Texas A&M UniversityCommerce

Teacher: Ashley Grandstaff

Daily Lesson Plan Form

Subject: English

Grade Level: 10

Mentor: Rachel Pullen

Date: 11/17/14
Campus/District:
Rockwall High School/
RISD
Overall Goal of Lesson: Students will recognize new vocabulary terms and their meanings. Students
will also assess their knowledge of run-on sentences and fragments as we go over homework number
one. Students will also distinguish the different elements of an expository essay.
Instructional Goal: Students will be checking and correcting homework number one, and also starting
the beginning stages of their expository essay.
Texas Essential Knowledge & Skills (TEKS) & ELPS:

Reading/Vocabulary Development. Students

understand new vocabulary and use it when
reading and writing. Students are expected to:
determine the meaning of grade-level technical
academic English words in multiple content areas
(e.g., science, mathematics, social studies, the arts)
derived from Latin, Greek, or other linguistic roots
and affixes; analyze textual context (within a
sentence and in larger sections of text) to draw
conclusions about the nuance in word meanings;
infer word meaning through the identification and
analysis of analogies and other word relationships;
recognize and use knowledge of cognates in
different languages and of word origins to
determine the meaning of words; and
use general and specialized dictionaries, thesauri,
glossaries, histories of language, books of
quotations, and other related references (printed or
electronic) as needed. (TEKS 1A, 1B, 1C, 1D, 1E)
Writing/Writing Process. Students use elements of
the writing process (planning, drafting, revising,
editing, and publishing) to compose text. Students
are expected to: plan a first draft by selecting the
correct genre for conveying the intended meaning
to multiple audiences, determining appropriate
topics through a range of strategies (e.g.,
discussion, background reading, personal interests,
interviews), and developing a thesis or controlling
idea; structure ideas in a sustained and persuasive
way (e.g., using outlines, note taking, graphic
organizers, lists) and develop drafts in timed and
open-ended situations that include transitions and
rhetorical devices to convey meaning; revise drafts

Key Vocabulary: Run-on, Fragment, and

Expository

to clarify meaning and achieve specific rhetorical

purposes, consistency of tone, and logical
organization by rearranging the words, sentences,
and paragraphs to employ tropes (e.g., metaphors,
similes, analogies, hyperbole, understatement,
rhetorical questions, irony), schemes (e.g.,
parallelism, antithesis, inverted word order,
repetition, reversed structures), 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. (TEKS 13A, 13B, 13C, 13D, 13E)
Writing/Expository and Procedural Texts. Students
write expository and procedural or work-related
texts to communicate ideas and information to
specific audiences for specific purposes. Students
are expected to: write an analytical essay of
sufficient length that includes: effective
introductory and concluding paragraphs and a
variety of sentence structures; rhetorical devices,
and transitions between paragraphs; a clear thesis
statement or controlling idea; a clear organizational
schema for conveying ideas; relevant and
substantial evidence and well-chosen details.
(TEKS 15A(i), 15A(ii), 15A (iii), 15A (iv), 15A
(v)).
For students whose first language is not English,
the students' native language serves as a foundation
for English language acquisition. English language
learners (ELLs) are acquiring English, learning
content in English, and learning to read
simultaneously. For this reason, it is imperative
that reading instruction should be comprehensive
and that students receive instruction in phonemic
awareness, phonics, decoding, and word attack
skills while simultaneously being taught academic
vocabulary and comprehension skills and
strategies. Reading instruction that enhances ELL's
ability to decode unfamiliar words and to make
sense of those words in context will expedite their
ability to make sense of what they read and learn
from reading. Additionally, developing fluency,
spelling, and grammatical conventions of academic
language must be done in meaningful contexts and
not in isolation. For ELLs, comprehension of texts

requires additional scaffolds to support

comprehensible input. ELL students should use the
knowledge of their first language (e.g., cognates)
to further vocabulary development. Vocabulary
needs to be taught in the context of connected
discourse so that language is meaningful. ELLs
must learn how rhetorical devices in English differ
from those in their native language. At the same
time English learners are learning in English, the
focus is on academic English, concepts, and the
language structures specific to the content. During
initial stages of English development, ELLs are
expected to meet standards in a second language
that many monolingual English speakers find
difficult to meet in their native language. However,
English language learners' abilities to meet these
standards will be influenced by their proficiency in
English. While English language learners can
analyze, synthesize, and evaluate, their level of
English proficiency may impede their ability to
demonstrate this knowledge during the initial
stages of English language acquisition. It is also
critical to understand that ELLs with no previous
or with interrupted schooling will require explicit
and strategic support as they acquire English and
learn to learn in English simultaneously.
(TEKS/ELL 2A, 2B, 2C).

Higher Order Questions: What is the importance of getting to know people before forming an opinion
about them?
Student Activities: Students will check and correct their homework before turning it in. Students will
also become familiar with the essay prompt that they will be working on in class the
following day. Students will brainstorm and plan out how to begin their essays.

Modifications/ELL Strategies: A few

modifications would be to allow extra
tutoring either before or after school, so I
could help them better understand the
assignment. I also might consider
shortening the assignment for them just a
little, until they feel comfortable writing
the full length.

Anticipatory Activity for Lesson: Students will listen as I

read the right side column of the vocabulary handout, and
they will fill in the left side while I am reading.

Time Allotted

Teacher Input/Lesson Activity: (10 min.) Students will come in and check the board for
todays plans. Once the bell rings, we will begin the new weekly vocabulary. I will read the
right side column, while the students try to fill in the left side column as I read.
Modeling: (10 min.) We will check and correct homework number one as class by going
over the PowerPoint. I will allow the students the opportunity to provide an answer, and
then we will discuss the correct one that I provide for them with the PowerPoint.
Guided Practice: (25 min.) I will explain the expository essay that the students will be
completing the following day. I will also provide them with the prompt they will be writing
about. We will discuss the requirements and elements that the essay must contain before
they start working on the essay independently. Students will become familiar with the
prompt, Write an essay explaining the importance of getting to know people before
forming an opinion about them.
Independent Practice: (5 min.) Students will brainstorm and start developing ideas for
their expository essay.
Lesson Closure: (5 min.) Students will prove that they have begun brainstorming for their
essay as they work on a chart that will help them better understand how to plan out their
essay.
Assessment Methods/Strategies: Students will be assessed on their participation in
correcting the homework number one worksheet. Also students will be assessed later on as
they turn in their final draft of their essay.

Resources:
Computer
Overhead Projector
Paper
Pencil