Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________

Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 1.4.11.B: Write complex informational pieces (e.g. research papers, literary analytical essays, evaluations) 1.4.11.C: Write persuasive pieces.

Organize ideas and appeals in a sustained and effective fashion. Use specific rhetorical devices and persuasive strategies to support assertions. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. Address readers concerns, counterclaims, biases, and expectations.

Lesson Objective(s) (Stated in observable and measurable terms) Following the prewrite process on the prior day, the student will begin to research and write the rough draft introduction, two body paragraphs, and conclusion to the persuasive research essay. Assessment Plan (What will be done to determine if lesson objectives have been met?) The students will be assessed using a teacher made rubric based on the PSSA Scoring Rubric. Materials: Computer Library Research Database Writing Outline (Introduction, Body Paragraph #1, Body Paragraph #2, Conclusion) Instructions for Assignment Highlighters Inclusion Techniques for Students with Special Needs: The students that have writing goals and needs accommodations with writing assignments will receive small group instruction a day prior to the assignment to introduce the essay. They will also be given extended time to organize their thoughts, and write their rough draft, and given short daily deadlines to keep them on track with the assignment. Several students may also need assistance in locating and citing quotations to integrate into their papers. They will also need assistance contacting the various volunteer organizations that the community service portion of the paper/project is based. Enrichment Techniques: In order to enrich students who are higher level thinkers, the students will be given the opportunity to supplement their papers with

interviews from program directors/volunteers at services that they are researching.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): The students who have difficulty locating sources from different mediums will not be limited to a certain number of resources per medium. There will be allowances for spelling, grammar errors when assessing the rough draft and the students will not be penalized for these errors until revised in final draft phase.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Following the completion of a prewrite, the students will begin the research and rough draft parts of constructing their persuasive essays. The students will be given 5 days to research and complete their rough draft step of the essay. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) 1. 2. Prior to meeting in the computer lab, the teacher will instruct and review the requirements and rubric of the essay. The teacher will review how to access the Library database and demonstrate how to find legitimate information on their topics.

3.
4. 5. 6. 7. 8. 9.

The students will be given a daily deadline in order to stay organized and motivated. The students need to locate 6 quotations from 5 different sources that will support their argument of their topic. Instruct students to highlight all quotes that they will use after printing their sources. The students will be given 2 days in the computer lab to find sources. Prior to beginning to write their rough drafts, remind students to review their rubrics and refer to them as they begin writing. On day three of this lesson, the students will begin writing their introduction and first body paragraph. On day four, the students should complete their second body paragraph and begin their conclusion.

10. On day five, the students should complete their conclusion and a works cited page. 11. All sources and rough draft will be due at the end of class on day five.

Guided Practice/Independent Practice/Assessment Activities N/A Closure: At the end of each days work, the students should check in with teacher showing the completion of work that is due. Remind students what they will complete on the following day.