STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
JULIE POOLE
DATE: MARCH 6, 2009
PERIOD: 4TH BLOCK
GRADE LEVEL: ENGLISH 11 COLLEGE
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into the bigger context of the
unit?)
USING THE TECHNIQUES DISCUSSED RECENTLY (FALLACIES), STUDENTS WILL SHOW THEIR UNDERSTANDING
THROUGH APPLICATION. STUDENTS WILL CREATE THEIR OWN PERSUASIVE ADVERTISEMENTS BASED SOLELY
ON FALLACIES. THEY WILL CONTINUE TO DISCUSS THE AMERICAN REVOLUTIONARY ERA AND PERSUASION BY
READING “THE DECLARATION OF INDEPENDENCE” AND CONTINUE WORKING ON THEIR PERSUASIVE ESSAYS.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
SOL’S: 11.1, 11.3, 11.7, 11.8, 11.10
1.
2.
3.
4.
5.
GIVEN THE FIRST PART OF CLASS, STUDENTS WILL FINISH GROUP FALLACY PRESENTATIONS AND
PRESENT THEM.
GIVEN AN ANTICIPATION GUIDE, STUDENTS WILL ANSWER AND DISCUSS THE BEFORE READING
STATEMENTS BASED ON “THE DECLARATION OF INDEPENDENCE.”
GIVEN AN ANTICIPATION GUIDE, STUDENTS WILL READ “THE DECLARATION OF INDEPENDENCE” AND
ANSWER THE BEFORE READING STATEMENTS AGAIN BASED ON THE READING.
GIVEN THAT STUDENTS HAVE READ “THE DEC…” AND COMPLETED THE ANTICIPATION GUIDE,
STUDENTS WILL DISCUSS FINDINGS
GIVEN THE LAST PART OF CLASS, STUDENTS WILL PEER REVIEW/EDIT PERSUASIVE ESSAYS
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into this lesson and
how you’ll engage it.)
1.
2.
FOR THE FIRST PART OF CLASS, I ASKED STUDENTS TO RECALL WHAT WE DISCUSSED ABOUT
FALLACIES. REVIEWING THESE TECHNIQUES WILL HELP GROUPS FINISH THEIR PRESENTATIONS.
THE ANTICIPATION GUIDE WILL PREFACE THE READING FOR TODAY
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
1. FINISH GROUP PRESENTATIONS
2. PRESENT FALLACY ADS
3. ANTICIPATION GUIDE ACTIVITY
4. “THE DECLARATION OF INDEPENDENCE” READING
5.
6.
DISCUSSION OF READING
PEER REVIEW/EDIT PERSUASIVE ESSAYS
CLOSURE:
AT THE END OF CLASS, I EXPLAINED THE HOMEWORK, WHICH WAS FOR THEM TO WORK ON THEIR FINAL
DRAFTS OF THEIR ESSAYS, FILL OUT VOCABULARY CHART FOR “DECLARATION…” WORDS (DEFINE AND DRAW
PICTURES TO CUE MEMORY OF MEANING), AND WATCH THE NEWS!! STUDENTS WILL BE USING ALL OF THESE
THINGS FOR NEXT WEEK’S ASSIGNMENTS.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this lesson?)
1.
2.
3.
4.
5.
MARKERS/POSTERBOARD
ANTICIPATION GUIDES
LITERATURE BOOKS
COMPUTERS
STUDENTS NEED THEIR PERSUASIVE ESSAYS
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids further in their
skills and understandings? Note: It is not enough to mention that you’re working with a
collaborating teacher or reading specialist here. This might not happen in each lesson.)
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it does – and
offer ideas about why it isn’t the right fit specific cases, etc.)
1.
2.
STUDENTS ARE ACTIVELY USING THEIR COMPUTERS IN CLASS, RESEARCH TOOLS, ETC.
FLIP CAMERAS (FILMED PRESENTATIONS)
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
Formative:
1. Anticipation Guide
2. Fallacy Advertisement Presentations
Summative:
1. Persuasive Essay (March 5, 2009)
Directions: Read each statement and write YES in the blank if you believe the
statement or put NO in the blank if you do not believe the statement. After
you finish reading the selection, revisit the statements. This time, decide how
you would answer after what you’ve read…
Before
Reading (Y/N)
Question
1. All people are equal.
2. We have the right to overthrow the
government anytime we want.
3. Everyone is born with the right to life,
liberty, and the pursuit of happiness
After
Reading
(Y/N)