This lesson plan outlines a cooperative learning activity where students will work in groups to outline the five paragraph essay "The Hazards of Movie Going." The lesson aims to have students design the parts of the essay and arrange them into groups. By the end of the class, students should appreciate the structure and parts of an essay. The lesson aligns with 12th grade English language arts standards and will assess students through group discussion and a reflective diary.

1. LESSON PLAN
Date: School: Jose Campeche
Teacher: ___Mr. Sosa_____________ Grade: 12th
I. Theme: Writing Workshop
Comments: II. Phase: Exploration X Conceptualization Application
III. Integration: Arts
This lesson is IV. Standard(s) and Grade Level Expectation:
cooperative learning
because like this Content Standards 12th Grade Expectations
students can have LISTENING/SPEAKING: ___ L/S.12.1 Listens carefully during a read aloud, presentation, or
performance from a variety of literature, periods, genres, and styles to
diverse clashes of ideas
The student uses the English language interpret and analyze character development, dialogue, and setting; makes
and it can be more to interpret oral input, construct connections to text; evaluates tone, voice, and mood.
interactive. meaning, interact with confidence both _X__ L/S.12.2 Listens and responds to synthesize, explain, describe, analyze,
verbally and nonverbally, and express justify, and debate information; answers and formulates closed and
ideas effectively in a variety of openended questions.
personal, social, and academic ___ L/S.12.3 Uses appropriate language structure to analyze and evaluate
contexts. issues, to problem solve, to explain a process, and to express opinions
integrating comparison and contrast statements.
___ L/S.12.4 Expresses thoughts and opinions to evaluate text, debate
current events, concepts, and literary elements; makes predictions and
inferences, as well as draws conclusions from listening to a variety of texts,
performances, and multimedia sources; listens to sort and prioritize
information.
_X__ L/S.12.5 Analyzes and explains the main idea or topic and important
details from learned concepts or readings from a variety of persuasive texts;
summarizes, evaluates, and judges effectiveness of the text, performance,
speech, or literature.
READING: _X__ R.12.1 Evaluates context clues, reference sources, and vocabulary
The student uses reading strategies, expansion strategies to assess word meaning; utilizes Greek and Latin root
literary analysis, and critical thinking words to extend vocabulary; classifies, applies, and analyzes vocabulary as
skills to construct meaning and develop academic, cultural, or contemporary based on current trends.
an understanding as well as an ___ R.12.2 Argues on characterization techniques and character development
appreciation of a variety of genres of using text evidence to justify responses; evaluates the setting in fiction and
both fiction and nonfiction. nonfiction; classifies point of view using text evidence to supp ort responses.
____ R.12.3 Classifies genre, analyzes plot, establishes cause and effect;
makes connections, predictions, and inferences in a variety of texts; draws
conclusions; analyzes and determines conflict and resolution; uses text
evidence to validate responses.
_X__ R.12.4 Distinguishes between fact and opinion, infers and supports the
main idea in a variety of texts; debates the theme or topic using text
evidence to justify and validate position.
___ R.12.5 Uses elements of poetry and plays to analyze, interpret, and
compare and contrast styles, genres, topics, and themes; debates using text
evidence to justify position.
WRITING: _X__ W.12.1 Analyzes and assesses word choice to convey meaning;
incorporates transitions, correct grammar, syntax, and style.
The student effectively communicates ___ W.12.2 Evaluates and applies a variety of organizational techniques to
to a variety of audiences in all forms write effective narrative, expository, and persuasive essays using the writing
of writing through the use of the process; demonstrates a preferred style of writing.
writing process, proper grammar, and ___ W.12.3 Uses creative writing styles to produce poems and other literary
age appropriate expressive vocabulary. forms.
___ 12.4 Compares, contrasts, evaluates, and critiques two or more forms of
writing on similar topics to write a critical essay.
___ W.12.5 Organizes, synthesizes, outlines, and evaluates information to
write a research paper; demonstrates voice and knowledge of topic
throughout the writing.
V. Depth of Knowledge: ___ L1 Recall ___ L2 Skills/Concepts
_X__ L3 Strategic Thinking ___ L4 Extended Thinking

2. VI. Objectives:
Conceptual: Given the outline for “The Hazards of Movie Going,” the students will
design the parts of the essay in no more than five groups.
Vocabulary Words: Procedural: Given the outline for “The Hazards of Movie Going,” the students will
Essay arrange the parts of the essay in no more than five groups.
Draft Attitudinal: At the end of the class, the students willappreciate the parts of the essay
Topic to a new level.
Thesis statement
Paragraph VII. Materials:
Introduction
Structure a. Curriculum Material: “You Can Write” and “Writing for the Real World” Textbooks
Supporting ideas
Conclusion b. Teaching Devices: outline for a five paragraph essay handout
Concluding Statement
Restate Thesis c. Technological Materials: Board, marker, eraser
Topic Sentence
Composition VIII. Procedure:
Copy a. Initial Activities:
Writing 1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance
4. _X_ Review on:
5. Motivation Act. Reflection based on diversity
Guide Questions:
6. Other Activities: Diversity, Creativity, Leadership, and Soc. Trans.
6. Statement of Aims: Ok students, today we are going to outline the five
paragraph essay “The Hazards of Movie Going”
b. Developmental Activities:
Teacher assures that students have everything
Teacher divides in groups strategically
Students outline the five paragraph essay with the structure given.
c. Closing Activities:
Students will reflect on the lesson that was taught on this day orally.
IX. Assessment Techniques:
_X_ reflective diary __ collage _X_ summary __ conceptual map
_X_ check list __ rubric __ interview _X_ group discussion
__ concrete poems __ debate __ drama __ graphic organizer
__ comic strips __ projects __ illustration __ painting/drawing
__ portfolio __ games _questionnaire __ anecdotic record
__oral reports __ skit
X. Homework:
Make a sentence with each of the vocabulary words for 15 points

3. XI. Special Accommodations offered: None so far
XII. Teacher’s Reflections (material, method, and objectives):