You’ll use research to plan, organize, develop, and edit a variety of papers with clarity and precision using standard MLA formatting. When you complete this course, you’ll be able to ¦ Properly...

Running head: LESSON PLAN
Title: LESSON PLAN
Name:
School Affiliation:
Date:
LESSON PLAN: Lesson 4
Course Name: Advanced Composition
Course Number: Eng 300
Grade level: College
Institution:
Instructor:
Topic: Reviewing Writing Basics and Analyzing Poetry
General description:
In this lesson, the students will practice various basic writing skills learned previously in other courses, probably in high school English. Although these will not be taught at this level, the student will be required to apply them in writing their research papers. The students are expected to know how to put together balanced sentences and cohesive paragraphs. The students are also expected to recognize the various elements of poetry used by poets to communicate to their audiences. The lesson just reminds the students to use the skills they have in writing while giving them some practice before they use them in their lesson exam. Generally it is a review of the basic writing skills and the techniques of analyzing poetry.
Goals:
1. The students should analyze the tools of poetry used in a piece of poetry, by a poet.
2. The students should write an essay applying both the basic and advanced writing skills learnt previously. The student should be able to communicate clearly through a well written essay.
Standards:
Students, at this level, will:
· Read and write for critical analysis and evaluation
· Evaluate their own work based on a variety of criteria
· Evaluate others’ work and be able to recognize varying effectiveness of the varying approaches
· Synthesize information from a number of sources
· Distinguish between relevant and irrelevant information
· Use prior knowledge to do assignments by relating it with new information
· Analyze and evaluate information from academic and non-academic publications
· Present information with appropriate supporting information while doing away with extraneous information
· Write well-constructed texts through the use of the process of writing (pre-writing, drafting, revising and proofreading)
· Build an authoritative stance for a piece of work by giving references
Materials and resources needed:
· Study guide
· Students’ textbook
· Self-check guides (a file or a notebook)
· Students’ library link
Time required:
Special Characteristics:
This lesson will not be carried out in a classroom. The students are on a distance-education program meaning they will learn on their own, carry out self assessment and do an examination on their own. The students will then submit their examination answers online.
Objectives:
At the end of the lesson the student should:
i. develop unified paragraphs using supportive details
ii. be able use transitions to express coherent ideas
iii. be able to repeat key ideas to reinforce their main point
iv. be able to read their own work and others’ critically
v. be able revise the content and organization of an essay or research report
vi. be able to write a thoughtful analysis of a poem
Technology Performance Objective:
1. Students will the internet for communication, accessing resources and submission of examination answers.
Guiding Questions:
1. What are the requirements of an effective paragraph?
2. What are the steps of writing a well crafted paragraph?
3. What is the conventional structure of a paragraph?
4. Can you effectively communicate to your audience through writing a well crafted essay?
5. What are the techniques of revising an essay?
6. How can you achieve the conventions of writing?
7. Which tools do poets use to convey messages to their audience?
8. Why should you examine the mechanics of a poet in a poem?
Procedures
A. Introduction
1. The students should read through the study guide in order to be familiar with its organization.
2. The students to read through the objectives of the lesson in order to understand what is expected of them at the end of the lesson.
B. Development
1. The students will use the study guide and the students’ textbook for development.
2. The students to read through assignment 15 (Writing Effective Paragraphs) on pages 79 and 80 of the study guide.
3. Next, the students should study chapter 5 of the students’ textbook (pages 118-131). The students should review the structure of a paragraph and establish the relationship between a paragraph’s topic sentence and a thesis statement. They will study the unified paragraphs and use them to refine their paragraphs. They should be able to establish how supporting ideas in a paragraph flow.
4. The students should then go through Self-check 15 in the study guide (on page 81) and complete it to gauge their progress. They should then check their answers with those on page 158 of the Study guide.
5. The students will read through assignment 16 (Reviewing the Art of Revision) in the study guide (page 75) to establish revising a piece of text is an important aspect of the writing process.
6. The students will then read pages 148 to 171 of chapter 6 in the students’ textbook to establish that revision is time consuming process which requires much analysis and reworking. The students should study the techniques of revising an essay (pages 149 to 151 of the students’ book).
7. The students will write an essay and use the revision techniques to analyze their work. They should use a chart like the one on Figure 6.2 on page 151, of the students’ book, to analyze their paper and list revisions that they need to make. The students may network with fellow students, if they have their email contacts, to help them review their work. Alternatively, they can use a family member or a friend to serve the same purpose. They should use questions and suggestions on pages 158–160 as a guide.
8. The students should then read the sample essay (pages 160 to 163) in the students’ textbook and study the comments. They should then look at the revised version in pages 488 to 492 of the students’ textbook.
9. The students should study the discussion of learning styles on pages 164–165 of the students’ textbook to help them choose the best way to approach the revision process. They should then read the “Students Write” section beginning on page 165 of the same book. Further, the student should study Figure 6.6 (a graphic organizer for the author’s first draft) and then study the revised draft on pages 167–171.
10. The students should read through Self-check 16 in the study guide (on page 81) and complete it in...