INTERDISCIPLINARY LESSON PLAN FOR A TECHNICAL CLASS IN AN
ACADEMY AND THE ENGLISH 3 CLASSES… UNIT Q2 OR Q3
NOTE TO CORE TEACHERS: INTERDISCIPLINARY LEARNING IS NOW
CONSIDERED A MAJOR DIRECTIVE WITHIN THE IMPLEMENTATION OF
CAREER ACADEMIES. THIS LESSON IS DESIGNED TO ADDRESS THE
IMPLICATIONS OF SLC BASED LEARNING.
LESSON TITLE: UNDERSTANDING THE CONCEPTS OF A PROCESS
ANALYSIS ESSAY AND DEFINITION ESSAY IN ENGLISH AND APPLYING IT
TO WRITING IN A TECHNICAL COURSE.
TERMS TO UNDERSTAND: A PROCESS ANALYSIS ESSAY IS USUALLY TO
GIVE DIRECTIONS (HOW TO) OR PROVIDE INFORMATION. A DEFINITION
ESSAY WOULD BE ONE WHERE SOMETHING IS DEFINED OR EXPLAINED. A
MARKETING STUDENT MIGHT WRITE A DEFINITION ESSAY ABOUT A NEW
COMPANY PRODUCT. A CARPENTRY STUDENT MIGHT WRITE A PROCESS
ANALYSIS ESSAY ON HOW TO BUILD SOMETHING, AND A COSMETOLOGY
STUDENT MIGHT WRITE ABOUT THE STEPS IN CREATING A HAIR STYLE OR
COLOR.
TEACHERS IN AN ACADEMY SHOULD VISIT OTHER MEMBERS’
CLASSROOMS PRIOR TO THE LESSON BEING TAUGHT. ACADEMIC
TEACHER SHOULD VISIT HIS/HER TECHNICAL CLASSES INVOLVED DURING
FREE PERIODS TO UNDERSTAND CONCEPTS IN THAT PARTICULAR CLASS.
THE TECHNICAL CLASS TEACHER SHOULD PROVIDE ENGLISH TEACHER
WITH A VOCABULARY LIST RELEVANT TO THE CLASS AND ALSO VISIT
ENGLISH CLASS DURING THE STUDY OF THESE ESSAYS.
PURPOSE: STUDENTS IN ENGLISH 3 WILL BE ABLE TO WRITE A PROCESS
ANALYSIS ESSAY OR DEFINITION ESSAY AS IT RELATES TO THEIR
TECHNICAL FIELD USING CORRECT GRAMMAR AND PUNCTUATION.
DAY ONE: STUDENTS WILL READ ONE OF THE FOLLOWING PROCESS
ANALYSIS ESSAYS: “HOW I LEARNED TO RIDE A BIKE” BY FRANCES
WILLARD, “CAMPUS RACISM 101” BY NIKKI GIOVANNI, OR “RULES OF THE
GAME: RODEO” BY GRETEL EHRLICH. THEY THEN WOULD HAVE GROUP
DISCUSSION AND INDIVIDUAL CLASS DISCUSSIONS ON THESE ESSAYS.
TEACHER DIRECTED QUESTIONS SHOULD BE INVOLVING WRITING STYLE
AND PURPOSE, AUDIENCE APPEAL, AND STRATEGIES USED. THEN LET
STUDENTS OPENLY DISCUSS AN AREA THAT THEY COULD APPLY THIS
ESSAY STYLE TO THEIR TECHNICAL FIELD.
DAY TWO: STUDENTS WILL READ ONE OF THE FOLLOWING DEFINITION
ESSAYS: “THE RIGHT STUFF” BY TOM WOLFE, “BEAUTY” BY SUSAN
SONTAG, OR “GIRL STORY” BY JAMAICA KINCAID. STUDENTS WOULD
AGAIN HAVE GROUP AND INDIVIDUAL CLASS DISCUSSIONS. TEACHER
WOULD ASK RELEVANT QUESTIONS DEALING WITH WRITING STYLE AND
PURPOSE, AUDIENCE APPEAL, AND STRATEGIES USED. THEN STUDENTS
WOULD RELATE THIS TYPE OF ESSAY TO THEIR TECHNICAL FIELD.
DAY THREE: STUDENTS WILL WORK WITH A PARTNER OR TEAMS
(TEACHER DISCRETION) AND COMPOSE NOTES RELATED TO A PROCESS
ANALYSIS OR DEFINITON ESSAY AS IT WOULD APPLY TO THEIR CHOSEN
TECHNICAL CLASS. CHOICES FOR THEIR ESSAYS MIGHT INCLUDE BUT
NOT LIMITED TO THESE:
1. HOW YOUR COMPANY MIGHT MARKET A PARTICULAR PRODUCT
2. WHAT IT TAKES TO BECOME A __________?
3. HOW TO CREATE A PARTICULAR HAIR STYLE OR COLOR
(CHRONOLOGICAL ORDER)
4. HOW TO BUILD A SUCESSFUL COMPANY OR BUSINESS
5. HOW TO BUILD A BOAT, HOUSE, ETC.
6. WHAT IS A SUCCESSFUL ( BUSINESS) PERSON?
EVERYONE IN THE GROUPS IS TAKING NOTES AS INDIVIDUALS DISCUSS.
ALL STUDENTS WILL THEN TAKE NOTES HOME AND COMPOSE A PAPER
DUE THE NEXT CLASS DAY.TEACHERS MIGHT EMPHASIZE FOR STUDENTS
TO USE VOCABULARY TERMS RELEVANT TO THEIR FIELD IN THE ESSAY.
DAY FOUR: ENGLISH TEACHER WILL TAKE UP ESSAYS AND THEN LET
STUDENTS SHARE INSIGHTS WITH EVERYONE. ENGLISH TEACHER
SHOULD SHARE GRADED ESSAYS WITH APPROPRIATE TECHNICAL
TEACHER WHO WOULD THEM READ AND GIVE STUDENTS A GRADE ALSO.