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DAILY LESSON PLAN
nd
Teacher’s Name:
Class/Period: Expository Composition, 2
Period
Unit: Elements of Writing
Date: 10-15-08
Agenda: 1) Class discussion: elements of writing. 2) Review Writing Styles handout. 3) Model writing sample.
4) Students write, using element choices.
California Content Standards: ELA Writing 1.1 Students demonstrate an understanding of the elements of
discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or
descriptive writing assignments.
Objectives: When completing written work, SWBAT make reasoned choices regarding style, tone, form, and
word choice informed by the topic, speaker, audience, and purpose of the writing.
Materials Needed: Writing Styles handout, Business letter format handout, white board, overhead projector and
transparency, paper and pen.
Activities:
Time
Teacher Procedures
Student Responsibilities
Ask the students, “What are some reasons
5 min.
Students will name as many different reasons to write
we write?” Encourage them to come up
as they can think of. The volunteer will write the list
with as many examples as they can. (e.g.,
on the board.
letters, text messages, school essays, cover
letters, blogs, etc.) Ask for a volunteer to
write the list on the board.
When complete, ask the students, “Do we
5 min
The students, we hope, will recognize differences in
write all these the same way?” Discuss the
the various forms of writing. With encouragement,
different elements in the various forms of
they should be able to identify some ways in which the
writing (style, tone, word choice) and the
writing styles are different and why.
reasons for these differences (topic,
purpose, speaker, audience).
A student will read the “Text message”. Class will
5 min.
Give them the Writing Styles handout. Pick
a student to read the “Text message”.
debate whether that kind of writing is acceptable in
Discuss the elements and whether or not it’s
text messaging.
appropriate. (Bottom line: it is.)

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