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CSUN SED 525EN - Compare and Contrast Essay Lesson Plan

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Compare and Contrast Essay Lesson PlanTeacher’s Name: Brian Gibson Class/Period: 3rd period 11th grade American Literature Unit: The Crucible/”Young Goodman Brown” Compare/ Contrast essayDate: 10/15/08Agenda: 1. Journals/Continue introduction of Romanticism.2. Writing Groups3. Work on prewriting California Content Standards: 1.0 Writing StrategiesStudents write coherent and focused texts that convey a well-defined perspectiveand tightly reasoned argument. The writing demonstrates students’ awareness of theaudience and purpose and progression through the stages of the writing process.Organization and Focus1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker,audience, form) when completing narrative, expository, persuasive, or descriptivewriting assignments.1.0 Written and Oral English Language ConventionsStudents write and speak with a command of standard English conventions.1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and anunderstanding of English usage.Objectives: Students will be able to critique their own work and give rationale for their own thought processes. Students will be able to organize their thoughts and ideas in preparation for writing a structured essay. Students will be able to formulate a coherent thesis and argue that thesis using support and information they gained from the reading of their textsMaterials Needed: PenPaperPrewriting Templates (Attached)Compare/Contrast Essay Prewriting Worksheet (Attached)Essay Grading Rubric (Attached)Activities:Time Teacher Procedures Student Responsibilities10 minutes Introduce journal prompt, “Indentify your topic, state why you chose it and formulate a thesis idea – the main idea you want to prove.” Touch briefly on the differences between each step and give working definitions where needed.Write for ten minutes without interruption in your journals. Make sure to address each aspect of the journal prompt.10 minutes Discuss the responses with the students. Elicit information about their topic including why they chose it and how they are going to utilize that topic. Model a response using the intros, “I chose it because…” and, “I think it is important because…” Defend you topic and give rationale for choosing that specific topic. Be able to defend that topic when you are preparing to write your essay.20 Minutes Have students get into groups of four. Have them take turns discussing their topic and why they think it is appropriate for the essay. Have them flesh out their ideas orally to their peersin the group in order to receive constructive feedback on their topic. Teach students about the compliment sandwich (constructive comments between positive remarks).Students should each take five minutes to discuss their topic with their peers. They should cover what the topic is, what went into choosing the topic, what aspects of the topic work for the essay assignment, what important aspects the topic covers and how they plan to execute their topic. The other students in the group should give feedback to help the writer better organize their essay. ~10 Minutes Have students work on their prewriting (outline, cluster map, or t-chart). Walk around the room to make sure they are on task and working on the given assignment.Work on prewriting. Pull out relevant quotes from “Young Goodman Brown.” Structure prewriting to include a passage plus the commentary that goes with it. Homework: Thesis statement rough draft 3 points*This is part of the participation for that day. Failure to bring this results in a zero for participation for the day as it is also involved in the group work. Prewriting assignment 10 points*Students choose their method of prewriting (outline, cluster map, t-chart, etc.). They are graded on effort and completeness of the assignment.Assessment or Evaluation: Participation points 2 points*Students begin the period with 2 participation points and lose them when they are found to be off task or causing a disruption.Final essay 30 points*Grading rubric is attached.Lesson Plan Commentary/Reflection: This lesson plan will get students to focus on their own thought process and is flexible enough so as not to be restrictive. This lesson plan focuses on what the students have to say rather than what the teacher says about their work which takes some of the pressure off of the students. This lesson also includes a lot of prewriting which gives students better control over their topic and eventually their essay. Having the students work in groups allows them to get instant feedback and also it allows them to work together to flesh out any problems they may be having which may be similar to other students in the


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CSUN SED 525EN - Compare and Contrast Essay Lesson Plan

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