Day 4: Supervised Write Subject: AP/IB English III Grade level: 11th Teacher: Sarah Wheeler Date: 03/05/13 Coop. Teacher: Vicki Gallen Campus: Anderson HS

*Independent Practice *Whole group Instruction *Cooperative Learning *Technology Integration *Visuals *Group/Directed Practice *Informal Assessment *Formal Assessment *Peer Assessment

*Centers *Lecture *A Project

TEKS/Standards: §110.33. (b) (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a clear thesis statement or controlling idea; (iv) a clear organizational schema for conveying ideas; (v) relevant and substantial evidence and well-chosen details

Homework: Begin reading Chronicle of a Death Foretold.

Activity & Time

Student Objectives & Procedures: What Students Do

Teacher Procedures: What Teacher Does

I. WARM-UP/ Anticipatory Set

Title: Journal Entry Pedagogical Purpose: Independent Practice Student Materials: Blue Book, Writing Implement Teacher Materials: 11th Grade. March 5 Slideshow,

Objective(s):

Students will be able to identify the top 5 writing mistakes the class made in their previous supervised writings.

Students will be able to write a cohesive statement detailing the ways in which they will try to improve their writing.

Student Procedures:

Students will listen to the top 5 writing mistakes that were made during the previous supervised writing. These mistakes are: - Paper is not structured

correctly

Teacher Procedures:

The teacher will display the 1st slide of the 11th Grade. March 5 Slideshow.

The teacher will tell students that she has compiled the top

Day 4: Supervised Write Subject: AP/IB English III Grade level: 11th Teacher: Sarah Wheeler Date: 03/05/13 Coop. Teacher: Vicki Gallen Campus: Anderson HS

Overhead

15 Minutes

- Author did not proofread - Pronoun-noun agreement - Quotes are not explained or

embedded properly - Body paragraphs are not

aligned with the thesis

Students will take out their blue books.

Students will write a journal entry about ways they can improve their writing and avoid making one of the top 5 mistakes during this supervised writing.

Students will spend 10 minutes writing.

Students will volunteer to share their ideas with the whole class.

5 mistakes/point deductions from the previous supervised writing. These mistakes are: - Paper is not

structured correctly

- Author did not proofread

- Pronoun-noun agreement

- Quotes are not explained or embedded properly

- Body paragraphs are not aligned with the thesis

The teacher will ask students to take out their blue books.

The teacher will display the 2nd slide of the 11th Grade. March 5 Slideshow.

The teacher will ask students to write a journal entry about ways in which they can improve their supervised writing pieces by focusing on eliminating the top 5 mistakes.

The teacher will set the timer for 10 minutes.

The teacher will tell students they have 10 minutes to journal.

The teacher will start the timer and display the timer on the overhead.

Day 4: Supervised Write Subject: AP/IB English III Grade level: 11th Teacher: Sarah Wheeler Date: 03/05/13 Coop. Teacher: Vicki Gallen Campus: Anderson HS

The teacher will ask for volunteers to share some of the ways they will work to improve their writing.

II. LESSON STRUCTURE/ACTIVITIES

1st Activity Title: Supervised Writing Instructions Pedagogical Purpose: Whole Group Instruction Student Materials: Writing Implement, English III APB Supervised Writing Handout, Laptop, Tone Word Lists, The Stranger Teacher Materials: Doc Cam, English III AP/IB Supervised Writing Handout, Laptop Cart

5 Minutes

Objective(s):

Students will be able to identify the requirements for the supervised writing assignment.

Student Procedures:

Students will listen to the instructions for the supervised writing.

Students will draw a star or other indicator next to the prompts they believe they can fully answer. These prompts are: - In what ways are the voices

of history and tradition present in The Stranger?

- To what extent is the natural landscape important for the impact of The Stranger?

- How does Albert Camus convey a sense of time passing in The Stranger?

- How are the different voices used to express thoughts and feelings? What effect do these voices have on your response to the work?

- In what ways is memory important in the work?

- In what ways is [choose your own motif] important in the work?

Students will retrieve laptops from the laptop cart and sign in to the system.

Students will place their motif charts, tone word lists, and a

Teacher Procedures:

The teacher will display the English III AP/IB Supervised Writing Handout on the doc cam.

The teacher will walk through each step of the instructions. These steps are found in the following bullet points.

The teacher will tell students that they must choose and answer one prompt listed on the English III AP/IB Supervised Writing Handout. These prompts are: - In what ways are

the voices of history and tradition present in The Stranger?

- To what extent is the natural landscape important for the impact of The Stranger?

- How does Albert

Day 4: Supervised Write Subject: AP/IB English III Grade level: 11th Teacher: Sarah Wheeler Date: 03/05/13 Coop. Teacher: Vicki Gallen Campus: Anderson HS

copy of The Stranger on their desks.

Students will open Microsoft Word and begin working.

Camus convey a sense of time passing in The Stranger?

- How are the different voices used to express thoughts and feelings? What effect do these voices have on your response to the work?

- In what ways is memory important in the work?

- In what ways is [choose your own motif] important in the work?

The teacher will ask students to place a star next to the prompts they believe they can fully answer.

The teacher will explain the required elements. These elements are: - Thematic

statement that connects the textual details for the chosen prompt.

- Thesis statement that addresses the prompt and connects all textual details to the thematic purpose.

- As many topic

Day 4: Supervised Write Subject: AP/IB English III Grade level: 11th Teacher: Sarah Wheeler Date: 03/05/13 Coop. Teacher: Vicki Gallen Campus: Anderson HS

sentences and body paragraphs as needed to prove the thematic and thesis statements, but no fewer than three.

The teacher will explain the requirements for a fully developed paragraph. These requirements are: - One topic

sentence - Literary labels - Embedded

quotations - Analytical

commentary - Internal MLA

citations

The teacher will tell students that they must submit their pieces to turnitin.com by the end of the class period.

The teacher will ask students to retrieve laptops from the laptop cart and sign in to the system.

The teacher will ask students to place their motif charts, tone word lists, and copy of The Stranger on their desk.

The teacher will ask students to open Microsoft Word and

Day 4: Supervised Write Subject: AP/IB English III Grade level: 11th Teacher: Sarah Wheeler Date: 03/05/13 Coop. Teacher: Vicki Gallen Campus: Anderson HS

begin working.

2nd Activity Title: Supervised Writing Pedagogical Purpose: Independent Practice Student Materials: Writing Implement, English III APB Supervised Writing Handout, Laptop, Tone Word Lists, The Stranger Teacher Materials: N/A

65 Minutes

Objective(s):

Students will be able to write a thematic statement that connects textual details from The Stranger to one of the following: - Ways in which voices of

history and tradition are present in the work

- The impact of the natural landscape in the work

- The sense of time passing in the work

- Ways in which voices are used to express thoughts and feelings in the work

- Ways in which memory is important in the work

- Ways in which a student chosen motif is important in the work

Students will be able to write a thesis statement that connects textual evidence from The Stranger to the thematic statements they have written.

Students will be able to write at least three topic sentences and three body paragraphs that prove the thematic statements and thesis statements they have written.

Student Procedures:

Students will use Microsoft Word on their laptops to write complete their supervised writing.

Students will choose which prompt they would like to address. They may choose from: - In what ways are the voices

of history and tradition

Teacher Procedures:

The teacher will circulate and observe students to ensure that they are working.

The teacher will direct students who finish early to begin reading Chronicle of a Death Foretold.

Day 4: Supervised Write Subject: AP/IB English III Grade level: 11th Teacher: Sarah Wheeler Date: 03/05/13 Coop. Teacher: Vicki Gallen Campus: Anderson HS

present in the work? - To what extent is the natural

landscape important for the impact of the work?

- How does the author convey a sense of time passing in the work?

- How are the different voices used to express thoughts and feelings? What effect do these have on your responses to the work?

- In what ways is memory important in the work?

- In what ways is [choose your own motif] important in the work?

Students will write a thematic statement, thesis statement, and at least three topic sentences and body paragraphs for the prompt they have chosen.

Students will submit their supervised writing to turnitin.com.

Students will read Chronicle of a Death Foretold if/when they finish their Supervised Writing early.

III. CLOSURE

Title: Looking Forward Pedagogical Purpose: Whole Group Instruction Student Materials: N/A Teacher Materials: Junior 4th 6

Objective(s):

Students will be able to identify the activities they will complete during the next class period.

Students will be able to identify their homework assignment.

Student Procedures:

Students will look at Day 4 of the Junior 4th 6 Weeks Prezi.

Students will ask questions about the film that will be viewed during the following class period. Questions might

Teacher Procedures:

The teacher will display Day 4 of the Junior 4th 6 Weeks Prezi.

The teacher will tell students that they

Day 4: Supervised Write Subject: AP/IB English III Grade level: 11th Teacher: Sarah Wheeler Date: 03/05/13 Coop. Teacher: Vicki Gallen Campus: Anderson HS

Weeks Prezi

5 Minutes

include: - Which film are we watching? - Do we need to bring

anything?

Students will ask questions about their missing assignments. Questions might include: - Do I have any missing

work? - Can I turn in my missing

work after spring break?

Students will return their laptops and any materials before leaving the classroom.

will be watching a film during the next class period.

The teacher will tell students that they will be required to answer questions about the film during viewing, and in order to do so they need to ensure that they bring their blue books.

The teacher will answer student questions about the film.

The teacher will ask students to ensure that they are up to date on grades before they leave for spring break.

The teacher will tell students that their homework assignment is to find or complete any missing work and submit the work on Day 4.

The teacher will answer student questions about missing work. Questions that require use of the grade book or particular students will be handled privately after class.

The teacher will ask students to return their laptops and any materials before dismissing the class.

Day 4: Supervised Write Subject: AP/IB English III Grade level: 11th Teacher: Sarah Wheeler Date: 03/05/13 Coop. Teacher: Vicki Gallen Campus: Anderson HS

Assessment(s): (attach copies of assessment documents, criteria and rubrics)

The Supervised Writing Rubric is ed. ILL/504/SpEd accommodations:

No accommodations are required. Lesson Overview / teacher notes:

The Supervised Writing Assignment is attached.

http://prezi.com/08onvn6keq3s/junior-apib-4th-6-weeks-calendar-2013/?kw=view-08onvn6keq3s&rc=ref-28503887