March 18
March 18
March 18
Campus/District: Joshua Date: March 18, 2014 High School/ Joshua ISD Overall Goal of Lesson: For the students to write a thesis statement that clearly presents the topic of research paper Instructional Objectives: For students to apply the conventions of the English language (ie: spelling, grammar, usage, etc.) to clearly explain thesis. Texas Essential Knowledge & Skills (TEKS) & ELPS: (typed out completely)
9A- summarize a text in a manner that captures the authors viewpoint, its main ideas, and its elements without taking a position or expressing an opinion. 9C- make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns. 9D- synthesize ideas and make logical connections between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence. 20A-B-brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic. Formulate a plan for engaging in in-depth research on a complex, multi-faceted topic. 21A-C- Following the research plan to gather evidence from experts on the topic and text written for informed audiences in the field, distinguishing between reliable and unreliable resources and avoiding over reliance on one source. Systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; paraphrase, summarize, quote, and accurately cite all researched information according to standard format, differentiating among primary, secondary, an other sources. 13C-E- revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, and by adding transitional words and phrases; edit drafts for grammar, mechanics, and spelling; and revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. 22A-C- modify the major research question as necessary to refocus the research plan. Differentiate between theories and the evidence that supports them and determine whether the evidence found weak or strong and how that evidence helps create cogent argument; critique the research process at each step to implement changes as the need occurs and identifies. ELPS: (6) Writing, Grades 2-12. ELLs in Grades 2-12 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. The following proficiency level descriptors for writing are sufficient to
Key Vocabulary: Third Person, Formal tone, Complete Thought, Complete sentences, Thesis statement, introduction, conclusion, paragraph
describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. (C) Advanced. Advanced ELLs have enough English vocabulary and command of English language structures to address grade-appropriate writing tasks, although second language acquisition support is needed. These students: (i) are able to use the English language, with second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction; (ii) know enough English to be able to develop or demonstrate elements of grade-appropriate writing in English, although second language acquisition support is particularly needed when topics are abstract, academically challenging, or unfamiliar; and (iii) exhibit writing features typical at this level, including: (I) grasp of basic verbs, tenses, grammar features, and sentence patterns; partial grasp of more complex verbs, tenses, grammar features, and sentence patterns; (II) emerging grade-appropriate vocabulary; academic writing has a more academic tone; (III) use of a variety of common cohesive devices, although some redundancy may occur; (IV) narrations, explanations, and descriptions developed in some detail with emerging clarity; quality or quantity declines when abstract ideas are expressed, academic demands are high, or low-frequency vocabulary is required; (V) occasional second language acquisition errors; and (VI) communications are usually understood by individuals not accustomed to the writing of ELLs.
Higher Order Questions: What is a thesis statement? What does a thesis statement do? Can you identify a thesis statement in a paper? What is the purpose of a thesis statement?
Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading,
Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)
- Write an outline of overall research paper - Write thesis and get approved -Begin writing rough draft Modifications/ELL Strategies Anticipatory Activity for Lesson: -phone for Google translate -1920s Crash Course YouTube video - complete sentences on notecards - Two prezi presentations -write example thesis statement about topic -model the expectations I am wanting Time Allotted Teacher Input/Lesson Activity: The students will illustrate their understanding of writing a thesis statement.
Guided Practice: I will lead the students on how to write a thesis statement about a topic by writing an example thesis Independent Practice: Students will write thesis statement over assigned topic and by the research they have done. Lesson Closure: Remember to correct your works cited page. Continue working on rough draft Pg 32 in write source book Assessment Methods/Strategies: Do you now understand why thesis statements are important? Do you understand how to incorporate them in your paper? Resources (supplies, equipment, software, etc.): Overhead projector. Computer. White board. Dry erase markers. Research packet.