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Establishing The Lesson Framework

The lesson plan is for a 9th grade ESOL class introducing students to writing introductory paragraphs. Over three days, students will learn to identify the components of an introductory paragraph - the hook, background information, and thesis statement. On day one, students will analyze essay prompts and brainstorm ideas. Day two focuses on writing thesis statements using the prompts. On the final day, students will identify the components in examples and write their own introductory paragraph. Formative assessments include group and individual activities. A summative assessment requires students to write a full introductory paragraph applying the techniques learned.

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129 views

Establishing The Lesson Framework

The lesson plan is for a 9th grade ESOL class introducing students to writing introductory paragraphs. Over three days, students will learn to identify the components of an introductory paragraph - the hook, background information, and thesis statement. On day one, students will analyze essay prompts and brainstorm ideas. Day two focuses on writing thesis statements using the prompts. On the final day, students will identify the components in examples and write their own introductory paragraph. Formative assessments include group and individual activities. A summative assessment requires students to write a full introductory paragraph applying the techniques learned.

Uploaded by

api-291176672
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Name: Sloane Hill

Grade Level: 9th


Subject: ESOL I (Intermediate/Advanced)
Title of Lesson: Introductory Paragraph
LESSON PLAN

Establishing the Lesson Framework


NETS-S:
- Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
- Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
TEKS:
-

ESOL.9.13A Plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea.
ESOL.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using
outlines, note taking, graphic organizers, lists) and develop drafts in timed and openended situations that include transitions and the rhetorical devices used to convey
meaning.
ESOL.9.15A.i Write an analytical essay of sufficient length that includes effective
introductory and concluding paragraphs and a variety of sentence structures.

Applicable Student Expectations:


- Students will be able to capture the atternion of the audience by choosing an interesting
between hook options.
- Students will be able to transition from their hook to their thesis statement by providing
background information.
- Students will be able to write an effective thesis statement by organizing their ideas to
answer the prompt.
- Students will be able to identify the three parts of an introductory paragraph: hook,
background information and thesis statement by analyzing student examples.
- Students will be able to write an effective introductory paragraph by organizing the hook,
background information and thesis statement.
Objective:
Students will be able to write a complete introductory paragraph for an expository essay by
answering the prompt with a clear and concise thesis statement and connecting the thesis
statement with a hook and background information that is relevant to the essay topic.
Rationale:
The students will take the STAAR English I EOC which has an expository essay prompt.

Designing Supportive Learning Environments

Materials:
Resources
Technology

Teacher Use
Student samples, graphic
organizers, sample prompts
Prezi and EdPuzzle

Student Use
Student samples, graphic
organizers, sample prompts
EdPuzzle and Word

Setting:
- Sharpstown High School, 20 Intermediate/Advanced ESOL I students, 55 minute classes
- Lesson will be 3 days long
- Students are mixed ability grouped (5 groups of 4)
- All students have school issued laptops

Student Needs/Adaptations:
Sentence stems, more time and extra help during class

Instructional Strategies:
*Flipped Classroom
All lessons will be presented individual to students through videos via EdPuzzle
before class
Introduction/Focus:
Everyday Entrance Routine- 5 minute notebook check and 10 minute discussion
Students enter class and pull out their notebooks with their Cornell notes from the previous
nights video. I will circle the room checking their notes and pulling students who did not do
their homework. The students who are unprepared will sit in the corner to watch the video and
finish their notes. Then we will have a ten minute discussion over the video where the students
ask and answer questions.
Day 1
Reading an expository prompt and brainstorming ideas with a graphic organizer
Day 2
Creating a thesis statement using the prompt and graphic organizer
Day 3
Creating a hook and connecting it to the thesis by using background information
Instructional Procedure:
Everyday Routine 20 minute group activity
Day 1
Each group will be given a different prompt where they need to identify the instructions and
outline their ideas color-coded on chart paper. They will then present their responses to the class
for evaluation.
Day 2

Each group will have a prompt where they need to organize their ideas on chart paper as they did
the previous day. Then the groups will exchange papers and write a thesis statement based on the
other groups work. Then they will evaluate each other.
Day 3
Each group will have a set of five student examples where they must identify the hook,
background knowledge and thesis statement using different colored highlighters. Then we will
check as a class.
Closure:
Everyday Routine 20 minute independent activity
Day 1
Students will individually identify the prompt and organize their ideas with a graphic organizer.
Day 2
Students will individually identify the prompt and organize their ideas with a graphic organizer
and add their thesis statement.
Day 3
Students will write a full introduction to a prompt using the practiced techniques.

Evaluation Strategies
Pre- Assessment:
Writing sample on an expository prompt without guidance.
Formative:
Group activities and individual activities for Day 1 and Day 2
Summative:
Full introduction paragraph from Day 3

Rubric:
Prompt Identification and Graphic Organizer Rubric:

Supporting Detail

Reason # 1

Supporting Detail

Prompt Answered

Reason # 2

Thesis rubric:
Answer prompt + because + Reason # 1 and Reason #2.
Final Introductory Paragraph Rubric:
Part 1 Hook (Question, anecdote, definition or quote)
Part 2 Background information used to transition from hook to thesis relevant to topic
Part 3 Thesis statement that answers prompt and provides two reasons for the answer

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