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This lesson plan has the goal of teaching students about different types of writing prompts. The teacher will first explain what a prompt is and give examples of text-based and self-based prompts. Then, students will work with a partner to analyze sample prompts and decide if they are text-based or self-based. Finally, students will collect real-world and school prompts over the next few days to build a running list of examples.
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Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Better answers by fa
- 8. A Sample Lesson Plan: Prewriting Lesson I.1 TOPIC: Prompts Are Everywhere: Text-Based and Self-Based SCAFFOLDING LEVEL: Modeling/demonstration and guided participation GOAL: Students will observe as the teacher demonstrates, and then students will participate in analyzing and collecting a variety of self-based and text-based prompts. MATERIALS: • Projection device • PowerPoint slides for Understanding the Prompt • Variety of self-based and text-based samples from state websites and living (real-world) prompts (see live links in the CD’s Resources folder) • File folder labeled “Collected Prompts” • Chart paper • Markers PROCEDURE: Part 1: Explain what a prompt is and where prompts are found, offering a variety of school and living prompts. Invite students to share some prompts they’ve heard or read. Part 2: Use the PowerPoint slides for Understanding the Prompt to discuss the difference between a self-based and a text-based prompt. Then, show students a variety of prompts and ask partners to decide which are text-based and which are self-based. Share partner results in a whole-class discussion. (Be sure to also include both kinds of prompts from your own state’s past assessments.) CLOSURE: Part 3: Ask students to collect prompts throughout the next few days—both living and school prompts—so the class can develop a running list. Each student should add his or her example to the list during free time.