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Second Observation Cycle

Lesson Plan
Jessica Ann Hatcher

Context:
Class​: Fluvanna County High School, Twelfth Grade Dual Enrollment PVCC College
Composition I, 2nd Block
Compare/Contrast Unit​: This unit leads towards writing a three to four page compare/contrast
paper. The unit foregrounds research methods while also teaching students about the writing
genre and writing process.
This lesson​ comes five days into the unit. The students have already been introduced to the
summative assessment, taught how to use source cards and notecards and have had some
opportunity to practice using compare/contrast skills.
The lesson will take place on ​Friday, 15 September, 2017​.

Objectives​:
From the PVCC syllabus​:

GOAL ONE: THE PROCESS OF WRITING

ENG 111 will help students understand that writing is a process that develops through
experience and varies among individuals.
OBJECTIVES
1. Students will engage in all phases of the writing process: ​exploratory
writing​, ​planning​, ​drafting, revising, editing, proofreading, and reflecting​.

GOAL THREE: COLLABORATION

OBJECTIVES:
1. Students will collaborate with faculty and/or ​peers

SWBAT
1. Understand the steps of the writing process. (Cognitive)
2. Know two different methods of outlining: point and topic sentence. (Cognitive)
3. Organize source cards and note cards into outlines. (Performative)
4. Collaborate with peers. (Performative)

Assessments​:
Collaborative Practice Outlines ​(formative) (1, 2, 3, 4)
The students will work in pairs to organize and example set of notecards and source
cards into an outline. Once they have organized them into an outline they will work
together to write a thesis statement and topic sentences for their outline.
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Final Outline and Notecards and Source cards​ (formative, due 20 September) (1, 2, 3)
The students will write an outline for their final paper and submit it along with their
notecards and source cards on 20 September.

Compare/Contrast Paper​ (summative, due 28 September) (1, 2, 3)

The students will be writing a three to four page compare/contrast essay that requires
them to use multiple sources. This paper needs to be organized with a thesis statement
and correctly use MLA format.

Differentiation​:
The student sit in pairs in this class so that they are able to support one another and work
together to solve issues.

Materials Needed​:
- One sets of example source cards and notecards for each pair of students (16 total)
- White board and markers
- Paper and pencils for the students to record their outlines on
- Compare/Contrast unit calendar

Lesson Steps​:
Beginning Room arrangement:
The students sit in rows and pairs. They will be moving seats today as we are about halfway
through the semester.

1. Opening
I will open by giving any announcements that are necessary.

Following announcements I will open the compare/contrast unit calendar on Google Classroom.
During this time I will talk to the students about our objectives for the unit, reminding them of the
existence of the rubric. In particular I will highlight the fact that their outline for their essay, along
with their source cards and notecards, will be due on the following Wednesday.

It is at this point I will state our objectives for the day: to practice organizing the information from
our source cards and notecards into outlines.

2. Lecture: Different kinds of outlines​.

I will introduce the students to the two different kinds of outlines: point by point and topic
sentence outlines.

Together, we will take information from a venn diagram we brainstorm together and place it into
an outline.

Once we have done that we will brainstorm a thesis statement and topic sentences together.
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3. Model how to organize your source cards and note cards into an outline
Once we have brainstormed one outline together I will create some example source cards and
note cards with the students. We will arrange these source cards and note cards into an outline
and write a thesis and topic sentences together.

4. Partner Practice
Once we have gone through the model, I will pass out each pair of students a zip lock bag of
example source and note cards for them to sort through, create an outline and write a thesis
and topic sentences for.

Time permitting, we will group process the process of creating an outline.

The students will submit their outlines and topic sentences at the end of class.