LESSON PLAN #

LESSON PLAN #1.1Patrick Sewak 10th grade English, Union CityTopic: Vocabulary, editing essays, and reading literature (LOTF).

Objectives: SWBAT increase their: vocabulary, writing skills, and understanding of literature. P. A. Standards 1.1.10.E.

P. A. Standards 1.3.10.A. P. A. Standards 1.4.10.B.Vocabulary: Begin chapter 13 in Vocabulary book.Anticipatory set: Bellringer: Define the term respect. What is your ideal of respect?

Closure: Finish your vocabulary assignment for homework if you did not complete it in class. Make sure you have chapters 7-8 read in LOTF for tomorrow.

Adaptations: Adaptations will be made on a case by case basis based on the students IEP. This could be triple spacing and large font to extra time granted for tests. It all depends on what each student needs.

Materials: Essay guide, LOTF book, and vocabulary book.

Assessment: Students will be assessed on their essay assignment and class participation.

LAYING DOWN THE LAWGood Morning, I am going to be your teacher for this week. Mr. Pham will be in the back of the class, and will sign whatever passes you need signed due to school policy. Other than that, Im going to be running class up to and through Friday. Everyone one of you has an equal amount of my respect at the moment. Whether that respect increases or decreases is entirely up to you; both as individuals and as a class.

Here is what I expect from you. I want you in your seats and ready to begin class when the bell rings. I know some of you have to do things at the beginning of the block, and thats fine. Please do not call out answers to questions. Raise your hand, and I will call on you. If I open the floor for discussion, you can answer questions without raising your hands, but I will let you know specifically when those times are. You are in 10th grade at least; I think you should know by now that you are supposed to be quiet in class. When I ask for your attention, I want it the first time. I will be using Mr. Phams 1, 2, 3 rule. If I get to three, it is quiz, essay, or extra homework time.

If I have to you will be writing essays everyday of the week that I am here. It doesnt have to be that way, but it will be if I do not receive the respect and cooperation that I need to run class. I would much rather have a happy classroom than a strict one. The choice of how this week goes is largely up to you.ESSAY TASK LISTDirections: Read over the essay you have in front of you, making whatever grammar, spelling, or comments you think are necessary. Use the check list to help guide your thoughts. Please be classroom appropriate. When you are done put your name in the top right corner.Main Idea or Thesis: (When you find the thesis; circle the entire sentence.)Topic Sentences: (When you find a topic sentence; put brackets [ ] around that sentence.)Paragraphs (7 Sentences)

Introduction

Conclusion

Grammar (Be on the look out for Run-On Sentences and Sentence Fragments.)

Spelling

Does the essay flow form one topic to another or does it jump around?

Does it make sense, or does it stray off topic? For example, one paragraph talks about

being Bret Farr, and the next paragraph is about how many days left until Winter break.

CONTENT

See attached sheet. (This is just an idea I had Tien. If you think this is a bad idea or wont work, just say so.)

Go over the vocabulary words with them. I say them, they repeat them. Assign 20 sentences, and give them 10 minutes to complete them. Finish for homework if you do not finish in class. (Circulate through the class to help maintain order, and to offer suggestions and praise.)

Get out both your Person for a day, and Outcast essays. Get out a pencil. (I will have a box of pencils ready to go.) Pass out check list for Essays sheet. Exchange papers. (I have to look at the classroom again, to see how I am going to do this. I may move Robert & Jared into the actual rows just for this assignment.) Read over the essay you have in front of you, making whatever grammar, spelling, or comments you think are necessary. Use the check list to help guide your thoughts. Please be classroom appropriate. When you are done put your initials in the top right corner. Grammar is one of those

PROCEDURES

Bellringer: (3-5 minutes)

Talk to them about respect and what I expect from them.

(5 minutes)

Vocabulary Unit 13.

(15 minutes max)

Essays (5-10 minutes for each switch, there are 4 switches, so 20-40 minutes total.)

PROCEDURE

Essay continued.

(Honestly, I think its going to take them at most 5 minutes to edit each essay. I think it will be closer to 2-3 minutes for most of them.)

CONTENT

skills that you really only improve by doing. Reading is another way that your grammar improves. An oddity, with grammar, that I have noticed is that its harder to proof read your own work. It seems to be easier for most people to spot mistakes in something they did not write, than in something they did. If this kind of editing works for you, maybe you can find someone to partner with on a regular basis to proof read each others work.

Another trick I picked up from a professor was The Jaw Test for punctuation. Hold one hand under your jaw, and quietly read what you are editing out loud. When your mouth closes, or your jaw stops thats a likely spot for a punctuation mark. It works for some people, just another tool that you might find useful. (Circulate through class while they work.)

Pass papers again. (Same instructions, again about 5-10 mins.) Try to find something different from what the first editor did. The more you proof read; the easier it will become for you. You will be able to do it faster. Some of you might discover that you are very good at editing, and editing is a possible avenue of employment. Editing is an essen

-tial part of the writing process; the ability to write proficiently is useful no matter what field you choose to pursue. (Reports, letters, etc.)

Pass the corrected papers back to their owners. Once you have your paper, take a minute to look it over.

See if theres anything you didnt catch when you looked it over, or if any of the comments give you an idea of how you can improve your essay.

CONTENT

Now we are going to do the same thing with the Outcast essay. Exchange, correct, exchange again,

correct, return, and reflect.

(Continue circulating.) All right, pass Mr. Phams essay to the back; pass mine to the front.

I am giving you the rest of the block to read chapters 7-9 in LOTF. We will be having a test on those chapters on Friday. It is only 27 pages total. I would like you to read on your own. If you finish early, or have already read the chapters; work on your study guide questions for those chapters. I will be making the majority of the questions for your test from the study guide. If you have all that done; than please read ahead in LOTF.

PROCEDURES

Essay continued.

Reading LOTF (Time for this will largely depend on how quickly they get through the essay work. I am thinking that they will take less time to get through the essays than 40 minutes; it will probably be closer to 20 minutes. There will probably be closer to 30 minutes left in the block for the reading)