Lesson Summary:For pre-assessment, the teacher will help students to generate topics of general interest for students. With this list as a guide, ask students to locate articles from print or online resources that relate to those interests. In class, have students read sentences that introduce the article’s topic or sections of the article. Point out how those sentences are meant to clearly indicate what the topic is and attract the reader. Challenge students to either expand the article or critique it. Have them bring in a sentence outline that indicates their response. Advanced Learners will develop their outlines into a paper, and Struggling Learners will revise the sentences from their outline.
Lesson Objectives:
The students will know…
- key sentences need to introduce topics in a paper or article.
- those sentences need to clearly identify the topic and attract the reader.
- identify sentences that introduce topics.
- compose sentences that introduce topics.
Learning Styles Targeted:
x / Visual / x / Auditory / x / Kinesthetic/Tactile
Pre-Assessment: Have students generate a list of appropriate topics that they think other students would find interesting and explain why.
Whole-Class Instruction
Materials Needed: articles from magazines and newspapers; notebooks; pencils and pens
Procedure:
1)Ask students to bring in an appropriately informative article from a recent magazine or newspaper and be prepared to speak to the topic of the article. In class, ask students to locate a sentence that they feel best introduces the topic of the article.
2)Have students read their sentences aloud and speak to why they feel that the sentence effectively introduces the topic. Have students write those sentences on the board.
3)Spend a few minutes analyzing the sentences. Point out that sentences that introduce topics need to do two things: a) It needs to attract the reader. b) It needs to give a clear sense of what the topic is about. Analyze the sample sentences, and point out ways in which they serve these functions. Underline any provocative words and phrases that attract a reader’s attention and provide precise description of the topic. Invite comments and questions.
4)Ask students to follow up on the article they chose. Challenge them to expand the article, or critique it. Challenge students to use print or online resources, as well as their own experiences, to provide evidence for their position. For the next class, assign them to bring in an outline of their response that contains a thesis statement and/or topic sentences.
5)Return to the two functions of sentences that introduce the topic. Ask students to work on their own for fifteen minutes to craft a sentence that meets these requirements.
6)Break students into groups and have them workshop their sentences. Challenge students to provide constructive responses.
Advanced Learners
Materials Needed:notebooks; pencils and pens
Procedure:
1)Challenge students to develop their outline into a response paper. If time permits, have them workshop their drafts and elicit feedback.
Struggling Learners
Materials Needed: notebooks; pens and pencils.
Procedure:
1)Have students revise the sentences from their outline based upon group feedback.
*see supplemental resources
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