TWS Part Three
Essential Element Lesson Plan
Name: EDUC 332 (all 5 of us!)
Date: 10/22/13
Materials and Resources: Essay first drafts;
completed rubrics; mind map; 2 minute
writing prompt
Lesson Title: Personal Persuasive Writing
Grade Level: 8th
Time Frame: 1 class period
Curriculum Standards
Focus Question/Big Idea/Goal
Rationale/Theoretical Reasoning
TSW be able to orient the reader to his or her
point of view as the writer in order to clarify
the connection of the information in the essay
to the prompt.
What is the purpose of the essay and how will
you convey that?
“Mapping helps generate ideas.”
Rachel, Melissa, Dylan, Toni, Elizabeth
- Maxwell, Meiser, and McKnight, 2010
W.8.TTP.3a
Lesson Objective: objectives must be measurable TWS will…(learning behavior from
Bloom’s verbs, DOK)
1) TSW use the mind map to determine the writer’s unique characteristics.
2) TSW brainstorm topics for their essay generated from the mind map.
Academic Language: What is the key language demanded? What academic language will
you teach or develop? What is the key vocabulary and or symbols? What opportunities will
you provide for student to practice content language/ vocabulary and develop fluency?
Define “unnoticed” to clarify prompt.
- “unnoticed” will be defined as a quality that pertains more to character traits, less
Rationale/Theoretical Reasoning
Maxwell, Meiser, and McKnight, 2010
-
visible traits, rather than their seemingly obvious skills, such as their aptitude for
sports.
The focus will be on the underlying message  maybe the student is a great
athlete but why? Is he or she a great athlete because he or she has a very
disciplined practice schedule? How can that then be related to the college essay?
Assessment /Evaluation:
Formative: How will student demonstrate understanding of lesson objective(s)? How will
you monitor and or give feedback? How will feedback promote student understanding?
“discovery stage [through pre-writing]”
Writing conference about first drafts
- Maxwell, Meiser, and McKnight, 2010, p. 15
Summative: What evidence will you collect, and how will it document student
learning/mastery of lesson objective(s)?
Common Core Standard
College Admission Essay
W.8.TTP.3a
Instruction:
Set Motivation/Anticipatory Set:
Mind map  perception
- define “unnoticed” for the prompt
Instructional Procedures/Learning Tasks: Provide specific details of lesson content and
delivery based on student’s prior knowledge, strengths, and weakness.
1. Introduce mind map to the large group
2. Allow time for individual students to complete the mind map
3. Split the students into small groups and discuss the mind map  tie to
reinterpretation of prompt
4. In small groups, conference about the rough drafts of admissions essays
5. Allow work time to revise rough drafts
6. Peer conference about rough drafts  interview with note taking
Questions and/or activities for higher order thinking: These cannot be answered by yes
or no.
1. How do you view yourself in comparison with how others view you?
2. What are college admissions officers looking for in an admission essay?
Closure: Verbalize or demonstrate learning or skill one more time. May state future
learning.
Restate what the prompt is actually looking for. Wish the students luck in their future
endeavors and say goodbye.
Adaptations to meet individual needs: How will you adapt the instruction to meet the
needs of individual students?
We do not have enough information to complete this section.
Management/Safety Issues: Are there any management and/or safety issues that need to
be considered when teaching this lesson?
N/A
Reflection/Future Modifications: To what extend did the class learn what you intended
them to learn? What will be your next steps instructionally? What did you learn about
your student as learners? What have you learned about yourself as a teacher?