Lesson Plans Instructor: Kirsten dos Santos Subject area-College Writing II Focus of lesson: Identifying the Key Features

of a Report LESSON 2

Cooperative Learning Structure/Activity

Approximate Time to Complete

Objective: Students will use research skills, critical thinking and written and oral communication to learn how to recognize a clear, errorfree report and apply it to their own writing. Key Vocabulary: Paragraph Transition: linking the subject matter of two consecutive paragraphs. Made when a word, phrase or idea from the last sentence is repeated in the introductory sentence of the next paragraph. Quote Integration: smoothly and accurately incorporating sources information into the fabric of ones essay. Signal Phrase: used to introduce sources credentials and properly integrate a quote. Formal Language: language that incorporates proper grammar and mechanics and refrains from colloquial terms. Context: background information regarding a given topic Relevance: the significance of a sources information is made evident (back to lesson) Assessment: Students will demonstrate accountability with regards to completing a small research activity and exhibit an ability to identify and apply the key features of a report through formative assessment. Review Key Features: Individually write about report features identified in an introductory video to demonstrate comprehension of the assignments guidelines Research Accountability: Individual free-write indicating how the key features of a report can be identified in the example students bring to class. Fine Tune Reporting ability: Cooperatively locate, explain, and present a representation of the fundamental aspects of a report chosen as a team effort. Materials: ABCs What Would You Do? Latino Hate Crimes video clip: http://www.youtube.com/watch?v=ru1F29vuVKI and an computer overhead projector
*This lesson will span two days.

 Report Rubric Handout Student hand book for grammar and mechanics Lesson Plan: Day 1_________________________________________________ Video Clip: Latino Hate Crimes This will be a good starting point that that grabs students attention because it demonstrates real world issues relevant to our culture. It is also a very good example of a report and can be tied to the key features in the discussion that follows. Introductory Discussion: Review vocabulary, and the report rubric with the students by listing the key features on the board. Students will be expected to take notes during the lecture. Assessment: After the discussion students will be asked to write a short paragraph demonstrating how the key features of a report were represented in the video clip. KWL Structure: Students will generate a list of current issues that interest them as a whole. Afterwards the class will vote on one issue they all want to know more about and list some specific areas that might be researched with regards to that topic. The teacher will listen in, redirect, and answer questions during this process Introduce Research Assignment: Students will be instructed to spend the next few days seeking out a report that is relevant to the chosen issue and that is exemplary of a well written report. Day 2_________________________________________________ Free Write At the beginning of the next class students will be asked to write at least one paragraph indicating why they chose the article they brought to class as a model report. This will assess students reading comprehension and accountability. Numbered Heads Together: Each student in groups of 3-4 will be assigned a number according to the total number of participants in a group. Students take turns sharing with their teammates why they feel their report is an adequate representation of the key features. Afterward each student has supported their article the team chooses one report to share with the class. Everyone must be prepared to present because nobody knows which number will be called upon. When the teacher calls a number, those students must discuss their groups chosen report in for the benefit of the entire class.
Day 1/ 50 min. Video Clip: 8:17 min

Discussion: 5-10 min.

Assessment: 1015 min.

KWL: Students will work cooperatively to determine what they Know, what they want to know, and what they learn about a given topic.

KWL: 10 -15 min.

Assignment Intro: 5 min. *Research will be allotted 1-2 days outside class Day 2/ 50 min. Free Write: 10 min.

Numbered Heads Together: Students are assigned numbers and then work cooperatively to meet the teachers objective. One student from the group will be randomly selected according to the number they were assigned. This student will then present the groups findings.

Coop. Learning: 40 min.

 Complete KWL: list what they learned about the current issue overall Instructional Plan: 1. Show Video Clip 2. Introductory Discussion: Vocabulary, Report Rubric, List Key Features 3. Key Feature Assessment 4. KWL: what they know and what they want to learn 5. Research Topic 6. Free Write 7. Numbered Heads Together 8. KWL: what they learned Guided Practice: The teacher will highlight the key features of a report presented in the video as well as explain the features outlined in the handouts. Students will also enlist the teachers assistance as key features are listed on the board before writing about their presence in the video. Independent Practice: After the discussion about key report features each student will be required to summarize in writing how those elements were evident in the video. The students will also be researching for articles that represent a good report on their own outside of class. Furthermore, each student will be responsible for writing down why they chose their particular report to share with the class. Closing: This takes place as cooperative units of students present their model report to the class. They will demonstrate what makes it a good report. Teams should also use support from the student handbook to reinforce their claims. After each group has presented their findings, the class will be asked to identify everything they have learned about the chosen topic. This would give the teacher an opportunity to acknowledge any lingering confusion.

Meeting the needs of various learners/ Accommodations:

Each group of 3-4 students consists of various learners. Consideration is specifically paid to high and low achievers, male and female, first and second language learners, and evenly distributed races and ethnicities when formulating teams. The lesson has also aspired to Multiple Intelligences in that it consists of communication via speaking to others in both cooperative structures, applies logic as students analyze the reports, incorporates visual stimulation through a video clip, allows students to move around as they present to the class, encourages interpersonal activities as they work in groups, and intrapersonal skills are developed as students individually reflect about their reports. Any student who needs additional assistance may meet with me during office hours outside of class. After Assessment : Students who are still struggling after the lesson may need help outside of class. In addition to making myself available for further assistance students will also be directed to the writing center on campus for tutoring.

Rubric for Essay 3: (back to Materials or Lesson Reporting Information

Your essays will be graded on the following:

Organization
The basic structure of your essay should be as follows:
STRONG LEAD

INTRODUCE THE TOPIC

CONTEXT OF TOPIC
Include any necessary background information

CONCLUSION
Original restatement of thesis & leaves reader with a sense of resolution

Paragraph Logic
Every paragraph should include the following

SUPPORTS ASSERTIONS
Proper Integration: Credentials introduced in signal phrase Correct case, person, and punctuation
o Open/end quotes, brackets, end-mark placement

TRANSITION and INTRODUCE TOPIC

STATES TOPIC Makes Assertions

SUMMARY

MLA Parenthetical Relevance Stated

MLA Format
Accurate citations are included as summaries, paraphrases, and/or quotes in the text or on the works cited page. **See pages 428-467 in your text book The page format adheres to MLA guidelines **See pages 467-476 in your text book

Conventions and Sentence Fluency

Meeting the criteria of conventions and sentence fluency includes the following: Accurate Spelling Proper Punctuation **pp. HB-56 HB-87 Proper Use of Case No Scaffolding No Run-on Sentences No Missing Words No Fragmented Sentence Parallel Sentence Structure Sentence Variation **See pages HB-3 HB-34 in your text book

Word Choice
An essay that meets the criteria of word choice includes the following: Balanced use of Adjectives; Not Strong Imagery overuse Accurate Words

Succinct not Verbose Not redundant Not Vague Not Colloquial

**See pages HB-35 HB-55 in your text book

Key Features
Close adherence to the objective or Key Features Objective/3rd Person/no personal opinion Tightly focused topic without digression

 Background information Accurate, well researched information. See Chapters 42-44 Support; substantiate claims and credit sources Various writing strategies Clear definitions of information the reader may not know Appropriate design **See pages 71-72 in your text book
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