LESSON TEMPLATE

Teacher: Kistner

Date(s):

/2015

Content: AP Lang

and Comp
Unit Title:
Synthesis Writing
SOL # Learning Objective:
11.6, 11.7
Materials Needed: Promethean board,
laptops, non- fiction documents from AP Exam
2012 (Obesity)

Focus of the Day:

Writing Synthesis Essay
Specific Objective: (Setting A Purpose)
TLW peer- and self edit sentences. TLW
write for a variety of purposes.
Vocabulary (What new vocabulary will be
introduced during this lesson?) subject, verb,
sentence structure, coordinating conjunctions,
subordinating conjunctions, introduction paragraph,
body paragraph, topic sentences, thesis statements,
supporting statements

Essential Questions for the Week: How do Essential Question of the Day How do I
I analyze different documents to draw one
write a synthesis essay?
theme among them?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete SOL questions from Ladders to Success and noredink.com.
Procedure: Input (What instruction will be provided to students to help the students understand the
objectives?) TLW participate in a examination of non- fiction documents concerning the role of govt/society with
obesity (AP Released exam 2012).

Blooms Taxonomy Used:

Remembering
Understanding
Applying
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I analyze different documents to draw one theme among them?
2. How do I critically read different non- fiction documents?
3. How do I write a synthesis essay?

Analyzing

Evaluating

Creating

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used make sure there is evidence within
throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min Teacher will demonstrate to students
how to utilize synthesis chart/graphic organizer.
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or
skill?) 15-20 min Teacher will guide students through filling in the graphic organizer.
Check for Understanding (How will you know that students are learning the concept or skill? ) Teacher

will monitor students throughout the writing.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work
together to begin composing synthesis essay concerning the govt and societys role with obesity.
Closure- How will the lesson be summarized?) TLW submit his/her progress each day.
Evaluation/Assessment (How will you measure the students success?) Students will be assessed on
their ability to draw reasonable conclusions from readings.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student
learning throughout the instruction?) Students will be able to work independently or in a group to complete the
reading.
Reflections: (What would you do differently, change or improve? What concerns do you have about the
lesson?) Click here to enter text.

 LESSON TEMPLATE
Teacher: Kistner

Date(s): 3/17/2015

Unit Title:
Synthesis Writing
SOL # Learning Objective:
11.6, 11.7
Materials Needed: Promethean board,
laptops, non- fiction documents from AP Exam
2012 (Obesity)

Content: AP Lang and Comp

Focus of the Day:

Writing Synthesis Workshop
Specific Objective: (Setting A Purpose)
TLW peer- and self edit sentences. TLW
write for a variety of purposes.
Vocabulary (What new vocabulary will be
introduced during this lesson?) subject, verb,
sentence structure, coordinating conjunctions,
subordinating conjunctions, introduction paragraph,
body paragraph, topic sentences, thesis statements,
supporting statements

Essential Questions for the Week: How do Essential Question of the Day How do I
I analyze different documents to draw one
revise my writing to make it effective?
theme among them?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete SOL questions from Ladders to Success and noredink.com.
Procedure: Input (What instruction will be provided to students to help the students understand the
objectives?) TLW participate in a examination of non- fiction documents concerning the role of govt/society with
obesity (AP Released exam 2012).

Blooms Taxonomy Used:

Remembering
Understanding
Applying
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I analyze different documents to draw one theme among them?
2. How do I critically read different non- fiction documents?
3. How do I write a synthesis essay?

Analyzing

Evaluating

Creating

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used make sure there is evidence within
throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min Teacher will demonstrate to students
how to utilize synthesis chart/graphic organizer.
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or
skill?) 15-20 min Teacher will guide students through filling in the graphic organizer.
Check for Understanding (How will you know that students are learning the concept or skill? ) Teacher

will monitor students throughout the writing.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work
together to begin composing synthesis essay concerning the govt and societys role with obesity.
Closure- How will the lesson be summarized?) TLW submit his/her progress each day.
Evaluation/Assessment (How will you measure the students success?) Students will be assessed on
their ability to draw reasonable conclusions from readings.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student
learning throughout the instruction?) Students will be able to work independently or in a group to complete the

reading.

Reflections: (What would you do differently, change or improve? What concerns do you have about the
lesson?) Click here to enter text.

LESSON TEMPLATE
Teacher: Kistner

Date(s):

15

Content: AP Lang and

Comp
Unit Title:
Realism
SOL # Learning Objective:
11.5, 11.3, 11.8

Focus of the Day:

History/Background
Specific Objective: (Setting A Purpose)

Materials Needed: Promethean board,

laptops, non- fiction documents from AP
Exam 2012 (Obesity)

Vocabulary (What new vocabulary will be

TLW read, comprehend, analyze non- fiction texts.

TLW use context clues to define unfamiliar words.
TLW use research skills to produce a research
project.
introduced during this lesson?) Realism, disillusionment,
factories, farmlands, slums, corrupt politicians, regionalism,
psychology, sociology

Essential Questions for the Week: How

Essential Question of the Day How do I
do I analyze different documents to gather
research information concerning Realism and
information for a research product?
Mark Twain to produce a research product?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete SOL questions from Ladders to Success and noredink.com.
Procedure: Input (What instruction will be provided to students to help the students understand the
objectives?) TLW participate in a brief intro. to the time period (Realism) and review Romanticism to make
connections.

Blooms Taxonomy Used:

Remembering
Understanding
Applying
(List the questions being asked of students according to Blooms taxonomy?)

1.
2.
3.

Analyzing

Evaluating

Creating

How do I research information concerning Realism and Mark Twain to produce a research product?
How do I critically read different non- fiction documents?
How do I produce a research product?

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used make sure there is evidence within
throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min Teacher will demonstrate to students
how use specific key words and phrases in Google Scholar to gather information.
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or
skill?) 15-20 min Teacher will guide students through research for information concerning Realism and Mark
Twain.
Check for Understanding (How will you know that students are learning the concept or skill? ) Teacher

will monitor students throughout the research and product creation.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work
together to compose a research product concerning Realism or Mark Twain. Product of their choice.
Closure- How will the lesson be summarized?) TLW share his/her product with the class.
Evaluation/Assessment (How will you measure the students success?) Students will be assessed on
their ability to draw reasonable conclusions from readings.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student
learning throughout the instruction?) Students will be able to work independently or in a group to complete the
reading.
Reflections: (What would you do differently, change or improve? What concerns do you have about the
lesson?) Click here to enter text.

LESSON TEMPLATE
Teacher: Kistner

Date(s):

15

Content: AP Lang

and Comp
Unit Title:
Realism
SOL # Learning Objective:
11.5, 11.3
Rhetorical Devices

Focus of the Day:

Mark Twain Corn- Pone Opinions
Specific Objective: (Setting A Purpose)
TLW read, comprehend, analyze non- fiction
texts. TLW use context clues to define
unfamiliar words.
Vocabulary (What new vocabulary will be

Materials Needed: Promethean board,

introduced during this lesson?) rhetorical devices,
laptops, Corn- Pone Opinions
Essential Questions for the Week: How do Essential Question of the Day How do I
I analyze non- fiction texts to draw
analyze Twains writing for rhetorical
conclusions?
devices?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete SOL questions from Ladders to Success and noredink.com.
Procedure: Input (What instruction will be provided to students to help the students understand the
objectives?) TLW participate in a examination of non- fiction documents concerning the role of govt/society with
obesity (AP Released exam 2012).

Blooms Taxonomy Used:

Remembering
Understanding
Applying
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I analyze Twains writing for rhetorical devices?
2. How do I critically read different non- fiction documents?

Analyzing

Evaluating

Creating

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used make sure there is evidence within
throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min Teacher will lead students through
reading Corn- Pone Opinions by Twain.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or
skill?) 15-20 min Teacher will guide students through reading.

Check for Understanding (How will you know that students are learning the concept or skill? ) Teacher
will monitor students throughout the reading.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work
together to analyze Twains rhetorical devices, thesis statement, etc.
Closure- How will the lesson be summarized?) TLW submit a note card with discussion questions.
Evaluation/Assessment (How will you measure the students success?) Students will be assessed on
their ability to draw reasonable conclusions from reading.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student
learning throughout the instruction?) Students will be able to work independently or in a group to complete the
reading.
Reflections: (What would you do differently, change or improve? What concerns do you have about the
lesson?) Click here to enter text.