Date: 10/06/19

Class: Form 6 (Unit 1)

Teacher: D. Brooks

Lesson Duration: 80 mins.

Lesson 1: (topic of lesson) PLANning an essay for a POWerful outcome.

Content strand: Writing coherent, well-reasoned argumentative and

informed and analytical essays on literature essays (pg. 4)

Purpose: Identifying the variables in the question will lead to a better

understanding of what is required and effectively facilitate
identifying what elements of literature should be explored.

Rationale: Sometimes students begin writing soon after reading their

exam question without really carefully considering what is
required of them. When presented with a choice they may
choose a question because it appears to be the easiest of
their options but when they begin to write they encounter
difficulties. On other occasions their essays lack
organisation due to the fact that they are making points as
they come to mind and have not planned what they intend
to include.

Teaching point: Identifying the variables in the question will lead to a better
understanding of what is required.

Anticipated difficulty: Students may not readily be able to identify the elements
and features of prose and poetry. They may also not be able
to recall much of the texts to justify inclusion of the
elements they identify.

Prior knowledge: Elements and features of poetry and prose.

Resources: Sample questions, Smart board, laptop, internet access with

Web 2.0 tool Word Online, markers, and whiteboard.
Instructional objectives

Students will be able to:

1. Identify the variables to be tested in an essay question.

2. Determine what other elements of literature must be addressed in exploring the
variables in the essay question.
3. Construct essay plans.
Set induction: Teacher will initiate a discussion with the students that will
lead them to conclude that planning is the first key step in
being successful at anything.

PROCEDURE

1. The teacher will introduce the mnemonic PLAN as a tool to plan an essay
2. The teacher will then elicit from the students what part of the mnemonic would help
with the planning
3. The teacher will introduce to the class the mnemonic POW
4. Stress will be placed on the fact that it is a process that will span weeks and therefor
the focus is on the P or the paying attention to the prompt and picking of ideas
5. Using the prose genre the teacher would demonstrate how the SRSD strategy would
be used to plan a question displayed
6. The class would then be invited to work on a prose question collaboratively. As they
share their ideas, the ideas will be recorded using the dictate feature on Word Online
for ease of reference to what they each brainstormed orally.
7. Using the poetry genre the teacher would demonstrate how the SRSD strategy would
be used to plan a question displayed
8. Each student’s understanding would then be tested as they tackle a poetry question
individually and then present using PowerPoint Online which will be displayed on the
Smartboard.
9. All students would present their plan

STUDENT ASSESSMENT: A question will be displayed on screen and the students

will be required to present their assessment of this question.
CLOSURE: The students will share their thoughts on how the mnemonic helped with
the question.

CONTINGENCY PLAN: Should the elements of literature become elusive to the

students the teacher will engage them in a fun game to prompt to help recall the
elements.