Professional Documents
Culture Documents
UTL 640E
Chrissy Hinkle
Andrea Khawaja/Anderson HS
English I (Inclusion) / 9th Grade
Date: October 7, 2015
Teach(es) #6
st
Class Period / Time: 1 Period (A-day)/8:55-10:25
Lesson Objective(s):
Following instruction of the teacher, individual students will write a short expository
essay, and after looking at sample STAAR essays and rubrics, they will identify their
weaknesses and strengths (especially as they pertain to thesis writing) in these
practice essays in order inform and improve students input when peer-editing their
first timed essays.
Resources/Materials:
A. TO DO before the day of the lesson:
Scan example essays as a PDF/make
Print Warm-Up instructions for me to read aloud
Create Agenda
Make copies of Peer Editing WS
Place Failure essay first drafts in students journals so that they can be picked up
together before class
B. For the lesson itself:
Peer editing work sheets go on book shelf for pick up
Sample essays and rubrics on bookshelf for pick up
Warm up PP/Agenda pulled up
Steps in Lesson:
*Remember to include an estimated time for each step/action in the lesson cycle.
ENGAGEMENT (20 minutes)
Students will complete the Visual Essay Prompt Assignment while looking at the
image on slide 24 of the corresponding PowerPoint.
(30 minutes) Keeping those aspects they identified in mind as well as the rubrics we
talked about, they will trade their failure essays with a partner and complete the
Peer Editing Worksheet for their classmates essay.
o Something I want yall to keep in mind when writing these peer edits is that
writing is a very personal thing for most people. It is really hard to trust someone
to not only read what we have written, but to critique it as well. So while I want
yall to help each other improve your writing skills, keep the other persons
feelings in mindespecially if your peer was brave enough to share a personal
anecdote in their essay.
o If they are done before the 30 minutes is up, they will be able to begin the revised
version of their essay on the back of their own worksheet.
Evaluation
Students will conduct a self-evaluation before they begin the peer editing
process.
CLOSURE (2 minutes)
Parking lot
While students are doing the peer edit, pass out post it notes. Before class is over,
they will write their names on the back of the sticky note and draw either
o a on the note if they feel more confident about essay writing;
o a :/ if they feel better but still arent confident; or
o a if they feel like they dont have any confidence in the writing process and
want to talk about their concerns one-on-one.
Students will leave the post it notes on my poster board on the door on their way out.
Modifications/Differentiation Strategies:
Elijah will be able to use his device for all writing components.
Luis will have additional time to complete the assigments.
This lesson mostly benefits the visual learners because of the nature of the Visual
Prompt activity and writing.
The discussion section of the lesson benefits the auditory learners, the instructions
will also be delivered verbally for all of the different activities.
Writing is also beneficial to the kinesthetic learners.
This kind of lesson is best for Concrete Sequential Thinkers and Convergers
because they are given guidelines for what the scorers are looking for in a good
essay and they can follow those guidelines.
Evaluation Strategies: