American International School

I f A l m i g h t y w i l l s
Individual Lesson Plan by

Lesson Title:
Overview and purpose: Writing Introductions, Hooking an audience
Curriculum Standards to be met:

Activity planned and Use of I.C.T : Power point on introductions, need flash

Materials needed: Flash Drive, Handout on Introductions, Dry Erase Marker
Learning Objective(s): Students will be able to:

Use Models of Introduction Techniques to write own introduction for poem.





Essential Questions:

List at least three questions that will guide students to inquire further about the lesson.
1)What about this poem did you love, that you want your audience to love? What needs to be conveyed?

2)Which introductory technique will help you come up with the best way to catch the attention of the audience.

3)What is the central theme of your poem?


Differentiation: (meeting
different learning levels:
Basic / General / Advanced)
B [Below level ( Could complete the word web and come up with a list of alternative words using a thesaurus. Write one to
two sentences about your poem using two new words you learned from thesaurus search. )


G [On level] ( Use the thesaurus to come up with a few new words to describe your poem (or the poems theme) then
pick two introductory techniques that you think you could use to write your introductory paragraphs.

Date From To
Classes
7B2-11G3
Subject
WRITING/SPEECH
Chapter

Lesson
WEEK 6- WRITING INTROS

Ms. Heidi

A [Above level ( Before coming to class, think about the revision questions we asked last week in class. Is everything clear,
could any words be taken out or added to make the work more clear and to the point? Revise your own work and show the
changes you made. )


Strategies for
delivering the lesson:
(Procedures/ Methods/
Activities)


(Cross-curricula connections)








Lesson Delivery( Period One)
Introduction/Activate prior knowledge:

Use the power point to talk about introduction techniques/ review
skills the class may already know. (5-10 minutes)



Classroom assignments ( Please show how each
objective is met in students work.)

Procedure: [Activity / Demonstration / Experiment /Explanation]

Show the Ss brainstorming web on the board. In pairs, have the
students decide what the central theme of the poem is and have
them write it in their copybooks in a circle at the center of book.
(5-7 minutes)


Gain the Ss attention again and hand out the model paragraphs.
Have Ss read the paragraphs out loud and ask what the paragraphs
had in common and what was different about them. (10-minutes)

In word web have Ss fill out a few ideas for hooks to use for their
own introductory paragraph. (10 minutes)

Then take two of the best ideas they came up with and write out the
full paragraphs.









Beginning stage of focusing the topic to write about in
an introduction




Understanding the elements that make up a
introduction. (Hook, TS, Details, Closing sentence)


Ss could do this activity in pairs. How do they get
attention of audience?

This is homework. If time allows, Ss can begin
assignment in class.













Close: Discuss what was learned from Power Point and from model introductions and how
Ss can apply these techniques to their own writing.






Strategies for
delivering the lesson:
(Procedures/ Methods/
Activities)


(Cross-curricula connections)








Lesson Delivery( Period One)
Introduction/Activate prior knowledge:





Classroom assignments ( Please show how each
objective is met in students work.)

Procedure: [Activity / Demonstration / Experiment /Explanation]























Close:[ Plenary ]










Lesson Evaluation/
Reinforcement Skills

(State which part of your
lesson answers the
following questions.)



W : Where are we going? Why? What is expected?
Ss should be able to apply the techniques modeled in handout and use the information from their poem to create their own
unique introductory paragraph.


H : How will we hook and hold student interest?
Ss were asked to choose a poem that they liked and related to. Hopefully if they put thought into the first assignment for
class, writing on this topic will be enjoyable for them.
E : How will we equip students for expected performances?
Will show Ss a copy of the Rubric used in writing class and give them models to use as guide.
R : How will we help students rethink and revise?
Will ask Ss to complete the Revision checklist for themselves.
E : How will students self-evaluate and reflect on their learning?

T : How will we tailor learning to varied needs, interests, learning styles?
Some Ss do not have the skills to complete the entire paragraph. Giving extra support during the word web phase we can
help them increase their vocabularies by showing them how to use a thesaurus.
O : How will we organize and sequence the learning?


Assessments:
( Please note types of
assessments should
vary; it should not be
based on tests and
quizzes only)
Will evaluate the paragraph based on the writing test rubric given by school.

Homework:
COMPLETE THE TWO PARAGRAPHS AND SUBMIT NEXT WEEK IN CLASS.

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