Daily Lesson Planning Tool

Woodside High English Senior School Teacher: S. Brandt Course/Grade: Seminar School: Newport News, VA Journal Writing Guidelines Assignment for PREPARING/PRES ENTING A JOURNAL TOPIC using a nonfiction piece (excerpt from a memoir, autobiography, Lesson Topic: essay, etc.) Date of Lesson: QTR 3

CCRE/Objective 9, 10, 15, 17, 39

Way to project text and enter text (e.g., LCD/computer, SmartBoard), Laptops, Calendar, highlighter, pen/pencil Materials and (if you have access to a nonfiction anthology such as 50 Essays: a Portable Anthology by Samuel Cohen, you Resources: can have students pick a nonfiction piece from a book or from the internet.)

Lesson Teacher Student Component 1. Pass out the student copy of “Shame” by Dick 1-2 Student responses are given in a journal response then share some of the responses: Gregory handout for this class and direct students to the top of the handout where it says:  by teacher calling on students to respond “Reflecting on What You Know”.  by putting responses on sticky notes and 2. Ask the students to think about the following then post them on the board to see Engage statements on the handout: common answers & Hook We all learn many things in school beyond the  think-pair-share lessons we study formally. Some of the extracurricular truths we learn stay with us for the rest of our lives. Write about something you learned in school—something that has made life easier or more understandable for you—that you still find useful.

Explain 1. Remind students of the journal article summaries & Model that they completed in the first and second marking periods. This lesson is similar in that each student will choose a nonfiction piece / excerpt from the internet, a magazine, or from a nonfiction anthology. The nonfiction piece / excerpt must relate to their individual text set topic. 2. For this teacher modeled lesson, the teacher will model an article that relates to his/her text set

2011-2012 Capstone topic. Example: My text set topic is Personal Identity: Who or What Defines Us? I have chosen a nonfiction essay by Dick Gregory called “Shame”. 3. Prior to teaching the lesson, highlight important phrases and annotate the nonfiction piece / excerpt using Microsoft Word Comments feature located under the Review tab on the tool bar. As you highlight a word, phrase, or sentence in Word, click on the Comments icon in Word Review to annotate/comment. You will then see your comments in the right margin of the document. 4. Also, prior to teaching the lesson, create a paragraph summary of the nonfiction excerpt to show the students at the end of the lesson. Use proper MLA documentation at the end of the summary. 5.6. Students will follow along with the 5. Model & show this feature to the students by teacher model lesson with their own Student using the Teacher Copy of “Shame” handout. Copy of the “Shame” handout. Teacher will need to use the SmartBoard to project the teacher copy of the handout showing the students how to utilize the Microsoft Word Comments feature.

6. The Teacher Copy “Shame” handout should also be used for guided instruction and discussion. 7. Students will respond to the “Discussion” 7. Have students respond to the “Discussion” questions at the end of the “Shame” Student questions at the end of the Student Copy Copy handout: handout:  Reread this essay’s first and last  Reread this essay’s first and last paragraphs, paragraphs, and compare how much and compare how much each one each one emphasizes shame. Which emphasizes shame. Which emotion other emotion other than shame does Gregory than shame does Gregory reveal in the first reveal in the first paragraph, and does it paragraph, and does it play a role in the last play a role in the last one? Is the last one? Is the last paragraph an effective paragraph an effective ending? Explain. ending? Explain.

8. Students are going to do the same process with this lesson:  Select a nonfiction piece from either the internet or from a nonfiction anthology.  Highlight and annotate the article using Microsoft Word Comments feature  Type a paragraph summary of the article, use proper MLA documentation.  Create one or two journal questions for the audience to respond to either before or after their oral presentation to the class on the date they select to present.  Model again for students if necessary

2011-2012 Capstone 1. Have a calendar with the dates of the 3MP that the class meets. 2. Randomly call each student (student names pulled out of a hat, etc.) to select a date during the 3MP to orally present their nonfiction piece and journal question relating to their text set topic. 3. While the teacher speaks to each individual student about the date he/she picks to present his/her article, the rest of the class can be on the laptops or looking through a nonfiction anthology researching a nonfiction piece that they will present to the class on the date that they have chosen.

1. Choose a nonfiction piece / excerpt from the internet or from a nonfiction anthology that pertains to your text set topic in regard to the novel/book you are currently reading in your text set. Nonfiction piece or excerpt must be of sufficient length (5 or more paragraphs). When in doubt, ask the Explore teacher. & Apply 2. Use the writing process that we have practiced in class today:  Copy the excerpt in Microsoft Word. (Most selections can be found on the internet; copy and paste the excerpt into a Word document)  Highlight important information in the excerpt and annotate using the Microsoft Word Comments feature.  Write the rough draft using information you annotated on the Comments section.  Have a peer editor (another student or a parent) read the rough draft, making grammar/content corrections.  Type (double spacing) the final draft in proper manuscript form, including the name of your source in proper MLA format.  Create one or more discussion questions about the summary. Choose one question to ask the audience to respond to in his/her personal journal.

2011-2012 Capstone 1. In the 3MP, student presentations will be made 1. Present the summary orally to the class on during the first five minutes of class. the date the student picked. (Minimum 3  If a student "forgets" the assignment, minutes) he/she receives a zero--no late reports are 2. Ask the class to respond to your journal accepted. Absences are made up in class question in their journals: each student will if a date is available; otherwise the write twelve (12) lines in response to presentation is scheduled after school question presented by the student. during tutoring hours. [Tuesdays]  A full line is from margin to margin on the paper Evaluate  1/2 lines do not count as full lines or & Close portions of full lines  Lines must be numbered  Writing the question is not a requirement since the question itself is not considered part of the twelve line response.

This document was developed as part of the English Capstone Collaborative Pilot Program, a VDOE grant, supporting a partnership between James Madison University and SURN at The College of William and Mary to pilot and develop materials for the English Senior Seminar. Virginia educators have permission to use and adapt this document for educational purposes.

2011-2012 Capstone