PCW Conclusions

# of Days

Prior Knowledge

Students know how to write and format an introduction and

body paragraphs. Students will have written their introduction
and body paragraphs previous to this lesson.

Lesson Objective(s)

Students will be able to write a clear and effective conclusion

that convinces the audience of his/her argument.

Lesson Assessment

Students will write a conclusion during class and allow others

to review it for productive feedback.

Standards

Materials Needed

Students need their laptops and papers

Time

Learning Task

Methods or Procedures

10

Ice-Breaker

We will have students introduce

themselves again and tell us one
interesting thing about them and where
they are from to get to know them better.

15

What is a conclusion discussion?

Ask students what they think a good

conclusion would be. As them for
attributes that they would consider to
make a strong conclusion. Give an
example of a bad conclusion on the
projector and ask students why it isnt
effective. Ask them what they would
improve upon.
Emphasize that you should
1. Summarize the
argument
2. Tell the audience why
your thesis matters to them
3. Make any tweaks &
revisions to your thesis if it
does not match with your
concluding argument.

35

Writing conclusions

Students will have this time to write and

post their conclusions on Eli Review.
Similar to the introduction workshop
students will have time to ask questions

and confer with their peers.

10

Wrap up

Double check that students understand

the assignment and ask any last minute
questions about conclusions.

Cultural Knowledge is gained through learning about writing/

language.
# of Days

Prior Knowledge

Students will have prior knowledge of their own culture.

Lesson Objective(s)

Students will be able to understand that "Learning about

writing/language is really learning about culture.

Lesson Assessment

Students will come up with their own examples from their

own culture that others wouldnt be able to understand
without cultural knowledge.

Standards

Materials Needed

Projector, computer.

Time

Learning Task

Methods or Procedures

10 min

Icebreaker

We will have students introduce

themselves again and tell us one
interesting thing about them and
where they are from to get to know
them better.

20
min

Sensemaking discussion in
small groups

1.) She left the vehicle and inserted a

card. She read the screen and pressed
some buttons. She lifted the handle
and began to pump. Something was

wrong. Nothing came out. She went

inside and solved the problem.
2.) The order of strokes matters for
aesthetic and learning purposes.
Horizontal comes before vertical. Left
before right. Top before bottom. Left
constituent before right. When it
comes to boxes, always use 3 strokes:
the left vertical, then top and right,
ending with bottom. Frames are before
innards and closed last. And for
symmetrical parts, dominant precedes
minor.
3.) Take one out and scratch its head.
What is now black was once red.
1520min

Further questions, discussion

wrap up,

Questions for discussion on passages

- "Why don't they
understand what these mean?"
- What did they possess in
order to make sense of the
passage?"
Discussion on culture to come up with
a working definition of culture and
make connections between writing,
language and culture.
- What is culture?
Students will be able to see that
learning about writing/language is
really learning about culture

20

Students own example

Students will come up with their own

example of their own culture.
Demonstrating their understanding
that learning about writing and
language is really learning about
culture.

10
min

Share Out

Students will share out these examples

with the class.