Professional Documents
Culture Documents
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2! of !12
LESSON ONE
Skill Objectives of the Day:
1.0 I can identify the intended audience of an essay (SOL 8.7a) (understanding).*
2.0 I can explain the purpose of an essay (SOL 8.7d) (understanding).*
8.0 I can distinguish between a logical appeal and an emotional appeal (SOL 8.3a)
(analyzing).*
Materials:
L1 Bellringer
L1 Passages for authors purpose
L1 Passages for audience and appeal
L1 Notes
L1 Passage sort
L1 Exit Slip
White boards, markers, and tissues
Doc cam
Procedures:
Teacher Actions
Student Actions
BELLRINGER
Teacher introduces learning objectives and agenda for the
day. Teacher distributes bellringer and instructs students to
complete it (for a participation grade). Teacher moves
around room to assist where needed. Teacher collects
bellringer.
15 minutes
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APPEALS
Teacher goes over notes on appeals with students. Using
the same passages, the teacher models finding both an
emotional and logical appeal in the passage. For the other
passages, the teacher asks students to first discuss it with
their elbow partner and then offer an answer for the whole
class on their white boards (finding both an emotional and
logical appeal). Teacher instructs students to keep notes in
folders, to be used again later.
15 minutes
EXIT SLIP
Teacher goes over what the class did that day. Teacher
distributes exit slips and instructs students to complete
them for a grade. Teacher moves around room to assist
where needed. Teacher collects exit slip.
15 minutes
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LESSON TWO
Skill Objectives of the Day:
3.0 I can locate the thesis statement in an introductory paragraph (SOL 8.7c)
(understanding).
5.0 I can construct arguable thesis statements (SOL 8.7c) (creating).*
Materials:
L2 Bellringer
L2 Passages for theses
L1 Notes (in student folders)
L2 Essay Topic Choices
L2 Exit Slip
Mobile lab
White boards, markers, tissues
Doc cam
Procedures:
Teacher Actions
Student Actions
BELLRINGER
Teacher introduces learning objectives and agenda for the
day. Teacher distributes bellringer and instructs students to
complete it (for a participation grade). Teacher moves
around room to assist where needed. Teacher collects
bellringer.
15 minutes
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THESIS IDENTIFICATION
Teacher guides students through notes on thesis statements.
Teacher displays passages on doc cam and reads them aloud
or asks for a volunteer. Teacher first asks students to identify
the purpose of the passage. Teacher then models finding the
thesis statement with the first passage, reminding students
that it is a summary of an argument. For the other passages,
the teacher asks students to first discuss it with their elbow
partner and then be ready to offer an answer for the whole
class. Teacher points out how the thesis statement often
appears as the last sentence in the introduction and usually
includes the words should or need.
10 minutes
TOPIC SELECTION
Teacher introduces students to three choices for the
persuasive essay and distributes the half sheet with the
options available. Teacher goes over options with students.
Teacher instructs students to keep choices in their folders.
5 minutes
THESIS DEVELOPMENT
Teacher introduces her own persuasive essay topic. Teacher
models writing a thesis statement with help from the class.
Teacher instructs students to work in pairs to create a thesis
for the opposing side of her essay. Teacher asks students to
share their thesis statements for the opposing side on their
white boards. Teacher instructs students to then develop the
thesis for their own persuasive essays individually, typing
them directly into the document. Teacher asks students to
volunteer to share their own theses. Teacher points out
strengths of the shared theses.
15 minutes
INTRODUCTIONS
Teacher guides students through notes on introductions.
Teacher models writing introduction for her own persuasive
essay with help from class. Teacher points out the structure
of the introduction, beginning with an attention-grabbing
hook and ending with the thesis statement. Teacher instructs
students to then write the introductions for their persuasive
essays individually. Teacher asks students to volunteer to
share and points out strengths.
15 minutes
EXIT SLIP
Teacher goes over what the class did that day. Teacher
distributes exit slips and instructs students to complete them
for a grade. Teacher moves around room to assist where
needed. Teacher collects exit slip.
15 minutes
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Students complete exit slip.
Students read silently if they
finish early. Students pass exit
slips forward.
7! of !12
LESSON THREE
Skill Objectives of the Day:
4.0 I can recognize the topic sentences in an essay (SOL 8.7c) (understanding).
6.0 I can develop introductory topic sentences (SOL 8.7c) (creating).
Materials:
L3 Bellringer
L1 Notes (in student folders)
L3 Exit Slip
Mobile lab
Doc cam
Procedures:
Teacher Actions
Student Actions
BELLRINGER
Teacher introduces learning objectives and agenda for the
day. Teacher distributes bellringer and instructs students to
complete it (for a participation grade). Teacher moves
around room to assist where needed. Teacher collects
bellringer.
15 minutes
8! of !12
BODY PARAGRAPHS
Using personal essay, teacher models on how to build a
body paragraph from the topic sentence. Teacher asks for
students suggestions. Teacher instructs students to add the
body paragraphs to their own essays. Teacher moves around
room to offer assistance where needed.
25 minutes
EXIT SLIP
Teacher goes over what the class did that day. Teacher
distributes exit slips and instructs students to complete them
for a grade. Teacher moves around room to assist where
needed. Teacher collects exit slip.
15 minutes
9! of !12
LESSON FOUR
Skill Objectives of the Day:
1.0 I can identify the intended audience of an essay (SOL 8.7a) (understanding).*
5.0 I can construct arguable thesis statements (SOL 8.7c) (creating).*
7.0 I can organize the details of an essay to provide unity and flow (SOL 8.7d)
(creating).
Materials:
L4 BellringerPersuasion Map
L4 Thesis Practice (1, 2, and 3)
L4 Checklist and Example Essay
L4 Peer Review Instructions
L4 Exit SlipAudience Practice
Mobile lab
Doc cam
Procedures:
Teacher Actions
Student Actions
BELLRINGER
Teacher introduces learning objectives and agenda for the
day. Teacher distributes bellringer and instructs students
to complete it (for a participation grade). Teacher moves
around room to assist where needed. Teacher collects
bellringer.
15 minutes
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10
STATIONS
Teacher goes over stations beforehand.
- 1: Thesis Practice (differentiated according to
readiness)
- 2: Checklist and Example Essay Comparison
(instructions at station)
- 3: Peer Review (instructions at station)
60 minutes (20 minutes at each station)
EXIT SLIP
Teacher goes over what the class did that day. Teacher
distributes exit slips and instructs students to complete
them for a grade. Teacher moves around room to assist
where needed. Teacher collects exit slip.
15 minutes
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11
LESSON FIVE
Skill Objectives of the Day:
1.0 I can identify the intended audience of an essay (SOL 8.7a) (understanding).*
2.0 I can explain the purpose of an essay (SOL 8.7d) (understanding).*
5.0 I can construct arguable thesis statements (SOL 8.7c) (creating).*
7.0 I can organize the details of an essay to provide unity and flow (SOL 8.7d)
(creating).
8.0 I can distinguish between a logical appeal and an emotional appeal (SOL 8.3a)
(analyzing).*
Materials:
L5 Bellringer
Graded L4 Peer Review Instructions
Graded L4 Bellringer (Persuasion Map)
L5 Exit Slip
Printer (in teachers lounge)
Mobile lab
Doc cam
Procedures:
Teacher Actions
Student Actions
BELLRINGER
Teacher introduces learning objectives and agenda for
the day. Teacher distributes bellringer and instructs
students to complete it (for a participation grade).
Teacher moves around room to assist where needed.
Teacher collects bellringer.
15 minutes
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12
CONCLUSIONS
Teacher guides students through the notes on
conclusions. Using personal essay, teacher models on
how to build a conclusion. Teacher asks for student
suggestions. Teacher instructs students to add a
conclusion to their own essays. Teacher moves
around room to offer assistance where needed.
15 minutes
EXIT SLIP
Students complete exit slip. Students
Teacher goes over what the class did that day. Teacher read silently if they finish early.
distributes exit slips and instructs students to
Students pass exit slips forward.
complete them for a grade. Teacher moves around
room to assist where needed. Teacher collects exit
slip.
20 minutes