Lesson Plans
College Prep Writing 3rd Q 02.03 Lesson Plans
Week: 01/20/2003 Instructor: Duane Hannan Academics
No school--Martin Luther King, Jr. Day
Intro to class--syllabus (outcomes/grad standard), grades, rules.
The writing process--prewriting, drafting, revision, editing, publishing.
Prewriting--topic selection/audience analysis/tone; identify two ideas you might use for topics on each p. 68, p. 82, p. 99, p. 116, p. 130, p. 145, p. 159, p. 172, p. 189, p. 203, p. 219; for any three sets write ideas in a similar way for a partner; for any three ideas you chose as you identified two from each on the several pages, indicate for whom you might write (be reasonably specific) and the tone you might use.
Read p.p. 5-6, "Writing Essays".
Strategies for generating topics/material: defined/practices--brainstorming (group work).
Daily oral language.
Review topic/audience/tone assignement.
Strategies for generating topics/material: defined/practices--brainstorming (group work), classical invention (Activity 2, p. 11, "Writing Essays"), clustering (Activity 3, p. 13, "Writing Essays"), freewriting/looping (timed in class), listing (single/double) (longer school year--pro/con).
Daily oral language.
Review generation strategies.
The personal narrative--definition: qualities, reasons; example/evaluation: read "A Fateful Day" ("Writing Essays") and "Hurry Up in There" (handout); use the Personal Narrative Rubric (handout) to evaluate and comment on the two; read 54-56, "Writing Essays".
Do Universe of Language Word/Phrase Chart; do poem (six lines) based on abstraction (handout, p.p 82-85, "Daybook").

Daily oral language.
Review evaluation of "A Fateful Day" and "Hurry Up in There".
Read "A Promise" p.p. 65-67 "Writing Essays"; using the guidelines (p.p. 58-59 "Writing Essays"), evaluate the essay.
Explode with explanations the poem from Wednesday.