Wednesday 20 Sep 2017

PVCC ENG 111/112 Semester Long

Unit​: Compare/Contrast

Objectives​: SWBAT….
- Understand that effective writing smoothly introduces material by “zooming into” the
specific thesis and concludes by “zooming out”
- Understand that effective compare/contrast writing uses explicit words and phrases to
signal to the reader what the author is doing in each paragraph (using compare/contrast
words).
- Know compare/contrast words.
- Use compare/contrast words in writing.

Assessments:
- Diagnostic​: Past student papers (for intros and conclusions).
- Diagnostic​: Practice compare/contrast Cinderella paper: lack of C/C words throughout
and general in both blocks.
- Formative​: annotations on introductions. No grade associated.
- Formative​: C/C two songs. Check/minus/plus based on number of C/C words and
effective usage.
- Summative​: C/C paper. Category on Rubric = C/C words. Work of body
paragraphs/topic sentences impossible to accomplish without C/C words.

Instruction​:
- Opener: Collect outlines from students (due today from yesterday’s work).
- Pass out past student intros. In PAIRS: have students compare/contrast intros and
evaluate which one is better. Circulate and listen to discussions.
- Whole class: what works, what doesn’t.
- Model Intro and Conclusion writing.
- @45 mins: SWITCH GEARS: C/C words
- Go back to rubric: point to C/C words as a category and body paragraph category.
- Introduce C/C words: brainstorm on board.
- Quickly “model” googling C/C words.
- Listen to “Let it go” and “How far I’ll go”
- Have students write a short paragraph or two (one handwritten page) that USES C/C
words. Explain to students that that is what their grade is based on.
- Early finishers may work on their C/C essays.
- Turn in practice papers before they leave.
- Closure: Remind students that they will be writing the first page of their paper tomorrow
and submitting it on Friday.