COEPD LESSON PLAN TEMPLATE: Day 1

Teacher Candidate: Seneca Washburn

Content Area: English Language Arts, grade 10 Lesson Topic: Prewriting Length (timing) of Lesson: 45 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
● ELA.10.20
○ Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
■ Introduce precise, knowledgeable claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
■ Develop claim(s) and counterclaims fairly, supplying relevant evidence for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience’s knowledge level and concerns.
■ Use a variety of words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.
■ Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline.
■ Provide a concluding statement or section that follows from and supports the argument presented.
● ELA.10.24
○ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of all Language standards up to and
including grade 10.)
● ELA.10.26
○ Conduct short, as well as more sustained, research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.

Learning Objective(s):
Students will be able to analyze the legitimacy of a myth.
Students will be able to organize their thoughts into an outline.
Students will be able to dissect a single topic into multiple subtopics.
Formative Assessment: Writing prompt. Going around to speak with students individually.
PREPARATION
Materials/Resources:
SMARTBoard
Kelly Gallgher’s Write Like This
Document Camera
Paper
Writing Utensil
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
Procedural Steps Questions Differentiated Instruction
Activating Time
Strategy/ 0:00 – 0:05 Students will enter class with a writing prompt on the board Can myths be real or are they all The prompt will be in a
Introduction for them to include in their daybooks. The prompt will be “Do just made up stories? large font for students with
you believe legends and mythology are completely fictional or vision problems. If a
could they be real?” student cannot read on the
board, there will also be a
0:05 – 0:15 After students write a quick paragraph answering the prompt, printout available.
we will discuss what they wrote. I will ask students to raise
their hands about which stance they took and have one or two
from each side share their reasonings.

Core Time
Instruction 0:15 – 0:25 After this, I will hand out the assignment sheet to students
and go over it and discuss in depth what the assignment is.

0:25 – 0:35 I will hand out to students the 1 Topic = 18 Topics worksheet What other points can be made The handout will be
(Gallagher 240). They will spend this time brainstorming their from the topic you chose? available in a larger font if
chosen topic. During this time, I will be going around to students need it larger.
students and asking them what topic they chose or are
thinking of choosing before diving into research the next day.

0:30 – 0:40 From brainstorming, we will move into outlining what their
paper will look like and how it will flow. I will project an
 example done by myself on the SMARTBoard screen of how How can your essay be organized
they could lay out their essay. so it flows easiest with the stance
you are going to take?
Closure Time
0:40 – 0:45 For homework, students will need to complete their outlines
for research the next day. Their outlines will be due for me to
check their progress. I will ask them to bring two copies, so
they can continue to work and turn one into me at the
beginning of class.
Contingency Time
0:00 – 0:05 If there is no SMARTBoard or there are technical issues that
day, I will have the prompt written on a whiteboard or
chalkboard.

0:30 – 0:40 Again, if no SMARTBoard or technical issues, I will write an

outline on the whiteboard or will have printed handouts done
beforehand.