Name, Grade

Level,
Subject

Kailynn Saylor, 8th grade, English Language Arts AA, Lesson

One

Context
Description

Students have been working on analyzing Sonnet I by

Angelina W. Grimke and Sonnet 18 by William
Shakespeare. Students were asked to paraphrase each line
of the sonnets along with finding the literal and figurative
meanings behind the sonnets, the authors attitude/tone,
shifts or changes in the speaker or attitude, and the theme.
Students were then given a prompt that was formatted like
a standardized test question. Students were asked to
compare the tone of the two sonnets and how the tone
contributes to the overall meaning or message of the
sonnets. Students were required to write their essay in a
five-paragraph essay.
After looking over the essays, I realized that the students
needed to refine and revisit how to write an effective essay
along with how to fully answer a prompt or question. I
decided that modeling an exemplary essay and having the
students analyze the different elements that go into an
essay would be essential in helping develop a thorough
understanding of how to write an effective essay. After
modeling and analyzing an exemplary essay, students will
edit and revise the essays they were asked to write.

Common Core
Standards

CCSS.ELA-Literacy.W.8.1.a
Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize
the reasons and evidence logically.
CCSS.ELA-Literacy.W.8.1.b
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.8.1.c
Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-Literacy.W.8.1.d
Establish and maintain a formal style.

Central Focus
Concept
Addressed
Objectives

In small group and large group discussions, students will be

asked to analyze an exemplary essay following the
guidelines on the Essay Rubric and Check Sheet.
Students will be expected to:
1. Understand the structure and format of a five-

paragraph essay.
2. Evaluate elements within a five-paragraph essay. These
elements include:
a. Introductory paragraph: Title, Author, Genre,
Hook, and Thesis Statement
b. Body Paragraphs: Fully answering the
prompt/question per reading selection, provide
textual evidence to support the claim, provide
proper MLA citation, and provide a clear
explanation of evidence.
Learning
Strategies

Materials
Needed

Modeling is essential in ensuring students understand a

new or re-visited concept. Modeling an exemplary essay
and analyzing the essay by the guidelines presented within
the Essay Rubric and Check Sheet will help students better
understand what is expected and essential to have in a
five-paragraph essay.
1.
2.
3.
4.

Pen/pencil
Projector screen
Sample Essay for Grimke and Shakespeare Essay
Essay Rubric and Check Sheet

Engagement/Introduction/Hook
--As a class, we will review the format of a fiveparagraph essay. Students were previously taught to break
apart a five-paragraph essay by using their fingers (the
thumb stands for the introduction which includes the hook
and thesis statement, three fingers signify the body
paragraphs, and the pinky signifies the concluding
paragraph). While reviewing, attendance will be taken and
the two worksheets needed for class will be passed out. (5
minutes)
Instructional
Outline

Instructional sequence:
Segment 1: Students will read the sample essay and
look over the Essay Rubric and Check Sheet individually.
(5 minutes)
Transition 1: Next, we will go over how the Essay Rubric
and Check Sheet will help students analyze the sample
essay and how this will help with revising their essays.
Segment 2: As a class, go over Essay Rubric and Check
Sheet (including how each aspect of the check sheet will
correspond to the sample essay). (3 minutes)
Transition 2: Look at the introductory paragraph and
apply the guidelines presented in the check sheet.
Segment 3: In small groups, students will be asked to
pull apart the introductory paragraph and label the
important elements that go into the introductory

paragraph (including the title, author, genre, hook, and

thesis statement). (3 minutes)
Transition 3: We will now pull together the students
findings of the introductory paragraph within their small
groups as a whole class, and apply them to the
projected image of the sample essay on the board.
Segment 4: Students are asked to go to the board and
label the important elements that go into the
introductory paragraph. We will then discuss the findings
and clarify any confusion if students cannot find a
certain element. (5 minutes)
Transition 4: Look at the first body paragraph and apply
the guidelines presented in the check sheet.
Segment 5: In small groups, students will be asked to
pull apart the first body paragraph and label the
important elements that go into the body paragraphs
(students will reference the check sheet on how to label
the various elements). (5 minutes)
Transition 5: We will now pull together the students
findings of the first body paragraph within their small
groups as a whole class, and apply them to the
projected image of the sample essay on the board.
Segment 6: Students are asked to go to the board and
label the important elements that go into the first body
paragraph. We will then discuss the findings and clarify
any confusion if students do not understand or cannot
find a certain element. (10 minutes)
Transition 6: Look at the second body paragraph and
apply the guidelines presented in the check sheet.
Segment 7: In small groups, students will be asked to
pull apart the second body paragraph and label the
important elements that go into the body paragraphs
(students will continue to reference the check sheet on
how to label the various elements). (5 minutes)
Transition 7: We will now pull together the students
findings of the second body paragraph within their small
groups as a whole class, and apply them to the
projected image of the sample essay on the board.
Segment 8: Students are asked to go to the board and
label the important elements that go into the second
body paragraph. We will then discuss the findings and
clarify any confusion if students do not understand or
cannot find a certain element. (5 minutes)
Closure

--Students will be made aware that we will continue to

analyze the sample essay tomorrow and to bring the
sample essay and check sheet to class with them tomorrow.
Accommodati
ons

Small group and large group discussions help clarify the

information presented within the learning segment
especially to the students who struggle with reading.
Formative assessments:

Assessments
of Learning

1. Monitoring small group discussions.

2. Looking at student work during small group discussion to
ensure students understand the concept.
3. Monitoring student feedback and discussion during
whole group analysis of sample essay.

Name, Grade
Level,
Subject

Kailynn Saylor, 8th grade, English Language Arts AA, Lesson

Two

Context
Description

Students will continue analyzing and labeling the sample

essay by using the essay rubric and check sheet

Common Core
Standards

CCSS.ELA-Literacy.W.8.1.a
Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize
the reasons and evidence logically.
CCSS.ELA-Literacy.W.8.1.b
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.8.1.c
Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-Literacy.W.8.1.d
Establish and maintain a formal style.
CCSS.ELA-Literacy.W.8.1.e
Provide a concluding statement or section that follows from
and supports the argument presented.

Central Focus
Concept
Addressed

In small group and large group discussions, students will be

asked to analyze an exemplary essay following the
guidelines on the Essay Rubric and Check Sheet.

Objectives

Instructional
Materials

Learning
Strategies

Students will be expected to:

1. Understand the structure and format of a fiveparagraph essay.
2. Evaluate elements within a five-paragraph essay. These
elements include:
a. Introductory paragraph: Title, Author, Genre,
Hook, and Thesis Statement
b. Body Paragraphs: Fully answering the
prompt/question per reading selection, provide
textual evidence to support the claim, provide
proper MLA citation, and provide a clear
explanation of evidence.
c. Concluding paragraph: Restatement of thesis, pull
together main points addressed within the essay
that support the thesis.
1. Pen/pencil
2. Projector screen
3. Sample Essay for Grimke and Shakespeare Essay
4. Essay Rubric and Check Sheet
Modeling is essential in ensuring students understand a
new or re-visited concept. Modeling an exemplary essay
and analyzing the essay by the guidelines presented within
the Essay Rubric and Check Sheet will help students better
understand what is expected and essential to have in a
five-paragraph essay.
Engagement/Introduction/Hook
--Students will be asked to re-read the sample essay
handed out last class, the check sheet, and re-visit the
various elements they labeled within the essay from last
class (this includes the introductory paragraph and two
body paragraphs). While students are reviewing, I will
complete attendance. (10 minutes)
Instructional sequence:

Instructional
Outline

Segment 1: As a whole class, we will review what we

analyzed last class (introductory paragraph and two
body paragraphs). (5 minutes)
Transition 1: Look at the third body paragraph in the
sample essay and apply the guidelines presented in the
check sheet.
Segment 2: In small groups, students will be asked to
pull apart the third body paragraph and label the
important elements that go into the body paragraphs
(students will continue to reference the check sheet on
how to label the various elements). Since this paragraph

directly compares the two sonnets, students will be

allotted extra time to analyze and label the paragraph.
(10 minutes)
Transition 2: We will now pull together the students
findings of the first body paragraph within their small
groups as a whole class, and apply them to the
projected image of the sample essay on the board.
Segment 3: Students are asked to go to the board and
label the important elements that go into the first body
paragraph. We will then discuss the findings and clarify
any confusion if students do not understand or cannot
find a certain element. (12 minutes)
Transition 3: Look at the concluding paragraph in the
sample essay and apply the guidelines presented in the
check sheet.
Segment 4: In small groups, students will be asked to
pull apart the concluding paragraph and label the
important elements that go into the concluding
paragraph (students will continue to reference the check
sheet on how to label the various elements). (3 minutes)
Transition 4: We will now pull together the students
findings of the concluding paragraph within their small
groups as a whole class, and apply them to the
projected image of the sample essay on the board.
Segment 5: Students are asked to go to the board and
label the important elements that go into the concluding
paragraph. We will then discuss the findings and clarify
confusion. (5 minutes)
Closure
--Students will be made aware that they will analyze
their own essays and begin to revise in the next class. (2
minutes)
Accommodati
ons

Small group and large group discussions help clarify the

information presented within the learning segment
especially to the students who struggle with reading.
Formative assessments:

Assessments
of Learning

1. Monitoring small group discussions.

2. Looking at student work during small group discussion to
ensure students understand the concept.
3. Monitoring student feedback and discussion during
whole group analysis of sample essay.

Name, Grade
Level,
Subject

Kailynn Saylor, 8th grade, English Language Arts AA, Lesson

Three

Context
Description

Students have just finished evaluating and labeling a

sample essay and will now begin revising their essay drafts.

Common Core
Standards

CCSS.ELA-Literacy.W.8.1.a
Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize
the reasons and evidence logically.
CCSS.ELA-Literacy.W.8.1.b
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.8.1.c
Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-Literacy.W.8.1.d
Establish and maintain a formal style.
CCSS.ELA-Literacy.W.8.1.e
Provide a concluding statement or section that follows from
and supports the argument presented.
CCSS.ELA-Literacy.W.8.5
With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed.
CCSS.ELA-Literacy.CCRA.L.1
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.CCRA.L.2
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
CCSS.ELA-Literacy.RL.8.4
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts.

Central Focus
Concept

Students have just completed analyzing an exemplary

essay. Students will now analyze the essays they wrote

Addressed
Objectives

Learning
Strategies

Materials
Needed

prior to the modeling activity.

Students will be expected to:
1. Understand and apply the structure and format of a fiveparagraph essay.
2. Evaluate and understand elements within a fiveparagraph essay. These elements include:
a. Introductory paragraph: Title, Author, Genre,
Hook, and Thesis Statement
b. Body Paragraphs: Fully answering the
prompt/question per reading selection, provide
textual evidence to support the claim, provide
proper MLA citation, and provide a clear
explanation of evidence.
c. Concluding paragraph: Restatement of thesis, pull
together main points addressed within the essay
that support the thesis.
3. Demonstrate conventions of Standard English
(mechanics, usage, and grammar).
4. Analyze the tone of the sonnets and how it contributes
to the overall meaning.
5. Utilize peers within small groups and teacher to edit and
revise essay.
1. Revising and editing papers gives students the ability to
further develop and strengthen their papers through
looking at various aspects of the writing process.
2. Individual conferences between students and teachers
allow one-on-one feedback of student work as well as
encouraging individual students to further develop
ideas.
1. Pen/pencil
2. Sample essay for Grimke and Shakespeare Essay
3. Essay Rubric and Check Sheet
4. Student Essays
Engagement/Introduction/Hook
--Have students look at the check sheet to refresh
their memory on what they need to look for and label within
an essay. During this time, I will take attendance and pass
back student essays. (5 minutes)
Instructional sequence:

Instructional

Transition 1: Tell students that they will begin to dissect

and analyze their own essays by using the sample essay
and check sheet as guidance. While students work on
their essays, I will be available for conferencing with
individual students who need help. Students will be able
to work in small groups and utilize classmates if help is

Outline

needed if I am busy with conferencing. If students finish

analyzing and labeling their essay, they can move on to
revising and writing a final draft. Clarify student
questions about todays assignment. (3 minutes)
Segment 1: Students will work individually on labeling
their essays according to the check sheet. Students will
utilize members within their small group for help and/or
conference with me. If students finish analyzing and
labeling their essay, they can move on to revising and
writing a final draft. (37 minutes)
Closure
--Tell students that they will have approximately ten
minutes next class period to finish analyzing and labeling
their essays and then they will begin to write their final
essay. (2 minutes)

Accommodati
ons

Small group work and conferencing one-on-one with the

teacher will help students clarify what is expected within
the essay and seek help if needed.
Formative assessments:

Assessments
of Learning

1. Monitoring small group discussions.

2. Looking at student work during small group discussion to
ensure students understand the concept.
3. Conferencing with individual students to ensure they are
on the right track.
Summative assessments:
1. Final draft of revised essay

Name, Grade
Level,
Subject

Kailynn Saylor, 8th grade, English Language Arts AA, Lesson

Four

Context
Description

Students have just completed revising and editing the

drafts of their essays by following the Essay Rubric and
Check Sheet and will now write their final drafts.

Common Core
Standards

CCSS.ELA-Literacy.W.8.1.a
Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize
the reasons and evidence logically.
CCSS.ELA-Literacy.W.8.1.b
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.

CCSS.ELA-Literacy.W.8.1.c
Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-Literacy.W.8.1.d
Establish and maintain a formal style.
CCSS.ELA-Literacy.W.8.1.e
Provide a concluding statement or section that follows from
and supports the argument presented.
CCSS.ELA-Literacy.W.8.5
With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed.
CCSS.ELA-Literacy.CCRA.L.1
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.CCRA.L.2
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
CCSS.ELA-Literacy.RL.8.4
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts.
Central Focus
Concept
Addressed
Objectives

Students will begin and finish writing their final draft based
off of the revisions made in the previous learning segment.
1. Understand and apply the structure and format of a
five- paragraph essay.
2. Evaluate and understand elements within a fiveparagraph essay. These elements include:
a. Introductory paragraph: Title, Author, Genre,
Hook, and Thesis Statement
b. Body Paragraphs: Fully answering the
prompt/question per reading selection, provide
textual evidence to support the claim, provide
proper MLA citation, and provide a clear
explanation of evidence.
c. Concluding paragraph: Restatement of thesis,
pull together main points addressed within the
essay that support the thesis.
3. Demonstrate conventions of Standard English

(mechanics, usage, and grammar).

4. Analyze the tone of the sonnets and how it
contributes to the overall meaning.
Learning
Strategies

Materials
Needed

By allowing students to edit/revise a draft of their essays

then write a final draft, students are accountable for their
evaluating their learning and allows students to further
develop and strengthen their papers through looking at
various aspects of the writing process
1. Pen/pencil
2. Sample essay for Grimke and Shakespeare Essay
3. Essay Rubric and Check Sheet
4. Student Essays
Engagement/Introduction/Hook
--Have students look over their own essays and reference
the Essay Rubric and Check Sheet for last minute
corrections/editing. While students are doing this, teacher
will take attendance. (10 minutes)
Instructional sequence:
Transition 1: Students will begin to work individually on
writing their final essay based on the revisions made on
their draft.

Instructional
Outline

Segment 1: Students will work individually on writing

their final essay. Students will utilize members within
their small group for help and/or conference with me.
(36 minutes)
Closure
--Tell students to turn in their essays on their way out.

Accommodati
ons

Small group work and conferencing one-on-one with the

teacher will help students clarify what is expected within
the essay and seek help if needed.
Summative assessments:

Assessments
of Learning

1. Final draft of revised essay