Title of the Lesson: Extended Definition

NCSCOS Standards: (Writing, Grades 11-12)

4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 13 above.)
7. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Central Focus: Students will use compare/contrast methods to come up with their own extended
definitions of different concepts. They will build their writing through detailed scaffolding of
how to create extended definitions. They will write, reflect on their writing, and then revise.
Daily Objective(s): Use Students will be able to as a sentence starter. Use active and visible
verbs (i.e., do not say Students will understand or remember).
SWBAT produce an organized and clear definition of the topic given
SWBAT justify their claims by using warrants
SWBAT examine and analyze situations from multiple perspectives
SWBAT write over an extended time period for the purpose of developing a definition
Language Demands:
Vocabulary: extended definition, synthesize, evaluate, claim, warrant, criterion, evidence
Syntax: claims, warrants, criterion
Discourse: building a definition, exposition of an idea, argumentation
Language Function: Analyze
Materials or technology resources:
We are using this presentation. It will be somewhat interactive as we will be adding to it and
students will complete their classwork assignment on slide #10
All of our pictures are embedded within the presentation itself.
The smagorinsky was our biggest informant on how we structured this lesson

Instructional Procedures: The sections in the table below are suggestions from a traditional
lesson format (The six-step lesson plan). For this activity, you can reconceptualize the titles of
the sections to best fit your learning objectives.
http://www.davis.k12.ut.us/cms/lib09/UT01001306/Centricity/Domain/7332/Extended
%20Defintion%20Essay%20Instructions%20GO%20Rubric.pdf
Section and
Anticipated
Time

What the teacher is doing..

What the students are doing...

Focus/Review/
Warm-up
(10-15m est.)

Walking around, supporting students Writing warm up: In a journal,

and answering any questions they
students will start class time with:
might have about the warm up
Define: a good friend, a good
teacher
Half of class defines good teacher.
Half of class defines good friend.

Teacher
Input/Modeling
(30-35m)

- Prework (establish schema): define

what claim and warrants are, why
we define things and what non
examples are.
- Provide ACE method
- Provide some examples of
definitions that have been expanded
(good sportsmanship, plagiarism)
- Give students a chance to start
grappling with new vocabulary (Ask
if they understand/have questions.)

- Students are learning how to create

extended definition with teacher
example of good
sportsmanship/work on recognizing
already created claims/warrants.
- Students will participate in
discussion at their tables and with the
class working
- Introduce plagiarism group activity

Guided Practice
(10)

Walk around and ask questions, help

students brainstorm.
- Help groups create an extended
definition of plagiarism. Ask them to
come up examples from real
experience. Maybe provide a view
warrants if needed.

- Students work in their groups

(tables) and come up with examples
and non examples of plagiarism to
come up with claims and warrants
for their plagiarism extended
definition

Checking for
Understanding
(10)

Introduce next activity

- Students build off
writing warm up and use
new information to create an
extended definition of the
good teacher/good friend.

Think-pair-share with their own new

extended definition.
- Students build a new
extended definition of good
friend/good teacher.
- Share with class

Closure/Indepe
ndent Practice

Assign extended definition project:

News report on extended definition

Pre organization or news report in

classroom + use it to help work on

(5-10)

assignment; students complete

assignment and turn in during the
next class period