Week Three Lesson Plan
Lindsay Wisser
Day 11: Monday, July 1, 2013
7th and 8th Grade Writing
Lesson 11: Peer Editing and Teacher Conferences
Objectives:
1. Students will practice using transitions.
2. Students will evaluate one another’s research papers through guided peer editing.
3. Students will be evaluated on their research papers by the teacher through
individual conferences.
Procedures:
1. Bell Ringer & Attendance (8 minutes)
a. Students will pick up a bell ringer for practice with transitions before editing
their peer’s work.
b. We will go over the transitions sheet before the presentation.
2. Paragraph Structure and Transitions Lesson (15 minutes)
a. A transitions Prezi will be shown including activities for the students to work
with transitions.
b. We will also discuss how an essay should be structured, and how to
incorporate transition words into our paragraphs.
3. Peer Editing & Teacher Conferences (18 minutes)
a. Students will be paired with a partner for peer editing. Each student will
receive a checklist of what to look for on their partner’s paper.
b. Students will be asked what constructive criticism is, and how it is used in
peer editing.
c. During this time, I will have the opportunity to meet with students
individually to discuss their research papers before they complete a final
copy.
d. If students are finished peer editing early, they may work with another
partner for more feedback, and/or go back over their own papers and add
transitions or make revisions where necessary.
4. Homework Explanation (2 minutes)
a. Create a final draft! Lined paper will be provided.
5. Closure: Exit Ticket (2 minutes)
a. Students will evaluate what they told their partner to revise, and what they
individually need to revise on their papers before turning in a final copy
tomorrow.
Materials:
1. Transitions bell ringer / handout
2. Transitions presentation http://prezi.com/awghzbwsn1yl/edit/#7_127472 +
Transitions handout
3. Peer editing handout / Exit ticket.
4. Homework handout + Lined paper for final drafts (homework)
Name:
Bell Ringer: Transitions
Practice with Transitions
Fill in the blank with a transition from your transition list to make the sentences flow
together properly. Feel free to use the transitions list on the back of this sheet to help
you!
1. Molly thought she saw a ghost. ________________, it turned out to be only the
shadow of a lamp.
2. Josh couldn’t throw a ball well. ________________, he didn’t want to join the
Little League team.
3. Jason loved hamburgers. ________________, the doctor told him not to eat
fried foods.
4. I wanted the dress in the store window. ________________, I didn’t have
enough money to buy it.
5. Andrew opened the door. ________________ he went into the room.
6. We ate dinner at seven o’clock. ________________, we cleared the table.
7. Mark’s bicycle was broken. ________________, he couldn’t ride it to his friend’s
house.
Transitions to Try:
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To compare or contrast:
o Although
o However
o In comparison
o In contrast
o Likewise
o Nonetheless
o On the other hand
o Similarly
o Yet
To indicate more information:
o Besides
o Furthermore
o In addition
o In fact
o Second … Third …
To indicate a cause or reason:
o As
o Because (of)
o Due to
o For the reason that
o Since
To indicate a purpose or reason why:
o For fear that
o In the hope that
o In order to
o So that
o With this in mind
To indicate an example:
o For example
o For instance
o In particular
o To demonstrate
To indicate a result or an effect:
o Accordingly
o Finally
o Therefore
o So
To indicate a change in time:
o After
o Before
o Currently
Name:
Partner’s Name:
 Characteristics of a Research Paper—Please put a Checkmark +, a
Checkmark, or a Check – based on your partner’s completion of the
following:
Paper focuses a clear, well-defined thesis
Revels something about the student
Grabs the reader’s attention
Contains interesting language
Establishes and maintains a tone
Uses a logical and effective pattern of organization
Uses transitional words and phrases to maintain coherence
Exit Ticket – Peer Review
1. Write two things that you noted for your partner to revise.
2. Write two things that your partner noted that you will revise.
Name:
Due: Tuesday, July 3, 2012
HOMEWORK
1) Go back and revise your Introductory, Body Paragraphs, and Conclusion. Be
sure to:
1. _____ Reread your work! Maybe even have someone else read it, too.
2. _____ Add transitions where necessary! You may reference your Transitions
handout.
3. _____ REPLACE trashcan words (words that just belong in the trash!)
4. _____ Check for punctuation, capitalization, and grammar errors.
5. _____ Check the organization of your paragraphs and sentences. Does the order
of your ideas make sense?
6. _____ Make sure you have a hook and a thesis statement. Underline them.
7. _____ Check to make sure your CONCLUSION restates your thesis statement.
8. _____ MAKE SURE EACH PARAGRAPH CONTAINS 5 + sentences!
9. _____ Include your bibliography!
*SHOW me evidence of revision.
2) Create a FINAL DRAFT on separate lined paper.
3) BRING everything to class tomorrow that you have written!
4) BRING a visual aid for your presentation tomorrow if possible!
Week Three Lesson Plan
Lindsay Wisser
Day 12: Tuesday, July 2, 2013
7th and 8th Grade Writing
Lesson 12: Research Paper Presentations
Objectives:
1. Students will present their research to the entire class in two minutes.
2. Students will evaluate their own performance of writing and presenting.
3. Students will evaluate one another’s performance of writing and presenting.
Procedures:
1. Bell Ringer & Attendance (5 minutes)
a. Students will have the opportunity to prepare what they would like to
share from the research they performed and the research papers that
they wrote.
b. Notecards will be given out, and students will be asked to write down
what they have learned and would like to share.
c. Students will also gather their visual aid materials together during this
time if necessary.
2. Student Presentations (25 minutes)
a. Students will each have two minutes to present their research, using
notecards and visual aids as they see fit.
b. Following each presenter, students will fill out a peer evaluation form.
c. After presenting, students will turn in the final copy of their research
paper including a bibliography page.
3. Homework (5 minutes)
a. Students will be asked to brainstorm what they already know about
persuasion in writing.
b. Students will be asked what they want to learn about persuasion in
writing.
c. Students will be asked to brainstorm what they already know about
debates.
d. Students will be asked what they want to learn about debates.
4. Closure: Self-Evaluations and Sharing (10 minutes)
a. After all presentations have concluded, students will take about 8
minutes to write a self-evaluation paragraph describing their experiences
with writing their research paper and presenting it.
b. Two minutes will be set aside to allow students to present their selfevaluations.
c. Students will then hand in their Constructive Criticism / Self-Evaluation
Handouts before leaving class.
Materials:
1. Notecards
2. Constructive criticism / Self-Evaluation handouts
3. Persuasion & Debate Brainstorm Homework handouts
Name:
Peer Evaluations
Directions: In the space below, please provide your classmates with praise and
constructive criticism. Be sure to identify who it is you are evaluating and BE SPECIFIC
with your comments!
Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name of Presenter: _______________________________________
Comments:
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Name:
Self-Evaluation of Research Project
Directions: On the lines below, please evaluate your own writing and performance in
one paragraph. (Did you have enough information? Was it easy or difficult to write this
paper? What would have made this a better paper? What would you have done
differently in your presentation?)
Name:
Persuasion and Debates Brainstorming Homework
Due: Wednesday, July 3, 2013
1. In the space below, please brainstorm what you already know about persuasive
writing. You can write sentences, list ideas, or draw a web diagram.
2. On the lines below, please write what you want to learn about persuasive
writing in 4-5 sentences.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. In the space below, please brainstorm what you already know about debates.
You can write sentences, list ideas, or draw a web diagram.
4. On the lines below, please write what you want to learn about debates in 4-5
sentences.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Week Three Lesson Plan
Lindsay Wisser
Day 13: Wednesday, July 3, 2013
7th and 8th Grade Writing
Lesson 12: Introduction to Persuasion
Objectives:
1. Students will practice persuasion writing through attempting to convince me to
agree with their opinion.
2. Students will determine the three parts of an argument.
3. Students will be introduced to the Sunrise Over Fallujah debate project.
Procedures:
1. Bell Ringer & Attendance (5 minutes):
a. Students will be asked to share their responses for last night’s homework
during this time, including:
i. What they know about persuasive writing and what they wish to
learn; and
ii. What they know about debates and what they wish to learn
b. Attendance will also be taken during this time
2. Introduction: Convince Me! Writing Exercise (15 minutes):
a. A photo of an “Uncrustables” sandwich will be shown on the Smartboard.
b. Students will be asked to convince me that either “Uncrustables” are the
best meal at Summerbridge, or that they are not in writing.
c. After writing for 8 minutes, students will have the opportunity to share
their writing.
3. Persuasion & Debate Presentation (18 minutes):
a. Students will be shown a Prezi that demonstrates how a persuasive
argument works. Included in the Prezi are:
i. Two commercials (one from Windows and one from Apple), which
will allow students to determine which is more convincing
ii. The structure of a persuasive essay
iii. How debates work in persuasion
b. Throughout the presentation, students will be asked questions pertaining
to it. They will also receive a handout to follow along with the
presentation.
c. A simulated debate on whether Unicorns would make a good pet or not
will take place within the presentation.
4. Homework Explanation (2 minutes):
a. Students will be asked to take a stand on whether, based on the novel
Sunrise Over Fallujah, it is a good idea to build relationships with fellow
comrades while in the army.
b. They will be required to brainstorm at least four facts for each side of the
argument.
5. Closure: Questions about Persuasion (5 minutes):
a. What are the three argument forms to include in a persuasive paper?
i. Ethos- Ethics
ii. Logos- Logic
iii. Pathos- Emotions
Materials:
1. “Uncrustables” photo and lined paper for writing
2. Presentation handout + Persuasion Prezi:
http://prezi.com/j_wf2ln6ow71/edit/#19_14586512
3. Persuasion Debate: Argument Planning homework handout
Name:
Persuasion Guide
Directions: Fill out the following worksheet along with the presentation on Persuasive
Writing.
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Persuasion is:
o Backing yourself up with ______________________________
o Providing the opponent is wrong with ___________________
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In addition, consider:
o ___________________
o Use emotions, ethics and logic
Techniques of Persuasion: Jot down 2-3 techniques and explain what they are.
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Three Forms of Argument: Explain what each form of argument is. (Fun fact: These were
created by the Greeks!)
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Ethos: ____________________________________________________________
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Pathos: ___________________________________________________________
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Logos: ____________________________________________________________
Name:
Debate Argument Planning Homework- Part 1
Due: Monday, July 8, 2013
Directions: Based on what you have read in Sunrise Over Fallujah, decide whether it is a
good idea or not a good idea to build relationships with fellow comrades in the army. List
at least 4 ideas that support this (say that it IS a good idea), AND at least 4 ideas that do
not support this (say that it is a BAD idea). Please write in COMPLETE SENTENCES!
It is a good idea to make friends in the army because…
1.
2.
3.
4.
5.
It is a bad idea to make friends in the army because…
1.
2.
3.
4.
5.