This lesson plan focuses on introducing students to writing introductions for essays. Students will review what an introduction is by reading pages 28-29 of their textbook. They will then evaluate what constitutes a good introduction based on their reading and understanding. The goal is for students to appreciate introductions at a deeper level. To assess learning, students will provide a summary of the key points about introductions and participate in group discussions. For homework, students are asked to choose potential essay topics and react to them, and begin drafting an introduction for one of the topics.

1. LESSON PLAN
Date: School: Jose Campeche
Teacher: ___Mr. Sosa_____________ Grade: 12th
I. Theme: Writing Workshop
Comments: II. Phase: Exploration Conceptualization X Application
III. Integration: Arts
This lesson will IV. Standard(s) and Grade Level Expectation:
emphasize on the
introduction because Content Standards 12th Grade Expectations
students will start LISTENING/SPEAKING: _X__ L/S.12.1 Listens carefully during a read aloud, presentation, or
performance from a variety of literature, periods, genres, and styles to
drafting an introduction
The student uses the English language interpret and analyze character development, dialogue, and setting; makes
later on. to interpret oral input, construct connections to text; evaluates tone, voice, and mood.
meaning, interact with confidence both ___ 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: ___ 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: After reading pages 28-29 of the textbook “Writing for the Real World,”
the student will evaluatewhat really is an introduction based on the reading.
Procedural: After reading pages 28-29 of the textbook “Writing for the Real World,”
Vocabulary Words: the student will judge what really is an introduction based on his own understanding.
Essay Attitudinal: At the end of the class, the student will appreciate the introduction of the
Draft essay to a new level.
Topic
Thesis statement VII. Materials:
Paragraph
Introduction a. Curriculum Material: “You Can Write” and “Writing for the Real World” Textbooks
Structure
Supporting ideas b. Teaching Devices: Quiz and essay rubric
Conclusion
Concluding Statement c. Technological Materials: Board, marker, eraser
Restate Thesis
Topic Sentence VIII. Procedure:
Composition a. Initial Activities:
Copy 1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance
Writing 4. _X_ Review on:
5. Motivation Act. Reflection based on creativity
“A non-creative world does not have color. A creative world shines with wonderful colors.”
Guide Questions:
6. Other Activities: Diversity, Creativity, Leadership, and Soc. Trans.
Creativity in the writing process
6. Statement of Aims: Ok students, today we are going to work on the
introduction of the essay.
b. Developmental Activities:
The students will review what an introduction is
The students read the pages 28-29
The teacher will stop the literature to make questions
c. Closing Activities:
Students will review what the introduction is
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:
Bring three topics of what you wouldwrite about in an essay. React to those topics. For
example:

3. What is it about?
Why are they important to you?
What can you write about them?
Summarize the first three questions
Also, start thinking and working on an introduction of a topic to start developing a draft.
XI. Special Accommodations offered: None so far.
XII. Teacher’s Reflections (material, method, and objectives):