sample-lesson-plans.pdf

LESSON PLAN TEMPLATE

Title of lesson

Purpose (why of the lesson, where and how does it fit into the course/curriculum) Learning outcome(s) (what will students be able to do/know by the end of the lesson)

Bridge-in (focus student attention)

Pre-test (activate and diagnose prior knowledge)

Input from you (main content: ideas, information, concepts, principles, procedures and examples)

Guided practice (application of knowledge: classroom activities for students, problem to solve, etc.)

Closure (recap key concepts, helps students consolidate knowledge)

Check for understanding (what questions will you ask and when to determine students understand) Assessment (how does this lesson relate to assignments/homework/readings)

Pearl Harbor Time: 90 minutes Materials: DVD, tape, poster, pictures Objectives:

1. The student will summarize reasons for U.S. entrance into WWII. 2. The student will evaluate the pros and cons of these reasons.

Setting the stage: Show pictures of the Pearl Harbor bombing. Discuss: Background from homework readings Construct: A timeline of WWII events. Groups: Posting legitimate reasons for a country to go to war. Refer to textbook and previous class notes. Show: Anti-Japan and anti-Germany posters and newsclips (video) Journal: What role did emotions play in the U.S. entrance into WWII? Defend or critique the reasons for going to war.

Biology5ASpring2013LessonPlanApril3,2013Topic:BiologicalMacromolecules(proteins,lipids,nucleicacids,carbohydrates)Studentpreviousknowledge:Professordiscussedproteinsandlipidswiththestudents,butwilldiscussnucleicacidsandcarbohydratesinthefutureMygoal:Donotteachnewmaterial.Discussproteinsandlipidswiththestudents.First15minstudentsreceivequizandmustcomplete.Duringthistime,Iwillensureallstudentsarepresent.1520minCollectquizzes.Askstudentsaboutconcernsregardingquizortopicscoveredinlecture.2540Discussproteinstructure,includingthesekeyphrases:NCC,zwitterion,peptide,peptidebond,aminoacid.ShowYouTubevideoonproteins.4055Discusslipids,lipidstructure,andfunction5500Opendiscussionforquestions

Balancing equations using matrices

Learning outcomes Students will be able to:

Set up a system of equations to solve for the coefficients in a chemical reaction Use a matrix to solve the system Determine the coefficients required to make the chemical reaction balanced Explain that the reaction must be balanced in order to be in compliance with the Law of

Conservation of Mass

Teacher planning

Classroom time required

90 minutes

Materials needed

Students will need graphing calculators.

Activities 1. Distribute the Balancing Equations Using Matrices handout to students. Go over the

handout as a class. 2. Tell students that eventually in their chemistry studies, they will have ample opportunity

to balance equations. Balancing equations means writing chemical equations such that the amount of stuff they start with in the reaction equals the amount of stuff they end up with as a product. In other words, if they start baking bread with ten pounds of flour, they should end up with tend pounds of bread, unless some is lost on the floor or if some of it goes up in smoke! Remember this is the law of conservation of mass.

3. Demonstrate the following example. Tell students they can form water by combing hydrogen gas (H2) and oxygen (O2) in the presence of electricity. The reaction looks like this:

H2 + O2 > H2O

If they do some of the mass calculations they will find this:

2 grams of hydrogen + 32 grams of oxygen = 18 grams of water

4. Explain to students that this mass calculation shows that they started with 34 grams of stuff and ended up with 18 grams of stuff. Remind students they just lost 16 grams of

stuff, and the law of conservation of mass says that doesnt happen! Ask students where they think the 16 grams went.

5. Tell students they just havent balanced the equation. They might have also noticed that there are two oxygens on the left and only one on the right. Theyll need to get things in the correct proportions for this reaction to be balanced. The balanced reaction looks like this:

2 H2 + O2 > 2 H2O

Explain that the equation shows that two hydrogen molecules are necessary to combine with one oxygen molecule to form two new water molecules.

6. Next, demonstrate the math for students. (2 2 grams of hydrogen) + 32 grams of oxygen = (2 x 18 grams of water) Reinforce the fact that now there are 36 grams of stuff on the left and 36 grams on the right. There are also now 4 hydrogens on the left, 4 hydrogens on the right, 2 oxygens on the left, and 2 on the right.

Assessment Check student responses on the worksheet.

Critical vocabulary matrix

a rectangular array of mathematical elements that can be combined to form sums and products with similar arrays having an appropriate number of rows and columns

system of equations simultaneous equations containing multiple variables

chemical reaction a process that leads to the transformation of one set of chemical substances to another

balance equality with respect to the net number of reduced symbolic quantities on each side of an equation

law of conservation of mass a fundamental principle of classical physics that matter cannot be created or destroyed in an isolated system

Comments

Density Students will determine the density of two unknown liquids by collecting mass and volume data. Each group of students will be given a different volume of the liquids to measure; they will combine their data to create a graph. Using the graph students will determine the density of the two liquids by calculating the slope of the two lines. Students will also use a graphing calculator to determine the slope of the two lines.

Learning outcomes Students will:

Accurately measure the volume and mass of a liquid Graph the class data by hand and determine the slope of the lines Graph the class data using a graphing calculator and determine the slope of the lines Identify the slope of the lines as the density of the liquids Identify the liquids from their respective densities

Teacher planning

Time required

50 minutes

Materials needed

2 liquids balances 10 ml and 25 ml graduated cylinders graphing calculators graph paper reference tables with densities of liquids

Pre-activities The teacher should make sure that students can calculate density. They must also be able to calculate the slope of a line and use a graphing calculator to input data and graph it. Teach or review how to calculate percent error.

Activities 1. Begin the lesson by demonstrating how to calculate the density of a liquid. 2. Also explain how to accurately measure mass and volume of a liquid. 3. Review how to determine the slope of a line from a graph and on the calculator.

4. Begin the lab with a discussion. Explain to students that the density of a substance can be determined by obtaining the mass of a specific volume of that substance. This provides a value of density based on one trial or one set of experimental data. A more accurate density can be obtained by multiple trials. Then the data can be graphed. The slope of the graph will provide a more accurate value of density.

Tell students that each lab team will obtain one set of data, both mass and volume, for one of two liquids. Then the class data will be pooled so that a graph of each liquid can be prepared. Since the final results depend on each lab team, you must be very careful in all measurements.

Remind students that the mass of the liquid depends on the amount or volume of the sample. Therefore the volume is the independent variable in this experiment. The mass is the dependent variable. The slope of a graph is best determined by selecting points that are further apart on the graph. Slope (m) equals a change in y divided by a change in x or m = y/x.

Explain that the calculator provides a quick way to determine the slope of a graph. The class will determine the slope of the data for Liquid A and B during this lab. Experimental data is never perfect. Therefore, the lines will not be perfectly straight. The calculator can be used to determine the best-fit line and allow you to more clearly see the points that are not on the slope.

Wrap up the discussion by emphasizing that every pure substance has its own unique value of density. Density is considered to be an intensive property, and can be used to identify a substance.

5. Ask students to complete the pre-lab questions on the lab sheet. Before beginning the lab, go over the questions as a class to ensure everyone has the correct responses. Students will be answering the following questions:

o In what units should density be recorded in this lab? o For correct graphing, on what axis should the independent variable be placed? o What specific variable will be graphed on the x-axis in this lab? o What specific variable will be graphed on the y-axis in this lab? o How is the slope of a line calculated? o Which gives more accurate results: one trial or repeated trials of lab measurement?

6. Have students collect and accurately record mass and volume data for the two liquids. 7. Students should write their data on the board or overhead for all to copy. 8. Once all data is collected the students should complete the post-lab questions. 9. The teacher should use the class data to determine the slope of the two lines of data provided by

the students for checking their answers later.

Assessment Check the answers to the post-lab questions.

Critical vocabulary

density

a measure of how much mass is contained in a given unit volume (density = mass/volume)

slope

the rate at which an ordinate of a point of a line on a coordinate plane changes with respect to a change in the abscissa; the tangent of the angle of inclination of a line, or the slope of the tangent line for a curve or surface

line of best fit

a straight line used as a best approximation of a summary of all the points in a scatter-plot

The position and slope of the line are determined by the amount of correlation between the two, paired variables involved in generating the scatter-plot. This line can be used to make predictions about the value of one of the paired variables if only the other value in the pair is known.

mass

a property of matter equal to the measure of an objects resistance to changes in either the speed or direction of its motion

The mass of an object is not dependent on gravity and therefore is different from but proportional to its weight.

volume

the magnitude of the three-dimensional space enclosed within or occupied by an object, geometric solid, etc.

linear regression

the relation between variables when the regression equation is linear, e.g., y = ax + b

list

a series of numbers

stat plot

a feature on the graphing calculator used to plot statistical data stored in lists

percent error

the percent of difference between two values is the ratio of their absolute difference to the magnitude of the accepted value, expressed as a percent

It quantifies the accuracy of a measurement. (measured value - actual value)/actual value 100%

Comments

Lesson Plan

WK DATE WRITING ASSIGNMENT DUE READING ASSIGNMENT DUE 0 F

9/24

F 9/24 CLASSROOM ACTIVITIES

Review Syllabus (15-20 minutes) Introduce English 1A course Discuss Your Expectations about attendance, participation, proper conduct incl. plagiarism Introduce essays 1-4 and metacognitive reflections. Explain SafeAssignment and Writing Packet (includes AWS and GW) Ice Breaker (25-30 minutes) Reflection #1 (1) or #6 (12) to discuss attitudes about writing Preview Writing & Reading HW (5 minutes) Explain how much they need to write Tell them what to bring to class or post on Blackboard 1 M

9/27 Analysis Brandt (19-22): think about questions in

the margin. Write a paragraph responding to Learn

About Brandts Writing Process (22) GW Choosing an Event to Write About (42-

43)

Essay #1 Remembering an Event (Ch. 2) Introduction (14-16) BF (17-18) Purpose and Audience (18) Brandt (19-22) Brandts WW (57-62)

M 9/27 CLASSROOM ACTIVITIES

Introduce Ch. 2: Remembering an Event essay (40 minutes) Display and read aloud, discussing briefly: Writing Assignment, Purpose & Audience, and Basic

Features Display Brandt essay, read aloud, and discuss marginal questions Introduce Guide to Writing thru Brandts Writer at Work (57-62) Explain what needs to be included in Writing Packet Review GW Discuss criteria for Choosing an Event (42) Round robin ideas for events Preview Writing & Reading HW (5 minutes) Explain how much they need to write Tell them what to bring to class or post on Blackboard

1 W 9/29

Analysis Write responses to all three Dillard AWS

activities (26-27)

Essay #1 Remembering an Event (Ch. 2) Dillard (22-25)

GW Describing the Place (44) Recalling Key People (44)

W 9/29 CLASSROOM ACTIVITIES

Review Dillard Autobiographical Significance (20-25 minutes) Go over AWS to clarify the two different perspectives autobiographers represent in their writing:

Telling (including remembered feelings and thoughts at the time of the event, and present perspective looking back on the event) and Showing (selection of details to create a dominant impression). Ask about relation between remembered and current feelings and thoughts.

Ask about how telling and showing work together and where, if anywhere, there is tension between them or silences and gaps.

Comparison Follow-up: Ask about Brandts use of telling and showing, as well as remembered vs. current feelings and thoughts.

Vivid Description of People and Places (20-25 minutes) Go over AWS: ask about relative amount of naming and detailing they found. Connect to dominant

impression that showing creates thru careful word choices GW Follow-up: Round robin an example of descriptive language they generated for the place and

people. Ask about the dominant impression they are trying to create with the description Review GW (5-10 minutes) Continue round robin of ideas for events

1 F 10/1

Analysis Ellis AWS (31-33) GW Shaping the Story (44)

Essay #1 Remembering an Event (Ch. 2) Ellis (28-30)


Option (5 minutes) Begin with Making Connections: Intimacy (30-31) GW Follow-up: Briefly ask if the event theyve chosen involves a problem in a relationship such as

intimacy Review Ellis A Well-Told Story (20-25 minutes) Go over AWS: ask where they find the climax (or climaxes) in Ellis Comparison Follow-up: AWS paragraph 2 describes dramatic structure in Dillard and Brandt. Small

groups: outline pyramid in Dillard & Brandt. Evaluate effectiveness of the dramatic structures of these 3 essays

GW Follow-up: Ask for volunteers to discuss what they wrote in response to Shaping the Story activities: Explore a Revealing or Pivotal Moment (44) and/or Reflect on the Conflict and Its Significance (44)

Autobiographical Significance (20-25 minutes) Go over AWS writing. Comparison Follow-up: AWS paragraph 1 gives examples from Dillard and Brandt. Could ask them to

find other examples Analyzing Visuals (33) (5-10 minutes) If you want to encourage students to include visuals in their essays, discuss Elliss choice of a

photograph and how it reinforces, adds to, and/or undercuts the dominant impression of his father in his essay.

2 M 10/4

Analysis Shah AWS (36-37) GW Creating a Dominant Impression (44-45) Reflecting on Events Autobiographical

Significance (46) Testing Your Choice (45) Defining Your Purpose and Audience

(47) Considering Your Thesis (47)

Essay #1 Remembering an Event (Ch. 2) Shah (34-36)


Review Shah A Well-Told Story (20-25 minutes) Go over AWS: ask where they find examples of dramatized and summarized dialogue in Shah. Comparison Follow-up: AWS gives examples of each kind of dialogue in Dillard and Brandt. Could

ask them to find examples of the two kinds of dialogue in Ellis. Discuss why these writers chose to dramatize some dialogue and summarize other. Evaluate

effectiveness. Autobiographical Significance (20-25 minutes) Go over AWS. Note that the first activity refers to the comparisons in the preceding A Vivid

Description of People and Places. Use to reinforce the idea that Remembered Event essays tend to convey significance implicitly

(through word choice in descriptions and in remembered/present feelings & thoughts) rather than explicitly through a tagged on moral.

GW Follow-up: Ask what they discovered about how their understanding and/or feelings have changed Connect this idea to Purpose and Audience and Thesis (47)

2 W

10/6 GW Refining Your Purpose and Setting Goals

(47-48) Outlining Your Draft (48-49) Writing the Opening Sentences (49)

Essay #1 Remembering an Event (Ch. 2) Working with Sources (50-52)


Review GW: Defining and Redefining Your Purpose (5-10 minutes) Round robin Setting Goals questions (47-48) Option 1 (30-35 minutes) A Collaborative Activity: Testing Your Choice (45) Use their Outline and Opening Sentences to (p)rehearse how they will tell the story Add more explicit questions about the story structure, presentation of people and places, and use of

remembered and present perspectives to convey significance. Option 2 (30-35 minutes) Use their Outline and Opening Sentences plus their GW invention writing to have them begin drafting

the essay.

(Extra time) (5 minutes) Preview the Critical Reading Guide (52-53) Briefly discuss Working with Sources

2 F 10/8

Essay #1 Remembered Event Rough Draft Due Bring in complete draft to class for

workshop

Essay #1 Remembering an Event (Ch. 2) A Sentence Strategy (49-50) Critical Reading Guide (52-53)

F 10/8 CLASSROOM ACTIVITIES Draft Workshop using the Critical Reading Guide (52-53) (40-45 minutes) Introduce Revising (53) (5-10 minutes) Stress how they can use the critical reading comments Suggest they outline their drafts Review Troubleshooting Your Draft (54) Explain how to turn in Essay #1 (5-10 minutes) SafeAssignment Print-out revised, final draft Writing Packet

3 M 10/11

Essay #1 Remembered Event Due Today: Use Troubleshooting Your Draft (54)

and Editing and Proofreading (56-57) to help you revise and edit draft

Submit the final revised essay to SafeAssignment by beginning of class period

Bring hard copy to class Bring complete GW packet

Essay #2 Writing Profiles (Ch. 3) Intro (64-65) BF (67-68) Purpose and audience (68-69)


In-class writing (30-35 minutes) Reflecting on Your Writing (62-63) Introduce Ch. 3: Writing Profiles essay (15-20 minutes) Introduce the Writing Assignment (99), Basic Features (67-68), Purpose & Audience (68-69) Go over list of on-campus profile subject suggestions on iLearn website Preview Criteria for Choosing a Profile Subject Stress importance of choosing a subject and getting permission by next class meeting (see

homework). 3 W

10/13 Analysis Cable (19-22): think about questions in

the margin. GW Choosing a Subject to Profile (101-103)

Essay #2 Writing Profiles (Ch. 3) Cable (69-73)

Checking that you Can Do the Field Research (103)

Getting Permission for Your Role (103)


Review Cable (69-73) (30-35 minutes) Read aloud the essay and discuss their responses to the marginal questions. Introduce the BF: Detailed Information about the Subject by having students re-examine the

description of each room (reception, lobby, chapel, show room, embalming room). o What is the dominant impression you get of each room? o What details does Cable use to establish the impression in each room? Find examples of the naming

and detailing (such as musty, dim chapel vs. bright, polished display room). Introduce the BF: A Perspective on the Subject by discussing paragraphs 9, 18-21, and 24. Discuss the

questions in the margin. Comparison Follow-up (5-10 minutes) Ask what aspects of Cables Profile remind them of the Remembered Event Essays they just read and

wrote. o Dominant impression created by the word choice and details of the description of places and

people o Cables sharing of his remembered thoughts and his present perspective o Where do they see significance in Cables essay, maybe not autobiographical but cultural?

Review GW (15-20 minutes) Ask volunteers to describe the subjects theyve chosen and who they think they could interview at the

site. Stress time commitment required for interviewing and observing and the need to first get permission.

Show them Setting Up a Tentative Schedule (105).

3 F 10/15

Analysis Edge AWS (78-80) GW Setting up a tentative schedule (105) Exploring Your Preconceptions (104) Collecting Information from Field

Research (106-107 and 716-19). Bring to class notes and write-ups from your observations and interviews.

Essay #2 Writing Profiles (Ch. 3) Edge (74-77) Cable WW (120-4)


Review Edge Detailed Information about the Subject (10-15 minutes) Go over AWS: ask about different senses that Edge draws on in his description. What metaphors and

similes have the students identified? What dominant impression of pig lips does Edge build through his description?

A Clear Organization Plan (5-10 minutes) Go over AWS: Ask volunteers to read aloud their written response. Ask students about relative merits

of narrative frame as employed by Edge. What does the narrative add to the topical paragraphs? A Role for the Writer (5-10 minutes) Go over AWS: ask where they see spectator and participant roles.

Ask what the participant role contributes to the profile. Comparison Follow-up: Ask about role(s) Cable adopts. GW Follow-up: Discuss the role they can adopt in researching their subject. Challenges of writing as

an insider for outsiders. A Perspective on the Subject (10-15 minutes) Go over AWS: Discuss their ideas about the perspective Edge conveys and where in the essay they

see it most clearly. Ask about the cultural and class contexts and Edges subject position in relation to the other patrons

described in paragraph 1. Review GW: Discuss Field Research (10-15 minutes) Ask volunteers to describe the subjects theyve chosen and report on their field research so far. Go over Cables WW: Interview Notes and Write-up Point out Cables two column approach to the interview write-up (subjective description and

information such as quotes and key words) Discuss move from notes to final product: what does or does not make it into the final essay? Why?

Point out, for instance, vague description of Deaver as weird-looking (121) vs. more specific portrait in para. 5 (70).

Connect to Edges interviews and their own experience interviewing. Preview Homework for next class Students who have not chosen a subject should do so by next class. Everyone should make an observational visit, take detailed notes, and bring them to the next class.

4 M 10/18

Analysis Orlean AWS (87-89) GW Continue Collecting Information from

Field Research (106-107 and 716-19). Bring to class notes and write-ups from your observations and interviews.

Essay #2 Writing Profiles (Ch. 3) Orlean (81-86)


Review Orlean A Role for the Writer (5-10 minutes) Go over AWS: authors role (89) Comparison Follow-up: Ask students to compare Orleans role in her essay to Cables and Edges. GW Follow-up: Go over Getting Permission For Your Role (103) and Using Your Role (110) A Perspective on the Subject (10-15 minutes) Go over AWS: Orleans introduction of Biff and her conclusions about his retirement per exercise

(89) Discuss Orleans use of anthropomorphism (87) How does her use of anthropomorphism give us

clues about Orleans perspective on her subject? (Be prepared to discuss as well Orleans use of titillating language, her insistence on Biffs reproductive function, and the Truesdaless investment in parenting and dynasty.)

A Clear Organizational Plan (10-15 minutes) Go over AWS: Discuss Orleans topical organization. Small groups to compare the topics they found. Discuss with everyone how different readers may notice different topics. Ask how writers can

foreground the topics they think are most important (the ones they want readers to take away with them).

GW Follow-up: Review Observating and Interviewing (20-25 minutes) Use small group or round robin to share important details and impressions theyve discovered during

observational visits and interviews. Discuss challenges of observing and interviewing, including procedure.

4 W 10/20

Analysis Coyne AWS (95-96) GW Continue Collecting Information from

Field Research (106-107 and 716-19). Bring to class notes and write-ups from your observations and interviews.

Developing a perspective (108)

Essay #2 Writing Profiles (Ch. 3) Coyne (90-94)


Review Coyne Detailed Information about the Subject (15-20 minutes) Go over AWS: What sort of physical details of people or the places does Coyne include? Point out the

mothers interest in physicality and sensory interaction with children, esp. olfactory and tactile. Introduce anecdotes and discuss exercise that analyzes the interactions between Ellie and Stephanie

(95) Use discussion of anecdotes to segue into analysis of Coynes Organizational Plan (narrative) A Clear Organizational Plan (10-15 minutes) Go over AWS: Discuss Coynes narrative organization. Comparison Follow-up: Compare the effectiveness for their given topic, purpose, and audience of

Coynes narrative organization and Orleans topical plan. Note places where topics are presented through Coynes narrative and Orlean uses narrative to present certain topics.

A Perspective on the Subject (15-20 minutes) Go over AWS: Introduce scenario (para. 11) and rhetorical questions (para. 15). How do these

strategies suggest perspective? How effective are these rhetorical strategies? GW Follow-up: Turn to Developing a Perspective (108). Differentiate between focusing on place,

activity, and person/group. Comparison Follow-up: Review Perspective in Cable (69-73), Edge (74-77), and Orlean (81-86)

essays. What are some of the diverse strategies that the authors use to convey perspective? Connect the basic feature of perspective in profile to significance in remembered event. How are they similar and different?

Review GW (10-15 minutes) Use small group or round robin to discuss the perspective theyre developing.

4 F 10/22

GW Defining your Purpose for Your Readers

(108) Considering your Thesis (108) Refining Your Purpose and Setting Goals

(109) Outlining Your Draft (110-111) Writing the Opening Sentences (111)

Essay #2 Writing Profiles (Ch. 3)

Review GW

Defining your Purpose for Your Readers (108). Who are Coynes intended readers? How does she try to make her perspective on this subject interesting to her readers? Who are your intended readers and how can you make your perspective interesting to them?

Considering your Thesis (108). Discuss how Profile essay theses(like Remembered Event theses) should focus less on asserting an explicit idea and more on conveying a perspective through a dominant impression

Outlining Your Draft (110-111). Have each group outline one of the profile readings and report. And/or organize a workshop where each student explains his/her plan to a small group and gets a response.

Writing the Opening Sentences (111). Have each group analyze one readings introduction strategies and report. And/or round table the students opening sentences and evaluate their effectiveness in capturing readers interest.

5 M 10/25

GW Defining your Purpose for Your Readers

(108) Considering your Thesis (108) Refining Your Purpose and Setting Goals


Essay #2 Writing Profiles (Ch. 3)


Review GW Defining your Purpose for Your Readers (108). Who are Coynes intended readers? How does she try

to make her perspective on this subject interesting to her readers? Who are your intended readers and how can you make your perspective interesting to them?

Considering your Thesis (108). Discuss how Profile essay theses(like Remembered Event theses) should focus less on asserting an explicit idea and more on conveying a perspective through a dominant impression

Outlining Your Draft (110-111). Have each group outline one of the profile readings and report. And/or organize a workshop where each student explains his/her plan to a small group and gets a response.

Writing the Opening Sentences (111). Have each group analyze one readings introduction strategies and report. And/or round table the students opening sentences and evaluate their effectiveness in capturing readers interest.

5 W 10/27

Essay #2 Profile Rough Draft Due Bring a complete draft to class for

workshop

Essay #2 Writing Profiles (Ch. 3) Using Your Role (119) Working with Sources (112-113)


Draft Workshop using the Critical Reading Guide (114-115) (40-45 minutes) Introduce Revising (115) and Editing and Proofreading (118-120) (15-20 minutes) Suggest they outline their drafts Preview Troubleshooting Your Draft (116-117) Remind them how to turn in Essay #1 (5-10 minutes)

SafeAssignment Print-out revised, final draft Writing Packet 5 F

10/29

Essay #2 Profile Due Today Use Troubleshooting Your Draft (116-

117) and Checking the Punctuation of Quotations ((118-119) to help you revise and edit draft



Essay #3 Ch. 4: Explaining a Concept Introduction (126-129) BF (129-131) Purpose and audience (131)


In-class writing (30-35 minutes) Reflecting on Your Writing (124-125)

Introduce Ch. 4: Explaining a Concept essay (15-20 minutes) Introduce the Writing Assignment (160), Basic Features (129-131), Purpose & Audience (131) Go over list of subject suggestions on iLearn website Discuss Criteria for Choosing a Concept to Write About (162) Go through list of academic disciplines (162-163), asking students to add concepts to the list, and to

add other disciplines and their concepts. Or ask students to list concepts in sports, music, technology, or other areas theyre familiar with. Reassure them about the term concept by helping them recognize that they are already knowledgeable about many different concepts.

Begin exploring the various kinds of purpose and audience for concept explanations by identifying different texts and contexts in which people learn concepts (131).

6 M

11/1 Analysis Ngo (132-135): think about questions in

the margin. GW Choosing a Concept to Write About

(162-163) Gaining an Overview of the Concept

(164)

Essay #3 Ch. 4: Explaining a Concept Ngo (132-35)


Introduce Ch. 4: Explaining a Concept Perhaps read aloud Ngo essay and discuss marginal questions to introduce the BF (132-35) Comparison Follow-up: Point out Ngos use of anecdote to open the essay. Connect anecdote to the

narrative strategies in Event and Profile. Talk about the anecdote in terms of Ngos purpose and audience for his Concept explanation.

Spend some time discussing Ngos use of Cueing strategies: thesis, forecast, topic sentences, logical transitions. Compare to the Cueing strategies in Event and Profile. Introduce Ch. 13: Cueing the Reader Exercise 13.2 (602) to discuss Ngos essay and how this essay uses/does not use Forecasting effectively.

Stress Ngos use of library and Internet research as well as his use of academic citation, again in contrast to Event and Profile.

Review GW Round robin concepts and apply criteria Ask what they discovered doing preliminary research (Gaining an Overview activity) 6 W

11/3 Analysis Toufexis AWS (140-42)

GW Focusing the Concept (165) Testing Your Choice (165-166)

Essay #3 Explaining a Concept (Ch. 4) Toufexis (136-40)


Review Toufexis A Focused Explanation of the Concept (140-141) Go over AWS: Ask how Toufexis focuses her explanation and engage readers. Comparison Follow-up: Compare Toufexis opening strategy and tone to Ngos in the context of their

different kinds of audience and purpose. GW Follow-up: Round robin their concepts, asking what they discovered in the Gaining an Overview

of a Concept and Focusing the Concept activities. Help them sharpen the focus and understand why focusing a concept is important.

A Readable Plan (141) Go over AWS: Highlighting where Toufexis takes up each topic she forecasts could be done as a small

group activity. Comparison Follow-up: Note that Ngo and Toufexis are writing for different audiences (college class

and popular magazine), but they both use explicit cueing. Why does this genre (in contrast to the others theyve studied so far) seems to need these kinds of cueing.

Appropriate Explanatory Strategies (141-42) Review writing strategies that are the building blocks of explanatory Concept essays: defining,

classifying, dividing, comparing and contrasting, narrating, illustrating, and reporting known causes and effects. Point out the Part III chapters.

GW Follow-up: Point out Considering Explanatory Strategies (166-167) theyll be doing for next class.

Smooth Integration of Sources (142) Describe Toufexiss sources and how she establishes authority even though she doesnt include

academic forms of citation. Compare with Ngos essay, and explain why the students will be expected to use academic style.

GW Follow-up: Connect discussion of Toufexiss research and sources to Gaining an Overview activity on Doing Research and Doing a General Internet Search (164), which they have already done, and Doing In-Depth Research on Your Focused Concept (166), which they will do for next class.

Collaborative Activity: Testing Your Choice (166) You might need to model how students can explain briefly how they are thinking of focusing their

concept in the context of their purpose and audience. You could also ask the listeners to suggest what kinds of visuals might help them with the concept. 6 F

11/5 Analysis Friedman AWS (146-47) GW Focusing the Concept (165) Considering Explanatory Strategies (166) Sentence Definitions 16.2 (641) Extended Definitions 16.4 (643)

Essay #3 Explaining a Concept (Ch. 4) Friedman (143-45) Ch. 16: Defining (639-46)


Review Friedman Option Begin with Making Connections: Temperament (145) GW Follow-up: Briefly ask if the Concept theyve chosen is related to temperament A Focused Concept Go over AWS: Ask how Friedman creates a sense of focus on his concept AWS Follow-up: Appropriate Explanatory Strategies (146-47) describes the importance of providing

definitions in Concept essays. Possibly use groups to explore how Friedman uses definitions. Go back to Ngos Concept essay and compare/contrast use of definition. Evaluate effectiveness of synonyms and/or anonyms in Friedmans and Ngos essays

GW Follow-up: Ask for volunteers to discuss what they wrote in response for Focusing the Concept (146) and what kinds of explanatory strategies Friedman uses. What kind of explanatory strategies might the students use in their own essays to create a focused explanation of the concept? How might such explanatory strategies help create a sense of purpose?

Smooth Integration of Sources (147) Go over AWS: Lead analysis of Friedmans paragraphs 5 and 8. Invite responses to question about

why Friedman does not include information about his sources in other paragraphs, and ask what effect that lack of citation might have on readers in a variety of rhetorical situations.

Preview Next Class Comparison Follow-up: The Friedman activity refers to Ngos use of summary and paraphrase. The next class is scheduled to look closely at Ngos WW (181-182 ) and also Working with Sources (172). You could also bring up these matters today or alert students to the coming discussion.

Review Ch. 16: Defining (639-46) Have students share sentence definitions from 16.2 (641) Have students share extended definitions from 16.4 (643)

7 M 11/8

Analysis Kluger AWS (156-58) GW Testing Your Choice (165)-166) Defining Your Purpose for Your Readers

(167) Doing In-Depth Research on Your

Focused Concept (166)

Essay #3 Explaining a Concept (Ch. 4) Kluger (148-55) Working with Sources (172) Ngos WW (181-82)


Review Kluger Option If you have time, consider beginning with Making Connections: Community Morality (155). Can be

modified as whole class discussion to save time. Appropriate Explanatory Strategies (157) Go over AWS: What kinds of examples does Kluger use to explain his concept? Are such examples

effective? Why or why not? Use to reinforce the idea that Concept essays tend to use illustrative examples to explain a concept.

Question you may want to ask: How do Toufexis and Friedman use examples in their Concept essays and how do such examples differently explain the different authors respective concepts?

GW Follow-up: Use round robin or small groups to have students try out an example of their concept.

Smooth Integration of Sources (157) GW Follow-up: Review Working with Sources (172) to discuss descriptive verbs to characterize

sources. Comparison Follow-up: This activity refers to Ngos use of summary and paraphrase. You can get

even more specific by going over the Writer at Work (181-182). Also turn students attention to Ch. 24: Using Sources (755-94), specifically Quoting, Paraphrasing,

and Summarizing (756-764) Analyzing Visuals (158) You can spend a few minutes on this activity to discuss Klugers of scenarios as visual illustrations. If

you did not discuss Toufexis use of a flowchart (142), you can discuss both Analyzing Visuals activities now.

GW Follow-up: Visuals can be particularly helpful in explaining abstract concepts (for example, using a flowchart to help explain a process). You could round robin students concepts and explore what kinds of visuals might be most helpful

7 W

11/10

GW Refining Your Purpose and Setting Goals


Essay #3 Explaining a Concept (Ch. 4) Planning and Drafting (168-72) A Sentence Strategy (170-71)

W 11/10 Classroom Activities

7 F 11/12

Essay #3 Concept Rough Draft Due Bring a complete draft to class for

workshop

Essay #3 Explaining a Concept (Ch. 4) Critical Reading Guide (173-174)

F 11/12 Classroom Activities

Draft Workshop using the Critical Reading Guide (173-174) (40-45 minutes) Introduce Revising (174-179) and Editing and Proofreading (180-181) (15-20 minutes) Suggest they outline their drafts Preview Troubleshooting Your Draft (175-177) Remind them how to turn in Essay #3 (5-10 minutes) SafeAssignment Print-out revised, final draft Writing Packet

8 M 11/15

Essay #3 Concept Due Today Use Troubleshooting Your Draft (175-

177) and Checking the Punctuation of Quotations (180-181) to help you revise and edit draft


Essay #4 Finding Common Ground (Ch. 5) Introduction (184-187) BF (188-190) Purpose and audience (190-191)



In-class writing (30-35 minutes) Reflecting on Your Writing (182-183) Introduce Ch. 4: Finding Common Ground Discuss briefly: Writing Assignment, Purpose & Audience, and Basic Features. Note that all the Finding Common Ground example readings in this chapter are student essays because

this is not a genre people are doing often nowadays. Most published writing (and oral discourse) that compares different positions and arguments on a controversial issue has an agendataking a side or staking out an alternative position. Discuss with students why this may be so: Why dont commentators try to put their own views aside and objectively represent the argument or try to find points of agreement as well as disagreement?

A Collaborative Activity: Practice Finding Common Ground I encourage you to use this small group activity to help students get a grasp on this genre by trying it

out. Underscore that their task is to identify the positions (and central arguments) people ordinarily take on the issue. They should not reveal their own position or evaluate others positions. The keyand the hard part--is to try to identify concerns, values, priorities that people with opposing positions may actually share.

8 W 11/17

Analysis Bernard (191-194): think about questions

in the margin.

Essay #4 Finding Common Ground (Ch. 5) Bernard (191-194)


Bernard (191-194) Read essay aloud and discuss marginal questions as a way to introduce the BF, particularly A Probing

Analysis and A Fair and Impartial Presentationthe most challenging basic features. Note the Writer at Work in this chapter is not keyed to the first annotated reading, but to the second

reading by Mae. Assign and walk them through the HW: Mae (195-196) and Learn About Maes Writing Process

(198) which requires students to read the two position papers that Mae writes about and also introduces them to the central work of the genre: Using the Criteria for Analyzing the Essays (216-217) to annotate and chart their annotations.

Preview GW Quick walk through of the Appendix: Two Debates (243-263) which includes the argument essays

they will use to write their own Common Ground essay. You may either assign one of the debates or you could allow them to choose a debate from the two in

the Appendix. Note that they will need to choose two essays to write about in the debate. 8 F

11/19 Analysis Mae AWS (198-200) Learn About Maes Writing Process

(198)

Essay #4 Finding Common Ground (Ch. 5) Mae (195-196) WW (including the two position

essays by Bagaric and Clarke, and by Johnson) (232-241)


Review Mae Option 1 Begin with the Maes WW to see the two argument essays Mae analyzed and wrote about before

looking closely at Maes Common Ground essay and the AWS. Option 2 Begin with Maes AWS without first looking at the two argument essays Mae analyzed and wrote

about. Talk about her purpose and audience. Common Ground essay writers can expect their readers to be

somewhat familiar with the issue, but they need to assume readers have not read these particular position papers or analyzed them closely. Writing in academic contexts, however, puts writers in a double bind: they have to write with authority to instructors who are more authoritative on the subject than they are. You might want to discuss this challenge.

A Probing Analysis Go over AWS: analyzing paragraphs 4-9. Focus on the idea in the opening paragraph that Common Ground essay writers dont try to cover

every argument, but focus on the most important points of disagreement and try to unpack the arguments to identify the Motivating Factors for disagreement and those that might make agreement of some kind possible. This is by far the most challenging task for students in this genre.

Comparison Follow-up: Compare to Bernard, paragraph 6. A Fair and Impartial Analysis Go over AWS: Discuss the challenge of presenting fairlyif not objectivelyarguments with which

you disagree. Is it really a worthwhile goal? Why or why not? GW Follow-up: You might be able to use this question as a segue to their HW analyzing argument

essays in one of the debates. You could round robin their views on the issue being debated and ask about their own sense of the importance and difficulty of representing fairly views with which they disagree.

9 M

11/22 GW Analyzing the Essays (216-217): Choose

two of the essays in the assigned debate and annotate them using the Criteria for Analyzing the Essays. Then Fill in the Chart with your Annotations (see 218).

Essay #4 Finding Common Ground (Ch. 5) Read the argument essays in the

assigned debate in the Appendix


Review GW Determine which argument essays in the debate they chose.. Use small groups to have students compare their Annotations and Annotations Charts. Focus on analyzing the Motivating Factors (see Criteria for Analyzing the Essays) in the argument

essays. These help read get some sense of where to locate the most profound disagreement and potential for agreement.

9 W

11/24 Analysis Alexander AWS (206-209)

Essay #4 Finding Common Ground (Ch. 5) Alexander (201-206)

GW Exploring Points of Agreement and

Disagreement (219) Researching the Issue (219-220) Thinking about Your Readers (217)


Review Alexander An Informative Introduction to the Issue and the Opposing Positions Go over AWS: Ask students how Alexanders analysis on paragraphs 8-10 depends on her

introduction of adequate yearly progress. Comparison Follow-up: Quick review of the opening strategies of the other essays. A Fair and Impartial Analysis Go over AWS: This activity can be looked at quickly and still be very helpful because it raises

awareness of the role word choice plays in rhetoric, and particularly in creating ethos. A Readable Plan Go over AWS: You could take this opportunity to discuss why explicit cueing is so important in an

essay like this. Comparison Follow-up: Remind students of the Bernard essay analysis and his use of cueing. Review GW Exploring Points of Agreement and Disagreement (219): You could have students share their list with

other students working with the same argument essays. Consider posting one or two student analyses to explore how they could be used as part (or as the basis) of the rough draft.

Preview HW Assignment No class Friday, Thanksgiving holiday. Have students finish planning and outline their Finding Common Ground essay. 9 F

11/26

No Class Thanksgiving Holiday GW Defining Your Purpose for Your

Readers (220) Formulating a Tentative Thesis

Statement (220) Refining Your Purpose and Setting

Goals (221-222) Outlining Your Draft (222-224) Writing the Opening Sentences (224-

225)

No Class Thanksgiving Holiday

10 M 11/29

Outline Due Bring a detailed outline to class for

workshop

Essay #4 Finding Common Ground (Ch. 5) A Sentence Strategy (225) Working with Sources (225-226)

M 11/29 Classroom Activities Review GW Outlining Your Draft (110-111). Organize a workshop where each student explains his/her plan to a

small group and gets a response. Writing the Opening Sentences (111). Have each group analyze one readings introduction strategies

and report. And/or round table the students opening sentences and evaluate their effectiveness in capturing readers interest.

Go over A Sentence Strategy and Working with Sources 10 W

12/1 Essay #4 Common Ground Rough Draft Due Bring a complete draft to class for

workshop

Essay #4 Finding Common Ground (Ch. 5)


Draft Workshop using the Critical Reading Guide (227-228) Introduce Revising (228) and Editing and Proofreading (231-232) Suggest they outline their drafts Preview Troubleshooting Your Draft (230) and Editing and Proofreading (231-232) Remind them how to turn in Essay # 4 Finding Common Ground SafeAssignment Print-out revised, final draft Writing Packet Important Note: Options You can decide whether to have students hand in Option 1: the revised Essay #4 and Reflection for Friday 12/3, the last day of class, Option 2: the revised Essay #4 and Reflection for Monday, 12/6, (11:30 am to 2:30 pm) in your office, the

day the final is scheduled. Option 3: the revised Essay #4, its Reflecting on Your Writing, and the Final Reflection Essay on a day

of your choice during Finals Week. Remember: final grades must be posted by Tuesday, 12/14, and you have to consult with me about your final grades on Monday, 12/13, before you can post your grades. 10 F

12/3


If they turn in Essay #4 Finding Common Ground today, have them write Reflecting on Your Writing (242) If you give them more time to finish drafting Essay #4, you could have another draft workshop. Assign Final Make clear when and where it needs to be turned in.

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