EffectiveElementsforInstructionLessonPlanFormat Lesson:ConclusionsandTextStructure TeachersName:CourtneePanduren SubjectArea&GradeLevel:ELA9thGrade

I.

Standard: CCSS.ELALiteracy.W.910.10Writeroutinelyoverextendedtimeframes(timeforresearch, reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeof tasks,purposes,andaudiences. CCSS.ELALiteracy.W.910.5Developandstrengthenwritingasneededbyplanning, revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismost significantforaspecificpurposeandaudience.(Editingforconventionsshoulddemonstrate commandofLanguagestandards13uptoandincludinggrades910here.)

II.Objective/Benchmark: Studentscanwriteasentencefollowingthesentencestructureoftheweek. StudentscanwriteaninformationalpieceexplainingwhatitwouldbeliketobeapieceofHalloween candy. Studentscanrecallallofthepartsofaconclusionparagraph. Studentscanwriteaconclusionparagraph. Studentcanbegintoarticulatethedifferencebetweentextstructures.

III.AnticipatorySet: Studentswillwritetoexplainaboutbeingapieceofcandy.Thechallengewillbeforstudentstomake suretheykeeptheirwritinginformational.

IV.Input: Studentsneedknowledgeofwhatandtransitionisandwheretouseone. Studentsneedtoknowwhatpartsmakeupaconclusionparagraph. Studentsneedtosummarizewhatthepieceisaboutinordertowriteaconclusionparagraph.

ThinkingLevels: Studentsreproduceasentencethatincludesatransition. StudentsexplaininwritingwhatbeingapieceofHalloweencandywouldbelike. Studentsdemonstrateknowledgeofthepiecesthatmakeupaconclusionparagraph. Studentsselectwhichconclusiontypetheywillwritetheirconclusionin. Studentswriteaconclusionparagraphbasedonthefullpiecegiventothem. Studentsconcludewhichtextstructuretheyaremost/leastfamiliarwith.

LearningStylesandAccommodations: Studentsmaycreatetheirownsentenceincludingatransition. Ifmoretimeisneeded,studentsmayfinishtheirconclusionparagraphathome. Studentsmaytakenoteshowevertheybestseefitfortheirlearningstyle.

MethodsandMaterials: Computer Projector Writersnotebook Writingutensil Fullpiecewithoutconclusionprintedout Indexcardforexitticket

V.Modeling: ShowexampleofconclusionparagraphthatIwroteforamodelyesterday.Studentsmayusethisasa referencewhilewritingtheirconclusionparagraph.

VI.CheckingforUnderstanding: Whataresomeessentialcomponentsforanexemplaryconclusionparagraph? Whataresomecommontextstructuresthatyouknow? Whichtextstructureareyoumost/leastfamiliarwith?(exitticket)

VII.GuidedPractice: Showingexampleofmodelparagraph. VIII.IndependentPractice:

Studentswillwriteaconclusionparagraphforthefullpiecetheyaregiven. Quizwillbetakenindependently.

IX.Closure: Exitticketwithtypeoftextstructurestudentshavethemost/leastexperiencewith.

X.Assessment/Evaluation: Fridayquizwillassesswhetherornotstudentsknowhowtouseatransitioninasentence.Itwillalso assessthattheyaremakingprogressintheirsustainedsilentreadingbook. Studentswillturninworksheetwithconclusionwrittenin.