Sierra Nevada College Lesson Plan

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

Matt Galli
English 10
Hook Writing, Thesis and
Intro Paragraph
Michael Lauleta

Lead
Teacher:
District:
School:

Paul Richter

Time
Allotted:

55 Minutes

Diocese of Reno
Bishop Manogue

Materials, including technology:

Handout of hook and thesis writing. Printed outline for research paper. Powerpoint with examples and definitions.

Standard(s), including literacy for all content areas and/or SMP

CCSS.ELA-LITERACY.W.9-10.2,

10.4, 10.5

How will learning be assessed at the end of the unit/learning cycle (summative):

Students will identify and create introductory paragraphs by practicing hook writing
Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or

Blooms)

1.Students

will identify key elements of creating

compelling introductory paragraphs andhooks

DOK

Level 2

Students will discuss and critique other examples from

students to offer meaningful feedback

DOK

Level 3

2.

Connections to past learning or experience, building background

Students will apply knowledge of elements of writing, figurative language, and

thesis statements from previous lessons.
Essential Vocabulary

Thesis
Hook

Definitions
Claim or idea hypothesized by a paper

An essay hook is the first one-two sentences of your essay, its

introductory part, which serves to grab a reader's attention and let
him decide whether he wants to continue reading this essay or not.

Strategy for teaching new vocabulary

Students will receive handouts and be given a verbal explanation. Students will also
view a powerpoint on the topic with several examples.
Sequence and Scope of Instruction (include
instructional strategies, questions, opportunities
for meaning making through discourse and other
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)

Instructional Strategy

Lecture on different types of hooks and strong

thesis writing

Direct Instruction

Students will give rhetorical persuasive

Group work

estimate
d time

15
Minutes
.

Sierra Nevada College Lesson Plan

speeches and critique each others
techniques.

35
minutes

Closure : specific activity to review content

In the remaining minutes of the lesson, students will share what they came up with
as groups or individuals. The class will then offer meaningful feedback on the
effectiveness of the aforementioned hook
Teacher Candidate Reflection on the lesson (after delivery)

The lesson was a success with the exception of the end. The students diligently took
notes and listened during the lecture, asking for clarification on anything they did
not entirely understand. The hook writing went well, with students working with
their neighbors or individually. Most finished the first half of the packet giving us
enough time to discuss the various examples they produced. The only snag was
that they packed up a bit early and some of them lost focus in the remaining 3
minutes. Not terrible mind you, but every minute of instruction needs to be
accounted for and students need to obey the established rules, regardless of
whether or not they are pressed for time to get to their next class. I felt it went well
overall though. Just a minor tweaking to behavior parameters should rectify this.
SNC: April 3, 2014