UNIT: 3a-c (3 days)

INTRO. TO GLOBAL THEATER (GRADE 9) CYCLE I

LESSON PLAN: The Expository Essayand the Greek Myth

STANDARDS MET: COMMON CORE:NYC Blueprint for the Arts: Reading-Literature:1,2,4,10 Developing Theater Literacy Reading-Informational Text: 1,3-5, 7,8,10 Writing: 2,4,5,8,9,10 Speaking and Listening: 1,2,4--6 Language: 1-4, 6 BASIS: Unit 2. INSTRUCTIONAL OBJECTIVES: Students will: Identify, define and apply vocabulary. Compare literary texts. Make text- to -text connections. Analyze and apply pre-writing skills. Work cooperatively. Synthesize learned knowledge. STRATEGIES: Teacher directed/ student applied. AIM/ STUDENT OBJECTIVES: HOW CAN WE LEARN THE FORM AND FUNCTION OF THE EXPOSITORY ESSAY? ESSENTIAL QUESTIONS: 1. How can we apply our expository writing skills to our knowledge of Greek Myths? 2. How can we compare Greek Myths? MOTIVATION: Day 1: Distribute Expository Ess ays model sheet. Teacher also writes model on board or uses overhead or smart board copy of the model. Teacher l eads students through the model using simplistic examples such as Our school is difficult and fun as an example of a thesis and the topic sentences etc. that would be formed by the discussion that follows. Students use brainstorming skills and outline skills to respond to prompt. Explain how concluding statements often mirror the thesis statement. Day 2: Use yesterdays motivation thesis statement to write topic sentences and add supporting details. Day 3: Teacher models introduction and conclusion on board, smart board, or overhead.

(OVER)

DEVELOPMENT: Day 1: Thesis statements and concluding statements. Day 2: Topic sentences and supporting details. Day 3: Introductions and conclusions. ACTIVITIES: Day 1: 1. 2. Day 2: From previous days homework assignment, individual students write topic sentences and add details for pre-writing of expository essay using Greek Myth Pre-writing sheet. 2. Students switch edit using Expository Essay Editing pre-writing sheet. 3. Students in each group, as a class, turn to next pair to answer questions about essays. This is an out loud, round-robin, exercise. Day 3: Students add introductions and conclusions to the pre-writing exercise from the previous day. Volunteer students present findings @board. THEATER AND OTHER VOCABULARY: Expository, thesis statement, topic sentences, concluding statement, compare and supporting details. 1. Students, in groups of four (4) create thesis statements for the following prompt: Greek myths are _______________ and ______________. Students share examples @ board and discuss possible trouble spots.

ASSIGNMENTS: Day 1:Create a thesis statement that reflects the following: Two GREEKMYTHS that can be compared are ________________ and ______________. (Teacher defines compare as: using similarities to make connections for discussing and writing) SEE PRE-WRITING SHEET. Day 2: Finish writing the topic sentences, concluding statement and supporting details for your essay. Use My Ancient Greek Expository Essay-Pre-writing worksheet. FINAL ASSIGNMENT: WRITE THE ESSAY, A Comparison of Greek Myths: TYPED, DOUBLE SPACED, ONE INCH MARGINS WITH A PROPER HEADING.

E.R. Murrow High School Anthony Lodico, Principal

Intro. To Global Theater D. McCloskey/ Comm. Arts Dept.

MY ANCIENT GREEK EXPOSITORY ESSAY PRE-WRITING Name: ___________________________________________ Band:_________ Date:_________ PARENT SIGNATURE:___________________________________________________________ Directions: You will be writing an essay comparing (finding similarities) in two (2)Greek Myths. Below, is a pre-writing sheet that will help you to organize your essay BEFORE you write it. Fill in the blanks. For this, you will be graded using a check grade. Refer to your copy of the class grading rubric for further explanation.

1.

MY THESIS: Two Greek Myths that can be compared (SUBJECT OF ESSAY) are ___________________________(TOPIC ONE) and ______________________(TOPIC TWO)

2.

FIRST TOPIC SENTENCE:(Should contain the subject and first topic):

One Greek Myth that ___________________________________ is ____________________________. SUPPORTING DETAILS: A) B) C) 3. SECOND TOPIC SENTENCE: (should contain the subject and second topic):

Another Greek Myth that______________________________is_________________________________

SUPPORTING DETAILS: A) B) C) CONCLUDING STATEMENT: Therefore, (transition) two Greek Myths that can be compared are_________________________ and ______________________________.

E. R. Murrow High School Anthony Lodico, Principal EXPOSITORY ESSAY EDITING SHEET

Intro to Global Theater D. McCloskey/ Comm. Arts Dept.

NAME:_______________________________________________________ BAND:_______ DATE:______ NAME OF PARTNER WHOM YOU ARE EDITING:______________________________________________ PARENT SIGNATURE:___________________________________________________________________ DIRECTIONS: Below is a rubric to help you edit your partners pre-writing paper. Fill in the boxes and make sure to make comments that HELP you partner to write a better essay. When you are finished, give this to your partner, discuss what you have found with them, and listen to your partner explain what they found in YOUR essay. When you submit the final essay, please attach the sheet that your partner filled out FOR YOU to the final essay. This editing assignment will be graded using a check grade. Please refer to your copy of the grading policy for clarification.

YES Does the thesis statement contain a subject and two topics? Does the thesis statement make sense for this assignment? Does each topic sentence contain a subject and one topic? Does each topic sentence make sense for the assignment? Is there a transitional word or phrase in the second topic sentence? Are there at least three details per topic sentence/ body paragraph? Does the concluding statement contain a subject and two topics? Does the concluding statement contain a transitional word or phrase? Does the concluding statement make sense for the assignment? Additional comments:

NO

COMMENTS ( BE SPECIFIC)

FOUR PARAGRAPH EXPOSITORY ESSAY MODEL

INTRODUCTORY PARAGRAPH
INFORMATION IN THE INTRODUCTION GOES FROM GENERAL TO SPECIFIC

THESIS STATEMENT

BODY PARAGRAPH # 1
TOPICSENTENCE #1 SUPPORTING DETAILS: 1. 2. 3.

TOPIC SENTENCE #2

BODY PARAGRAPH # 1

SUPPORTING DETAILS: 1. 2. 3. CONCLUDING STATEMENT:

INFORMATION GOES FROM SPECIFIC TO GENERAL

CONCLUDING PARAGRAPH