Intro to Writing Unit

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Thomas Williams

Professor Gershon

Principles of Teaching

6 December, 2012

Unit Plan:

Since writing is going to be a large focus in both this class and college, beginning the

year with a unit on the writing will help students to understand what is expected during the year.

The Unit will focus on Writing standards four and five of the new Common Core standards for

ninth grade. This unit is intended to provide students with questions for revisions and strategies

to help them at the different stages of the writing process. In addition to this lesson, future works

will have multiple due dates for the different stages of writing. The goal is to continually

reinforce the idea that revision and prewriting are key to writing effectively.

Rough Outline:

Week 1:

Monday: Brainstorming

Tuesday: Outlining

Wednesday: Addressing an Audience

Thursday: Introduction and thesis

Friday: Transitions and conclusions

Week 2:

Monday: Peer Review

Tuesday: Short answer exam

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Subject: Language ArtsDate: Day 1Period: 4Semester: 1

Students will engage in:BrainstormingGroup discussion

Standards/ Objectives met:4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Time Procedures followed Materials/text references3-5 minutes Class Starter: Read today’s poem from Poetry 180 Printed off poem

Review of Previously Learned Material/LessonN/A

N/A

Statement of Objectives:Students will be able to brainstorm using a free writing exercise.

5 minutes

Guided Practice15-20 minutes

Introduction: Pass out sheet about 5 paragraph essays. Ask students to keep it in their binders and not to look at it until later in the week. The students

should be curious, look at the sheet, and have questions for later.

Guided Practice:Today, we are going to talk about how to prepare for the sheet I just passed out.

Model brainstorming by listing my thoughts at the time, as well as ideas about whatever he class decides is interesting. Ask what the class thinks are the most relevant things I have written. I will then label these as 1, 2, and 3. These will be my body paragraphs once I begin writing.

Independent Practice

5 minutes- brainstorm

5-10 minutes

Task for the day: Brainstorm your own free write about this topic: “What is my favorite thing to do?”

Key phrases to tell the students: After you answer the question, write everything that pops into your

head about the topic.

When done, have a neighbor circle the most relevant ideas that you have. We will use these to write

essays later in the class. If you are having trouble, look at the paper outline to guide your thoughts.

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Place all these papers in your binder when you are done. I’ll be around to help if you need.

5 minutes Lesson Review/Refresh: How did that go?

Present Closure: Remember to bring this in tomorrow; we will be using it to begin organizing our ideas into what will eventually be an essay.

Homework Given: Ask students to bring their binders and everything they have worked on so far to class tomorrow.

Teacher Notes: Remember to hole punch the papers for the students’ binders

The Five-Paragraph Essay- An Outline

A. Introductiona. Hook- how can you interest your reader?b. Questions to ask:

i. What does my reader need to know before reading my thesis? (three sentences)

c. Thesis- What am I talking about it/ what three details help me talk about it).B. Body Paragraphs (3)

a. Topic sentencei. What are you talking about in this paragraph and how does it connect to

the thesis?b. Supporting sentences

i. HOW or WHY this reason is important (4-5 sentences)C. Conclusion

a. Tell us your thesis again (in different words please)b. Tell us what you told us in the body paragraph. If you are having trouble, reword

your topic sentences.c. Questions to ask yourself:

i. What do I want my reader to remember after reading this essay?

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Students will engage in:OutliningQuiet study


Time Procedures followed Materials/text references3-5 minutes Class Starter: Read today’s poem from Poetry 180 Printed off poem5 minutes Review of Previously Learned Material/Lesson

Yesterday, we looked at brainstorming and I handed out an outline for a five-paragraph essay. We will be continuing that discussion today, so please take those out.

N/A

Statement of Objectives:Students will be able to organize the ideas they brainstormed into a working outline.

5 minutes

Guided Practice15-20 minutes

Students should have a list of ideas, and a partner should have circled some of them. My outline, with the ideas they chose to be the most relevant, will be written on the board with the supporting details in the order they chose. This will be my working outline, and I will ask them to volunteer reasons why the reasons they chose make reading seem particularly cool.

Ideally, I hope they will mention ideas like: Being taken to another place is cool because it gets you away from things that are really happening. If ideas like these are not given, I will volunteer them; modeling the responses that I am looking for and asking for answers from the group.

Independent Practice7-10 minutes

Students will be asked to draft 4 reasons why their main reasons from brainstorming are convincing.

Written on the board will be questions like “Why is _____ important?” and “What does this reason seem

so cool?”

After they have drafted these reasons, I will ask them to take these ideas and write them into an outline. For future projects, this will be the first

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section that will be turned in. I don’t expect complete sentences at this point, just the order of your ideas and reasons.

5 minutes Lesson Review/Refresh: So, how is everyone’s basic outline working? Can everyone see why their main ideas prove that their activity is cool? This is what we are proving to our reader, so make sure that it makes sense.

Present Closure:Homework Given: For homework, students will be asked to re-read their outlines to make sure that they feel their relevancies of information are relevant in a way they approve of.

Teacher Notes: The outlines will be used to help with audience later.


Students will engage in:Group WorkGroup Discussion

Standards/ Objectives met4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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Time Procedures followed Materials/text references3-5 minutes Class Starter: Read today’s poem from Poetry 180 Printed off poem5 minutes Review of Previously Learned Material/ N/A

Statement of Objectives: Students will think about how to write towards different audiences.

5 minutes Guided Instruction:Everyone changes what he or she says by considering the people they are surrounded by.

EX: You probably do not talk about illegal activities around me. Discuss the homework that will be due the next day.

The sample essay


Explanation: 5-7 minutess

Activity: 10-12 minutes

Each student will choose a job and write that job on the pieces of paper I have handed out. They will then fold it so it sits like a sign.As a class, have the students decide what they want to sell. On the back of their new nametag, the students will write what one who has that job may enjoy about the product.Before one person sells, they should write one thing about what the potential buyer will know, want to know and need to know.

For 4 rotations and pauses, they students will switch off buying, selling, and rotating. Hopefully, at least four rotations will be completed.

Nametags or paper for signs. The desks must be in a circle with chairs on the outside and inside.

5-10 minutes Lesson Review, Things to say:Most people we write to have some form of job while reading. In your case, the listener’s job was to decide whether to buy or not.It is important to consider your reader when writing, just as it is when talking.

Present Closure: “All right, now put all of this in the writing section of your binders. We will be using the paper later in the week.”Homework Given: N/ATeacher Notes:The timing here will be tricky. I may run out of time and have to reduce the number of rotations. Be sure to leave 10 minutes to talk about how this applies to writing. For future writing, try to remember to ask them whom they think they will write to after assigning.

Gershon note: Should I make this a competition, or is this already too much?

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Students will engage in:Group WorkGroup Discussion


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Time Procedures followed Materials/text references3-5 minutes Class Starter: Read today’s poem from Poetry 180 Printed off poem5 minutes Review of Previously Learned Material: I hope

everyone had fun selling (whatever the class ended up deciding to sell). Today, we are going to use those ideas to make the information in our outlines from Tuesday more interesting.

N/A

Statement of Objectives: Students will be able to draft an introduction and conclusion based on their audience.

10-15 minutes Guided Instruction:Let students know to take out their outlines from Tuesday, and their nametags from yesterday. Recap the information about audiences and the questions students answered on the back of their nametags.

Since we cannot really answer the question “What do they need to know” in the body paragraphs, we have to let the reader know in the introduction.EX: If I were talking about dragons to a medieval knight, I would not really have to tell him what a dragon was. If I were telling an alien, I would probably have to tell them what a dragon was. It all depends on who your audience is.

The last sentence, called a thesis, will tell the reader what you are talking about and three reasons why you are saying that. The reasons you use in your outline will be the last three parts of your thesis.

EX: If I was writing about how zeppelins are awesome, I could say something along the lines of Zeppelins are really cool because they can fly people across the sky, because they carry flag-vertisements, and because they fly high above the ground.

The sample essay

15 minutes Independent Practice:Using their jobs from yesterday, Students will draft introductions focusing on the jobs they chose. The introductions will include a hook (first sentence) to catch their attention, information about what the reader may need to know before reading the body paragraph. After that, they will draft a working

Nametags or paper for signs. The desks must be in a circle with chairs on the outside and inside.

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thesis using the formula mentioned in the Guided practice section.

2 minutes Lesson Review:Working on these for homework. We’ll talk about conclusions and transitions tomorrow

Present Closure:Homework Given: Continue working on your introductions if you have not finished yet.Teacher Notes: This may be too vague for students. Gauge their reactions. If necessary, use more specific details.


Students will engage in:

Standards/ Objectives met: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).


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5 minutes Review of Previously Learned Material/Lesson N/A

Statement of Objectives: Students will think about transitions between ideas and conclusions.

5 minutes Guided Instruction:In this stage of revision, we will be adding connections between our Ideas.Tell them that We are going to look at sample writing and use it to determine how to write introductions and transitions. (the sample paper follows this lesson plan)

The sample essay


5-7 minutes

Ask the class to break into groups and read the bolded section and conclusion. As a group, have them discuss what they notice in the introduction /What did the author include. They will share afterwards.

The sample essay

7-10 minutes Guided PracticeDiscuss the purpose of transitions and conclusions.

If the students bring up this information previously, attribute it to the group who said it.

.

5 minutes Lesson Review: Ask something along the lines of: Just to make sure I did not forget anything, what did I say the purpose of an introduction was again?

Present Closure: “All right, now put all of this in the writing section of your binders. We will be using the paper later in the week.”Homework Given: Re-read the sample paper tonight. Look at the bolded sentences again and think about how they connect the ideas together to the thesis. On your own, try to draft a thesis of your own. Use this formula to start “(subject) (what you’re saying about the subject) (your three reasons why).For the topic sentences, try to connect the ideas you have written in your paragraphs back to that thesis you write. We will be discussing these Ideas tomorrow, so do not worry if you have trouble. Just try your best and We will share our work in groups on Friday.

Teacher Notes:Inspiration for this lesson was taken from: http://www.brighthubeducation.com/high-school-english-lessons/10953-writing-process-lesson-plan-effective-paragraphs/

http://www.brighthubeducation.com/high-school-english-lessons/10953-writing-process-lesson-plan-effective-paragraphs/

http://www.brighthubeducation.com/high-school-english-lessons/10953-writing-process-lesson-plan-effective-paragraphs/

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Each year, thousands of people throughout the United States choose to spend their vacations camping in the great outdoors. Depending on an individual's sense of adventure, there are various types of camping to choose from, including log cabin camping, recreational vehicle camping, and tent camping. Of these, tent camping involves "roughing it" the most, and with proper planning the experience can be gratifying. Even with the best planning, however, tent camping can be an extremely frustrating experience due to uncontrolled factors such as bad weather, wildlife encounters, and equipment failures.

Nothing can dampen the excited anticipation of camping more than a dark, rainy day. Even the most adventurous campers can lose some of their enthusiasm on the drive to the campsite if the skies are dreary and damp. After reaching their destination, campers must then "set up camp" in the downpour. This includes keeping the inside of the tent dry and free from mud, getting the sleeping bags situated dryly, and protecting food from the downpour. If the sleeping bags happen to get wet, the cold also becomes a major factor. A sleeping bag usually provides warmth on a camping trip; a wet sleeping bag provides none. Combining wind with rain can cause frigid temperatures, causing any outside activities to be delayed. Even inside the tent problems may arise due to heavy winds. More than a few campers have had their tents blown down because of the wind, which once again begins the frustrating task of "setting up camp" in the downpour. It is wise to check the weather forecast before embarking on camping trips; however, mother nature is often unpredictable and there is no guarantee bad weather will be eluded.

Another problem likely to be faced during a camping trip is run-ins with wildlife, which can range from mildly annoying to dangerous. Minor inconveniences include mosquitos and ants. The swarming of mosquitos can literally drive annoyed campers indoors. If an effective repellant is not used, the camper can spend an interminable night scratching, which will only worsen the itch. Ants do not usually attack campers, but keeping them out of the food can be quite an inconvenience. Extreme care must be taken not to leave food out before or after meals. If food is stored inside the tent, the tent must never be left open. In addition to swarming the food, ants inside a tent can crawl into sleeping bags and clothing. Although these insects cause minor discomfort, some wildlife encounters are potentially dangerous. There are many poisonous snakes in the United States, such as the water moccasin and the diamond-back rattlesnake. When hiking in the woods, the camper must be careful where he steps. Also, the tent must never be left open. Snakes, searching for either shade from the sun or shelter from the rain, can enter a tent. An encounter between an unwary camper and a surprised snake can prove to be fatal. Run-ins can range from unpleasant to dangerous, but the camper must realize that they are sometimes inevitable.

Perhaps the least serious camping troubles are equipment failures; these troubles often plague families camping for the first time. They arrive at the campsite at night and haphazardly set up their nine-person tent. They then settle down for a peaceful night's rest. Sometime during the night the family is awakened by a huge crash. The tent has fallen down. Sleepily, they awake and proceed to set up the tent in the rain. In the morning, everyone emerges from the tent, except for two. Their sleeping bag zippers have gotten caught. Finally, after fifteen minutes of struggling, they free themselves, only to realize another problem. Each family member's sleeping bag has been touching the sides of the tent. A tent is only waterproof if the

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sides are not touched. The sleeping bags and clothing are all drenched. Totally disillusioned with the "vacation," the frustrated family packs up immediately and drives home. Equipment failures may not seem very serious, but after campers encounter bad weather and annoying pests or wild animals, these failures can end any remaining hope for a peaceful vacation.

These three types of camping troubles can strike campers almost anywhere. Until some brilliant scientist invents a weather machine to control bad weather or a kind of wildlife repellant, unlucky campers will continue to shake their fists in frustration. More than likely, equipment will continue to malfunction. Even so, camping continues to be a favorite pastime of people all across the United States. If you want camping to be a happy experience for you, learn to laugh at leaky tents, bad weather, and bugs, or you will find yourself frustrated and unhappy.

(Found at: http://www.sandhills.edu/academicdepartments/english/essaybasics/5_paragraph_essay.html)


Students will engage in:Peer Review

Standards/ Objectives met:5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


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5 minutes Review of Previously Learned Material/Lesson N/A

Statement of Objectives: Students will be able to ask useful questions in peer review.

15 minutes Guided Instruction:Explain that Peer review is one of the best ways to revise. Explain that Higher Order Concerns (thesis, flow, organization, audience) are usually more useful. These sections usually lead to larger revisions that help the reader understand the ideas.Lower order concerns (grammar, sentences structure, etc.) help readers understand sentences, but not the larger ideas.

Their drafts


15 mins minutes

Have students pair up with the completed essays. Students will make two positive comments and one constructive comment on their partner’s paper. The students will then revise the works and turn in their second drafts. They will be referred to as final drafts for now. The papers will be returned to them at the end of the semester to see how they would revise them.

Their drafts

5 minutes Lesson Review/present closure: Discuss the grading of the essays and tomorrow’s test. Tell them that it will be short answer and fill-in-the blank.

Homework Given: Study for tomorrow’s test.Teacher Notes: Walk around the classroom and model useful questions and comments. Ask how and Why questions.


Students will engage in: Test taking

Standards/ Objectives met:5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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Time Procedures followed Materials/text references3-5 minutes Class Starter: Read today’s poem from Poetry 180 Printed off poem5 minutes Review of Previously Learned Material/Lesson

N/AStatement of Objectives: Students will be able to display their knowledge of the parts of an essay.Students will be able to display their knowledge of the revision process.

40 minutes Students will have the entire class time for the test. Students who finish early may begin reading for the novel project. My classroom library will be open, and books may be checked out.

5 minutes(optional)

Lesson Review/present closure: Give preview of net lesson if there is time.

Homework Given: Study for tomorrow’s test.Teacher Notes: Walk around the classroom and model useful questions and comments. Ask how and Why questions.

The Writing Process

Name: ____________

1. What is the first stage of the Writing Process?

_______________

2. What information do you include in your body paragraphs?

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___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. In the Introduction?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. The conclusion?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List three questions that may help you revise your paper. These can be about any part of the essay.

EX: What makes my supporting details important?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Practice What You Have Learned

On this page, Brainstorm some ideas about the following questions: Why is writing important?

Think up some ideas about writing, and then use them to draft a beginning outline. You do not have to actually write the essay, just draft outlines for the body paragraphs.

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References

Brizee, Allen (2010-04-21). Grades 7-12 teachers and students. Retrieved from http://owl.english.purdue.edu/owl/resource/677/01/

http://owl.english.purdue.edu/owl/resource/677/01/

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Lorcher, T. (2011, December 30). A Lesson Plan on Writing Coherent Transitions. Retrieved from http://www.brighthubeducation.com: http://www.brighthubeducation.com/high-school-english-lessons/11377-teaching-transitions-in-writing/

n.a. (n.d.). Sample five-paragraph essay. Retrieved from http://www.sandhills.edu: http://www.sandhills.edu/academic-departments/english/essaybasics/5_paragraph_essay.html

Intro to Writing Unit

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