **See pages 428-467 in your text book

O: Error in Organization.
The overall structure of your essay does not coincide with the genre rubric.

P: Error in Paragraph logic

The structure of the noted paragraph does not coincide with the diagram on the genre rubric.

S/C: Error in Conventions or Sentence Fluency

Mistakes made in any of the following areas: Spelling Case Run-on Sentences Fragmented Sentence Parallel Structure **See pages HB-3 HB-34 in your text book Sentence Variation Punctuation **pp. HB-56 HB-87 Scaffolding Missing Words

W/C: Error in Word Choice

Adjective Overuse Weak Imagery Inaccurate Words Verbose Redundancy Vague Colloquial **See pages HB-35 HB-55 in your text book

K/F: Incomplete information related to the objective or Key Features identified on the genre
rubric

: Item Meets Objective

(back to Materials or Lesson)

Rubric for Essay 3: (back to Materials or Lesson Reporting Information

Your essays will be graded on the following:

Organization
The basic structure of your essay should be as follows:
STRONG LEAD

INTRODUCE THE TOPIC

CONTEXT OF TOPIC
Include any necessary background information

CONCLUSION BODY
Follows the order of Thesis Original restatement of thesis & leaves reader with a sense of resolution

THESIS STATEMENT
Main claim and 3 supporting Reasons

Paragraph Logic
Every paragraph should include the following

SUPPORTS ASSERTIONS
Proper Integration: Credentials introduced in signal phrase Correct case, person, and punctuation MLA Parenthetical Relevance Stated
o Open/end quotes, brackets, end-mark placement

TRANSITION and INTRODUCE TOPIC

STATES TOPIC Makes Assertions

SUMMARY

MLA Format
Accurate citations are included as summaries, paraphrases, and/or quotes in the text or on the works cited page. **See pages 428-467 in your text book The page format adheres to MLA guidelines **See pages 467-476 in your text book

Conventions and Sentence Fluency

Meeting the criteria of conventions and sentence fluency includes the following: Accurate Spelling Proper Punctuation **pp. HB-56 HB-87 Proper Use of Case No Scaffolding No Run-on Sentences No Missing Words No Fragmented Sentence Parallel Sentence Structure Sentence Variation **See pages HB-3 HB-34 in your text book

Word Choice
An essay that meets the criteria of word choice includes the following: Balanced use of Adjectives; Not overuse Strong Imagery Accurate Words Succinct not Verbose Not redundant Not Vague Not Colloquial **See pages HB-35 HB-55 in your text book

Key Features
Close adherence to the objective or Key Features Objective/3rd Person/no personal opinion Tightly focused topic without digression

 Background information Accurate, well researched information. See Chapters 42-44 Support; substantiate claims and credit sources Various writing strategies Clear definitions of information the reader may not know Appropriate design **See pages 71-72 in your text book
(back to Materials or Lesson)