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CCSS and CA SS /Standards: (What are the skills being taught? Which standards are being Agenda: (What is the snapshot of my class flow?)
specifically addressed in this lesson?) Feedback on essays/directions
CASS.ELA-LITERACY.W.11-12.23 Write narratives to develop real or imagined Partner feedback on paragraphs
experiences or events using effective technique, well-chosen details, and well- Adding Description PowerPoint
structured event sequences. d. Use precise words and phrases, telling details, and Annotation Self-Reflection
sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
CASS.ELA-LITERACY.W.11-12.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will be able to revise for descriptive and sensory language in their writing, as measured by their
revised essay sentences.
Key vocabulary and phrases:
Sensory
Onomatopoeia
Spatial
Chronological
Circular
Droning
Gawked
Elapsed
Context of Lesson (what happened previous to lesson and how does this lesson build on that)
Before reading The Catcher in the Rye, my students wrote UC Personal Insight Essays on a challenge that
they have overcome. I noticed that about 55% of students did not successfully provide a descriptive snapshot
of one moment in their narrative. Students were supposed to being their essays with a scene placing the
reader in their shoes and introducing their challenge before going to on explain more about the challenge that
they faced and how they overcame it. After completing the novel The Catcher in the Rye, I will introduce the
paragraph revisions in the context of announcing that students’ essays have been graded and providing
feedback. Though the class’ focus is on expository reading and writing, anecdotes are one of the types of
evidence used in writing student essays. Therefore, students should not only be able to identify anecdotes in
texts, but be able to use them in their own writing.
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that - -Whiteboard
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) -Laptops
10 The teacher will provide students with general feedback
mins on their essays and will explain the agenda for the day
and the unit. Students will pick up laptops and log into
their student accounts.
15 Get started/Drill/Do Now: (What meaningful activity will students complete as soon as The teacher will monitor -Laptops
they enter the classroom?) students’ progress and -Google
Students will log into Google classroom, find a partner, listen in on students’ classroom and
mins and share their original paragraphs with each other for conversations. students’ essays
general feedback. This feedback will be recorded as on Google Docs
comments on their Google Docs.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy -Computer
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) -Projector
The teacher will lead students through a PowerPoint -PowerPoint
presentation outlining steps in revising for descriptive -Student laptops
20 and sensory language. The Powerpoint will begin by -Optional paper
mins and pencils
providing a past student example paragraph that will be
progressively revised throughout the PowerPoint. Each
step in the revision process and each sense will be
introduced separately. We will begin with: focusing the
paragraph, adding details, sound, and taste.
(5
mins)
On the adding details slide, the teacher will follow the
hyperlink to the visual dictionary sight and demonstrate
how to use this resource.
Independent Practice: (individual practice, discussion, writing process.) -Computer
Students will individually revise their own selected -Projector
3 mins portions of their original paragraphs at the class looks at -PowerPoint
each revising for focus, taste, and sound. -Student laptops
-Optional paper
and pencils
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, The teacher will circulate, -Computer
student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing
process) monitoring student’s -Projector
Students will be asked to share their revisions for focus, discussions and written -PowerPoint
7 mins
sound, and taste with their partner for feedback. Guiding work. -Student laptops
questions are provided on the PowerPoint to support -Optional paper
students’ feedback sessions. and pencils
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy -Computer
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) -Projector
The teacher will lead students through a PowerPoint -PowerPoint
15 presentation outlining steps in revising for descriptive -Student laptops
mins and sensory language. -Optional paper
and pencils
We will now look at: touch, sight, and smell.
5 mins Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective The teacher can view -PowerPoint
and connect the lesson to the unit?)
Before leaving class, students will highlight and/or student work through -Student laptops
annotate their revisions, describing how their sentences Google Docs or -Optional paper
have been improved at this stage in the revision process. handwritten work which and pencils
Students who wrote on their own paper will give their was turned in.
revisions to the teacher at the end of class for safe-
keeping.