LESSON TEMPLATE

Teacher: Kistner Date(s):

Unit Title:
Composition: persuasive writing
SOL/Competency:
11.6 and 11.7
Materials Needed: SOL Coach Book,
Promethean board, grammar sheet

Content: English 11
Focus of the Day:
Determining topic sentences
Essential Skills: TLW write for a variety of
purposes: persuasion. TLW self- and peeredit writing.
Vocabulary (What new vocabulary will be
introduced during this lesson?): topic sentences,
thesis statements, comma use

Essential Question of the Day: How do I determine strong thesis and topic sentences? How
do I write strong thesis and topic sentences to avoid being too general or too specific?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW edit too
broad/specific sentences to make them strong thesis/topic sentences.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I revise a sentence that is too broad?
2. How do I revise a sentence that is too specific?
3. How do I compose a sentence that is well- balanced?

Applying

Analyzing

Evaluating

Creating

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Click here to enter text.
6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
4.
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:

TLW participate in editing of jumpstart

sentences to ensure they are well- balanced topic and thesis statements.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)

15-20 min Using Coach Book exercise, TLW determine thesis statements, and delete unrelated ideas. TLW compose a
new paragraph that is on topic and supported.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher
will monitor student responses through Coach Book exercise.
Independent Practice (What will students do to independently practice the concept or skill?) TLW use
prompt to generate ideas to compose an essay. TLW focus on thesis and topic sentences, and
maintaining related ideas.
Closure- How will the lesson be summarized?) TLW submit and share the groups thesis statement and 3 topic
sentences.

Evaluation/Assessment (How will you measure the students success?) Teacher will examine thesis
statements and topic sentences to ensure they are grammatically correct and strong.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in groups with assigned jobs: note taker, presenter and time keeper.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):

Content: English 11

Unit Title: Composition: Persuasion

Focus of the Day: Editing thesis/topic

sentences and composing body paragraph

SOL/Competency: 11.6- 11.7

Essential Skills: TLW write for a variety of

purposes: persuasion. TLW self- and peeredit writing.
Vocabulary (What new vocabulary will be

Materials Needed: SOL Coach Book,

Promethean board, grammar sheet

introduced during this lesson?): thesis statements,

topic sentences, body paragraphs

Essential Question of the Day: How do I compile ideas into a body paragraph with supported
details?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete exercise revising too broad/too specific topic sentences.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I compose a well- structured body paragraph?
2. How do I compose a well- supported body paragraph?
3. How do I incorporate Ethos, Pathos, and Logos?

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

Click here to enter text.
6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
4.
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:

TLW examine hand-out that explains

ethos, logos, and pathos. TLW examine commercials that incorporate each. TLW discuss how the group can utilize one
of the tactics in body paragraph.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)

15-20 min TLW work with teacher to compose Ethos, Logos, Pathos sentences. TLW connect how to do each with the
groups paragraph.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher
will monitor students throughout writing process.

Independent Practice (What will students do to independently practice the concept or skill?) TLW begin
composing body paragraph 1 concerning persuasive prompt. TLW ensure each sentence/detail is
on topic.
Closure- How will the lesson be summarized?) TLW submit his/her paragraph and notations on
questions/improvements they want to make.

Evaluation/Assessment (How will you measure the students success?) Teacher will examine group
paragraphs to ensure they are on topic, use a persuasive tactic, and grammatically correct.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):

Content: English 11

Unit Title: Composition: Persuasion

Focus of the Day: Editing thesis/topic sentenc

and composing body paragraph

SOL/Competency: 11.6- 11.7

Essential Skills: TLW write for a variety of

purposes: persuasion. TLW self- and peer- edit
writing.
Vocabulary (What new vocabulary will be

Materials Needed: SOL Coach Book, Promethean

board, grammar sheet

introduced during this lesson?): thesis statements,

topic sentences, body paragraphs

Essential Question of the Day: How do I compile ideas into a body paragraph with supported
details?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete exercise revising too broad/too specific topic sentences.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I compose a well- structured body paragraph?
2. How do I compose a well- supported body paragraph?
3. How do I incorporate Ethos, Pathos, and Logos?

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

5. Click here to enter text.
6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
4.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:

TLW examine hand-out that explains

ethos, logos, and pathos. TLW examine commercials that incorporate each. TLW discuss how the group can utilize one
of the tactics in body paragraph 2.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?) 1520 min TLW work with teacher to compose Ethos, Logos, Pathos sentences. TLW connect how to do each with the
groups paragraph 2.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students throughout writing process.
Independent Practice (What will students do to independently practice the concept or skill?) TLW begin
composing body paragraph 2 concerning persuasive prompt. TLW ensure each sentence/detail is
on topic.
Closure- How will the lesson be summarized?) TLW submit his/her paragraph and notations on
questions/improvements they want to make.

Evaluation/Assessment (How will you measure the students success?) Teacher will examine group
paragraphs to ensure they are on topic, use a persuasive tactic, and grammatically correct.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):

Content: English 11

Unit Title: Composition: Persuasion

ASSESSMENT DAY!

Focus of the Day: Editing thesis/topic sentenc

and composing body paragraph

SOL/Competency: 11.6- 11.7

Essential Skills: TLW write for a variety of

purposes: persuasion. TLW self- and peer- edit
writing.
Vocabulary (What new vocabulary will be

Materials Needed: SOL Coach Book, Promethean

board, grammar sheet

introduced during this lesson?): thesis statements,

topic sentences, body paragraphs

Essential Question of the Day: How do I compile ideas into a body paragraph with supported
details?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete exercise revising too broad/too specific topic sentences.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)

Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I compose a well- structured body paragraph?
2. How do I compose a well- supported body paragraph?
3. How do I incorporate Ethos, Pathos, and Logos?

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

5. Click here to enter text.
6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
4.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:

TLW examine hand-out that explains

ethos, logos, and pathos. TLW examine commercials that incorporate each. TLW discuss how the group can utilize one
of the tactics in body paragraph 3.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?) 1520 min TLW work with teacher to compose Ethos, Logos, Pathos sentences. TLW connect how to do each with the
groups paragraph.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students throughout writing process.
Independent Practice (What will students do to independently practice the concept or skill?) TLW begin
composing body paragraph 3 concerning persuasive prompt. TLW ensure each sentence/detail is
on topic.
Closure- How will the lesson be summarized?) TLW submit his/her paragraph and notations on
questions/improvements they want to make.

Evaluation/Assessment (How will you measure the students success?) Teacher will examine group
paragraphs to ensure they are on topic, use a persuasive tactic, and grammatically correct.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: Composition: Persuasion

Content: English 11

Focus of the Day: Editing thesis/topic sentenc

and composing body paragraph

SOL/Competency: 11.6- 11.7

Materials Needed: SOL Coach Book, Promethean
board, grammar sheet

Essential Skills: TLW write for a variety of

purposes: persuasion. TLW self- and peer- edit
writing.
Vocabulary (What new vocabulary will be
introduced during this lesson?): thesis statements,
topic sentences, body paragraphs

Essential Question of the Day: How do I compile ideas into a body paragraph with supported
details?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete exercise revising too broad/too specific topic sentences.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I compose a well- structured body paragraph?
2. How do I compose a well- supported body paragraph?
3. How do I incorporate Ethos, Pathos, and Logos?

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

Click here to enter text.
6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
4.
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:

TLW examine hand-out that explains

ethos, logos, and pathos. TLW examine commercials that incorporate each. TLW discuss how the group can utilize one
of the tactics in conclusion/intro paragraph.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?) 1520 min TLW work with teacher to compose Ethos, Logos, Pathos sentences. TLW connect how to do each with the
groups paragraph.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students throughout writing process.
Independent Practice (What will students do to independently practice the concept or skill?) TLW begin
composing conclusion/intro paragraph concerning persuasive prompt. TLW ensure each
sentence/detail is on topic.
Closure- How will the lesson be summarized?) TLW submit his/her paragraph and notations on
questions/improvements they want to make.

Evaluation/Assessment (How will you measure the students success?) Teacher will examine group
paragraphs to ensure they are on topic, use a persuasive tactic, and grammatically correct.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)