LESSON PLAN

Date: April 7. 2017 Subject: Language Arts Unit of Study: Essays

Lesson #: - Title of the Lesson: Co-Constructing a Rubric for Essay

Background Information (Prior Knowledge/Do Now): Grouping/Class:

Grade 12(1).
For the past 3 weeks, we have covered all different forms of persuasive
essay: satirical, personal, figurative, and response. We studied Jonathan
Swift, Steve Jobs, Martin Luther King Jr., just to name a few - we focused
on how these different methods of persuasion/rhetoric was effective
based on the writers attention to their audiences. Having been exposed
to these types of writing, their task is to write their own. They have the
choice between the four styles listed above. This class allows students to
co-construct a rubric, with us, so their assignment best reflects what
they have learned, and how theyve learned it.

Learning Outcomes: Assessments Planned

The actual writing assignment will include the
outcomes listed below. Today, they are navigating the
writing standards they feel that best relate to the way
they learned about the last 3 weeks of content, and
chose the standards they feel best suit the assignment
in the areas of: Content, Word Choice,
Organization, and Voice.
W&R 9.1 - Produce writing and other forms of
representation characterized by increasing complexity
of thought, structure, and conventions.
W&R 9.2 - Make critical choices of form, style and
content to adress increasingly complex demands of
different purposes and audiences (evident in the
essay).
(Formative/Summative):
Though this class is not dedicated to assessing our
students in terms of what they know, it allows
them to have a say in how the wish to represent to
the teacher what they have learned. This lesson
has a heavy focus on assessment/evaluation as it
allows them to have a say in the way in which they
are evaluated.
I will take the information they give me to create a
rubric, then we will go over that rubric to check if it
is agreeable. If it is, we will use it. If there are any
concerns, we will continue to shape it until it is
satisfactory for everyone.

W&R 10.1 - Apply your knowledge of what strategies

are effective for them as creators of various writings
and other representations (evident in the
planning/editing).

Lesson Activities:
Time: Activities:
Materials:
Intro - 5- Play announcements. Instruct students to take out their curriculum
Students will need their
10 mins: document that was provided to them previously while you take
curriculum document, a
attendance. Talk about their last assignment/ how youll allow redos copy of the writing
if they got 20/20 on their notes. standards, their handout
of the essay assignment
Body 30- guidelines, and a handout
40mins: Begin to go over (using display camera on SmartBoard) the co- (to be handed out this
constructing page. Explain the outcomes, and how the procedure will lesson) of the rubric
be weighted equally to their final product. planning page.

SmartBoard/ On-screen
Next, hand out the writing standards, and have students divide into display camera.
four groups. They can do this autonomously. Explain to them that the
 areas in which we will be marking them on is Content, Word Choice, Desks for grouping.
Organization, and Voice. In their groups, get them to choose the
descriptors that best measure what they are expected to apply for
each trait of the assignment. One to two descriptors is sufficient.
These descriptors can come from the strong or appropriate
categories, but remind them that we are aiming for strong as this is a
level one course.

Next, have students provide a numerical value for how each

descriptor should be weighed. For example, if a particular descriptor
in voice should be weighed out of a numerical value of ten, then
students will have to justify a 10/10 mark. They will, however, also
have to justify what constitutes a 7 or 8. Have them justify from a 6-
10 (the spectrum of passing to exceptional work.)

***As these ideas are being shared, document their choices on a

word document, and have it displayed on the SmartBoard.*** Explain
to students that I will take this info, and create a rubric that they can
Remainde approve/disapprove and make necessary changes.
r of class:
If there is time, allow students to work on formulating a thesis
statement - remind them of our lesson from yesterday on thesis
statements. They should narrow it down to a question they can
address and work from there. Go around and sit with students to
offer help.
Assessment Information Gathered (Exit Slip/Summative Assessment):
Did the students learn what they were supposed to learn?

If yes, what are your next steps? If no, what will be your plan or modifications
for the next lesson?

Personal Notes/Reminders/Homework/Other Considerations: