Alternative Lesson Plan.docx - GCU College of Education...

This preview shows page 1 - 2 out of 5 pages.

GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Anissa McClain 11 th grade August 23, 2018 English Text, Types and Purposes I. PLANNING Lesson summary and focus : The central focus on the lesson is for the students to be able to use arguments, claims, evidence and the text. The students are expected to use evidence to properly to support their claims. Their arguments must be clear and concise. Classroom and student factors : There are many factors that can have an impact on planning and teaching the students. One impact is stuns who have IEPS and 504s. This is an impact because the teacher has to take the time to in cooperate their learning disability. For exams these students are allowed extra time on exams and certain assignments. Another factor is those students who are English Language Learners. Sometime ELLs can be hard due to the language and the knowledge the of thru English language the student has. The environment also plays a big role because some schools may lack the funding they need to support the student. Foe example in this current schools the student ages vary from 14 to 21 because the students come from other high schools who are credit deficient. National / State Learning Standards: 11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Specific learning target(s) / objectives: Composing writing that contains significant and relevant facts, extended definitions, concrete details and quotations by referring to an informational text to compose an objective summary with specific references the author’s rhetoric and inclusion of author’s claim. Teaching notes: Clarify where this lesson falls within a unit of study.

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture