Lesson Plan Title:
Grade 10 English Home Language Lesson Plan: Essay Writing
Materials Needed:
– Whiteboard and markers
– Paper and pens
– Laptops/tablets (if available)
– List of essay topics
– Example essays for reference
– Rubric for essay assessment
Learning Objectives:
By the end of this lesson, students will be able to:
1. Understand the structure of a well-written essay (introduction, body, conclusion)
2. Develop a thesis statement and supporting arguments
3. Create an outline for their essay
4. Write coherent paragraphs with topic sentences and evidence
5. Revise and edit their work based on a rubric
Vocabulary:
1. Thesis Statement: A sentence that expresses the main idea of the essay.
2. Introduction: The opening paragraph of an essay which introduces the topic.
3. Body Paragraphs: The middle sections of an essay that provide supporting details.
4. Conclusion: The final paragraph that summarises the essay and reinforces the thesis.
5. Transition Words: Words or phrases that connect ideas and maintain the flow of writing.
Previous Learning:
Students have previously covered various forms of writing, including descriptive and narrative pieces. They have a basic understanding of paragraph construction and the use of connecting ideas.
Anticipated Challenges and Solutions:
Challenges:
– Students may struggle with formulating a clear thesis statement.
– Some students may find it difficult to organise their ideas logically.
Solutions:
– Provide a thesis statement formula and examples for practice.
– Use graphic organisers to help students outline their essays.
Beginning Activities (6 minutes):
1. Introduction (3 minutes): Briefly introduce the objectives of the lesson. Explain that by the end of the lesson, they will have an outline of their essay and the skills to finalise it.
2. Activate Prior Knowledge (3 minutes): Discuss the importance of essay writing in academic and real-life contexts. Ask students to share their experiences with essay writing.
Middle Activities (48 minutes):
1. Direct Instruction (12 minutes):
– Explain the structure of an essay. Break down the introduction, body, and conclusion.
– Demonstrate how to write a thesis statement.
– Discuss the importance of topic sentences and transitions in body paragraphs.
- Guided Practice (16 minutes):
- Provide example essays and review as a class. Highlight thesis statements, topic sentences, and transitions.
- Allow students to practise writing thesis statements for different prompts.
- Independent Practice (20 minutes):
- Students select a topic from the provided list.
- Develop a thesis statement and create an essay outline.
- Begin writing the first draft of their essay in class.
End Activities (6 minutes):
1. Peer Review (3 minutes): Pair students up to share their outlines and provide feedback.
2. Summarisation and Exit Ticket (3 minutes): Students list three key elements of essay writing they have learned. Collect this as an exit ticket.
Assessment and Checks for Understanding:
– Review students’ thesis statements and outlines during independent practice.
– Observe peer review discussions to gauge understanding.
– Collect and assess exit tickets for comprehension of key elements.
Differentiation Strategies for Diverse Learners:
– Provide sentence starters for students who need extra support.
– Offer advanced students more complex essay topics.
– Use visuals and graphic organisers for English Language Learners (ELLs).
– Allow students with writing difficulties to use speech-to-text technology.
Teaching Notes:
– Emphasise the relevance of essay writing skills by connecting them to real-world applications, such as university applications or job cover letters.
– Encourage students to proofread and revise their drafts for clarity and coherence.
– Consider pairing students heterogeneously during peer review to ensure a balance of skills.
Accessibility Considerations:
– Ensure that all digital resources are compatible with screen readers.
– Provide printed materials in larger fonts for students with visual impairments.
– Ensure the classroom is accessible for students with physical disabilities.