DIRECT INSTRUCTION LESSON PLAN

Topic: How to write a well-developed essay

Unit:

Essay Writing

Students:

7th Grade Academic English/writing class

Objectives:

1.  Students will understand and learn what the parts of an essay are. (Comprehension)

2.  Students will apply their knowledge of the parts of an essay to explain why they enjoy doing their favorite activity or hobby. (Application and Synthesis)

Pennsylvania Academic Standards:

(Reading, Writing, Listening)

1.5.8.C: Write with controlled and/or subtle organization.

1               Use appropriate transitions within sentences and between paragraphs.

2               Establish topic and purpose in the introduction.

3               Reiterate the topic and purpose in the conclusion.

Instructional Procedures:

1.  Hook for the lesson - Have students write down in their notebooks their favorite activity or hobby and three reasons why they enjoy doing this.

2.  Have 2-4 students share theirs with the class.

3.  Ask the students if they remember anything about writing essays from the year before.

        a. have them share anything they remember

4.  Present a PowerPoint slide with the characteristics of Introduction, Body, and Conclusion paragraphs.

5.  Show the Introduction Paragraph slide. Present the students with the ‘funnel’.

        a. Ask students what they think that it could stand for.

        b. Explain how the information in the intro goes from broad to specific.

        c. The second introduction slide comes up.

        d. Ask students to tell you what the attention grabber sentence could be. Help them to find the following:

                1. It will hook your reader into what your topic will be and get them interested

                2. It will tell your reader what the rest of the essay will be about

                3. ask for examples

    i.  Ask the students what they believe the background information should be. If needed, lead them to the following:

                    •  it will be information you find important for your readers to know about your topic

    ii. Explain that the thesis statement is the basis of your essay. It goes at the end of the introduction and leads into the rest of the paper. The thesis states your topic and your evidences.

                    • First, give example formula: I am interested in A because of X, Y, and Z.

                    • Then, give own example

                    • Finally, ask for examples from the students. Asses if they understand or not and revisit if         they seem to be confused.

6.  The Body Paragraph slide comes up.

        •Topic sentence - ask the students what they think this part does in the body paragraph. Explain that this sentence leads to the readers’ understanding of what this specific paragraph will be about.

        •  Evidence - Explain to the students that this is where they defend or reinforce their reasons in an essay. This is where you can use examples. Ask a student to share one of their evidences/reasons/examples from their hobby.

        • Transition Sentence - VERY IMPORTANT because it makes the essay flow. Ask students if they can tell you what this sentence does.

        • Remind students they do this three times (or however many points they have).

7. Hand out an example of a body paragraph. Have a student read it aloud.

8. Create Think/Pair/Share groups.

        •In the groups, students will find and discuss the different sections of a body paragraph (topic sentence, evidence, transitions). Walk around the classroom to examine.

        •When they are believed to be done, the class will share what they have found. If needed, lead them to the correct answers. Put the example on the overhead projector and show the students where the right answers are.

9. Conclusion slide comes up on screen.

        • The backwards funnel appears. Ask students what they can imply.

        • Show students how it moves from specific to broad.

        • Restate your thesis. (not word for word)

        • Ask for an example of different wording of the thesis that can be used in the conclusion paragraph.

        • Concluding statements.

10. Provide the students with their homework. Have them write their essay on their favorite hobby and why they enjoy doing it for tomorrow. Remind them to use what they learned today and to revisit the examples provided if they get stuck. If there is extra time, they can begin this homework assignment in class.

11. Before the students leave, have them write an exit slip explaining what they feel they learned today and if they are confused on any part of writing an essay.

Strategies for Diverse Learners:

1.  Showing the students the ‘funnel’ will allow them to see that something moves from broad to specific or vice versa.

2.  The written example of a body paragraph will give diverse learners the ability to look at a well-developed, correct essay when they are confused.

Evaluation Procedures:

1.  Providing students the opportunity to participate and share their prior knowledge.

2.  During the power point presentation, I will be able to see if the students understand where and when certain points go in an essay by asking frequent questions.

3.  Think/pair/share will allow me to examine the students and see if they can come up with the right answers.

4.  Exit slips will allow me to assess what I need to go back to and what my students learned.

5.  Having the students write a practice essay will allow me to see if my students can apply the information given to them in class.

Materials:

1. Powerpoint Presentation Slides