Lesson Title: Writing Technique and Workshops, Day 3 Body Paragraphs

Name: Daniel Bowes Date: 28 March 2017 Grade/Subject/Topic: Grade 9 English

Stage 1 Desired Results

Established Learning Intentions for this lesson: (curricular connections):
Note to teacher: be selective in choosing these elements from the curriculum documents, focusing on 1-
2 competencies and/or content pieces per lesson. Consider ways of reframing the language from the
document into student-friendly I can statements.

Know: How to make argumentative claims that are supported by anecdotal evidence.
Do: Students evaluate a thesis, contribute evidence and opinion, and write rough paragraphs to be
evaluated.
Understand: Writing is a cumulative process that benefits from experience and peer feedback.

What do you Big Ideas

want students
to People understand text differently based on their perspectives.
UNDERSTAND?
(think: connections,
concepts)
What do you Curricular Competencies
want students
to DO? Construct meaningful personal connections between self, text,
(think: activities, and world.
products)
Recognize an increasing range of text structures and how they
contribute to meaning.

Core Competencies

Developing strong critical interpretations of facts and presenting

understanding in a clear and concise manner.

What do you Content

want students
to KNOW? Formal academic writing terminology: Argumentatic statements,
(think: basic introduction, body paragraph, conclusion, evidence, support,
knowledge, expository.
definitions,
theories, etc.)
Formal writing techniques: transitions, conclusions, strong word
choice.
Potential connections to Aboriginal Education:
Topics can relate to experiences with Aboriginal content experiences throughout the extended unit.

What are possible ways students might What Essential or Guiding

become engaged or curious about the
learning task(s)?
Topics are individually chosen and tend
to reflect personal interests and
opinions.
Question will frame the learning?
How can we write a paragraph
that clearly expresses our
argument and information, while
still relating to our main point?
Lesson Title: Writing Technique and Workshops, Day 3 Body Paragraphs

Name: Daniel Bowes Date: 28 March 2017 Grade/Subject/Topic: Grade 9 English

Stage 2 Assessment Evidence

Formative
Assessment Tools
In this lesson what your formative
assessment plan? How will you
use rubrics, criteria, peer & self
assessment, journals, quick
writes, tickets out the door, sticky
notes, etc. and other formative
assessment tools? How will you
implement formative assessment
within this lesson?
Skeleton handout rate of completion has been
informing comfort and ease of the challenge.
Class discussion opens up peer examples to the
room for feedback, able to self assess mistakes
and make corrections if too shy to share out.
Circulation and checking in with students that are
struggling with the task, giving individualized
feedback.

Remember: formative
assessment informs
subsequent instruction.

Formal Checks for Summative & End in Mind

Understanding
Prompts for teacher: How will you know students
are getting it? How will the PROCESS of learning be
documented and valued?
What work/activities/assignments will be you be
collecting as evidence of learning in this lesson?
What is the the culminating performance task
(CPT), final project, final performance, or portfolio
that could be collected this lesson?
Summative Assessment occurs at the end of
the lesson or sequence Can inform
instruction but is often (usually) for reporting
purposes.

This only occurs after students have had

significant time to process and practice a desired
skill or come to understand a topic or concept. It
may include tests, portfolios, 1:1 interviews,
rubrics, etc.

Given work time, are students on

task? Consistent check-ins and
monitoring the energy and By the end of the week students will
general off task-ness of the room
can easily be indicator of a
have completed and had a proof-
requirement for further instruction. reading of a complete expository
Are students using time wisely? If essay.
not, why?
Check in at the start of class; have
students got their topic and rough
introductions finished?
Lesson Title: Writing Technique and Workshops, Day 3 Body Paragraphs

Name: Daniel Bowes Date: 28 March 2017 Grade/Subject/Topic: Grade 9 English

Stage 3 Learning Plan

Processing / Learning Activities Designed to Ensure Understanding and
Promote Critical Thinking:
Suggestions: A/B partner share, think-pair-share, Socratic seminars, opinion line-ups, cut the deck,
literacy strategies from Developing Readers binder, etc.

Step by Step Through the Lesson:

Suggestions to include: timings (keep in mind the balance of teacher talk/instruction vs. student
talk/work), transitions and transition activities, materials, methods (ie. How will you group students?
Where do they turn in activities), places for differentiation, introductions to activities,
modelling/gradual release of responsibility

Opening/Pre-Activity
(Hook -Introducing the lessons focus in an engaging way/links to learners lives; activating prior
knowledge)

Silent reading 10-15 minutes; use also as a check in time with students about starting/completion of
past chunk of the task.

Activity(ies) (Engaging teaching strategies to introduce new concepts that use gradual release of
responsibility modelling)

5 minutes: Go over assignment rubric and expectations

5-10 minutes: Handout an outline for body paragraph structure with word bank of
acceptable transition words and how-to incorporate quotes more effectively.
20 minutes: Break students off into groups of 4. Given easy topics to search,
groups must produce
1. Claim or statement of argument about the topic.
2. How the group expects to support the claim (evidence).
3. Write the first body paragraph in its entirety which includes a transition,
incorporation of evidence.
10 minutes: Given a checklist, groups rotate and give feedback on work,
considering thesis, and body paragraph structure and wording.
Work time: write as much as possible for essay.
5 minutes: Exit slip What was a useful note that was made on your practice
chart paragraph that you are planning to keep in consideration during your own
essay writing?

Materials and Resources: Additional Activities (Plan B)

Chart paper Rather than group written
Overhead paragraphs, students take 20
Laptop minutes of class time, write the first
Markers body paragraph to their essay, given
a checklist students give peer
review of work before continuing.
Students reflect on peer feedback
Lesson Title: Writing Technique and Workshops, Day 3 Body Paragraphs

Name: Daniel Bowes Date: 28 March 2017 Grade/Subject/Topic: Grade 9 English

Students continue writing essays.

Potential Barriers to Success:

Friend atmostphere, managing off task behavior
Some students can often hide their misunderstandings until the end of an
activity.
Students with IEPs written output a problem, though social and approachable,
group work that is visual has proven to help a lot
Considerations Adaptations Extensions
IEPs Divert to secondary Taking work home to
Students often activity if I feel this, finish, touch base
clump with friends possibly more over remind.
when they perceive experimental group
work is over. Keeping writing approach is
a tight ship that not working?
allows for less
downtime often
addresses this.
Lesson Title: Writing Technique and Workshops, Day 3 Body Paragraphs

Name: Daniel Bowes Date: 28 March 2017 Grade/Subject/Topic: Grade 9 English

Stage 4 Teacher Reflections (post-lesson)

What PDP Goals and/or dispositions did I address with this lesson?

What went well? What needs to be changed for next time? What did I observe about
my students? What did I notice about my teaching? What needs to be considered for
subsequent lessons on this topic?