A lesson I wrote for my student teaching practicum.
|Monday Easter Break |
Text and Materials:
Text and Materials: Conclusions Handout, Essay Rubric Handouts, Essay Templates
1. To review the components of the conclusion paragraph for the five paragraph essay.
2. To address student questions about the upcoming essay and allow students class time to work on their essays.
1. Students will be given the opportunity to ask questions about the work they did last week on their dynamic character essays.
2. Students will be lead through a brief review of the conclusion paragraph. Topics such as its purpose, where it belongs, what it should contain and not contain will be addressed. Due to the familiarity of the topic to students the discussion will be brief to allow students class time to write their essays and have concerns addressed.
3. Students will be shown a formatting template for what their finished essays should look like. This template is a copy of a teacher written essay that shows the proper way their completed essays should look. Items emphasized are heading, title, line spacing, margins, font, page numbers, paper length, location of the thesis statement, and the location of paragraph topic sentences. This is being shown to students to make it clear that the teacher does not want to deduct points due to laziness on the part of the student.
4. Students will use the remainder of class time to work on the rough draft of their essay.
Evaluation: HW: Write body paragraphs and have rough draft ready for peer review
Text and Materials: Peer editing review worksheet, Essay Rubric
1. To have students do a peer editing exercise as part of the final preparation for their dynamic character essays.
2. To explain the essay rubric.
1. Students will be given an opportunity to have any questions or concerns they have addressed.
2. Students will participate in a peer review activity. Students will be put into groups of three (or one group of four if necessary). Then they will pass a copy of their essay to their right. Each student will then read the essay they were handed. After reading the essay they will complete a peer editing review sheet. After all students have completed a peer editing review sheet they will pass the copy of the essay to their right. They should now have a different essay. The process will be repeated. During this time students will not be allowed to talk. After each students essay has been read by two people, students will return their peer editing worksheets to the essay writer. At this point students will be instructed to talk about what they saw in the essay that they liked, disliked, thought could be improved, etc. The essay writer will also be allowed to ask questions about the comments or suggestions made by their classmates.
3. The essay rubric will be explained to students. Students will be given two rubrics and told that they must fill a out rubric after having completed the essay. If possible students will have a parent or guardian review the essay with them and sign the rubric along with the student.
4. Students will have any remaining time in class to work on their essay or ask questions about it.
Evaluation: HW: Finish essay revisions and prepare final copy of essay
Text and Materials: Unit Reflection Surveys
1. To collect the Cause-and-Effect essays written by students that culminated the Tom Sawyer unit.
2. To reflect on the Tom Sawyer unit and to turn-in texts.
1. Students will be given a chance to share the topic and findings of their dynamic character essays.
2. After student volunteers have finished sharing, the teacher will collect the essays.
3. Students will turn in their copies of The Adventures of Tom Sawyer.
4. Students will participate in a unit reflection by taking a teacher generated survey to gauge student interest in the unit’s activities and learning pace.
Evaluation: HW: None
Text and Materials: Giant Post-its, Writing Prompts, Markers, Tape,
1. To activate students’ prior knowledge of WWII, Anne Frank, the Holocaust, and other topics related to novel.
2. To introduce to students to the idea of shared learning.
1. At the opening of class students will be told that they will be doing a prior knowledge activity in the auditorium lobby. This prior knowledge activity involves having images and terms related to WWII, the Holocaust, and The Dairy of Anne Frank presented to students and them writing what they know about those images and terms on giant post-it paper.
2. Students will be led to the auditorium lobby where they will find the giant post-its and prompts. Students will be told that they have will have thirty minutes to write what they know about each prompt on the sheet next to it. Students will be told that they must write something on each post-it; they must write something. If they are unfamiliar with the image or phrase they are to make an educated guess as to what it means or try to make some meaning of it for themselves. If they need help they are to ask the teacher. They will also be told to put their initials in parenthesis after their entry so that their classmates can identify who wrote what.
3. Students will be told to stay quiet during the activity. This is a thinking activity, not a talking activity. The teacher may provide music for students to listen to while doing this exercise.
4. After students are finished they will be taken back to the class and asked how they felt about doing the exercise. Students will also be given a writing prompt that they are to respond to in addition to the journal writings based upon the text.
Evaluation: HW: Write a reflection on the days activity in notebook or journal