Lesson_plan_template - Argumentative Essay Powerful Students.docx

 Basic  Intermediate  Advanced

Lesson Plan: Argumentative Essay Writing: TECHNOLOGY-ENRICHED Powerful Students Essay Writing Self and Peer-Correction Business/Materials Lesson Objectives -EASY ESSAYS e-book https://goo.gl/U1pYe6 -EASY ESSAYS e-book (Video notes) https://goo.gl/SJ1hrF -Connectors worksheet

https://goo.gl/pwJaxp -Grammarly Video Tutorial https://goo.gl/vR1XKv -RUBRIC: Argumentative Essay Rubric https://goo.gl/PfqXD6 -Example corrected essay. https://goo.gl/zAOpPN -Students will be able to practice* writing a complete Argumentative Essay. (by using* brainstorming and connectors) -Students will be able to analyze* their writings. (by using an online tool: Grammarly*) -Students will be able to self-correct* and peer-correct their papers to demonstrate* their mastery. (By using the Argumentative Essay Rubric)

*Action words (Measure the objectives) Warm-up and Objective Discussion WARM UP -Show students how to access grammarly.com and then, how to access the Grammarly Plagiarism Checker. (Video Tutorial) OBJECTIVE DISCUSSION Explain Students that they have to: first write their essays. Then, they upload their work to the site and get a full report of their mistakes. After that, they analyze their papers and try to correct as many mistakes as they can (I usually ask them to correct at least 60% of the mistakes). Finally, they need to share the following with at least 2 classmates: -their original paper along with a screenshot of the site’s report. -their corrected work along with the final site’s report.

Classmates peer-correct trying to find and correct the mistakes the writer was not able to fix.

Instruct and Model  R  W  L  S

Present new information: Fist of all, I make sure that my objectives and technology are aligned. In addition, I apply COIK (Clear only if known) and give “just in time advice” by numbering the tasks. All these result in the use of the TPACK model. Second, My tool falls into the MODIFICATION stage of SAMR. OBJECTIVES

PRESENT NEW INFORMATION

MODEL, QUESTION

-Students will be able to analyze* their writings. (by using an online tool: Grammarly*) -Students will be able to self-correct* and peer-correct their papers to demonstrate* their mastery. (By using the Argumentative Essay Rubric)

-Using a Video Tutorial

-Show the Example corrected essay. -Ask students whether they have any doubts after watching the video.

(teach, model, question)

Guided Practice  R  W  L  S TEACHER-LED GUIDED PRACTICE ACTIVITY I decided that during the guided practice, I will tell students that we are going to write an Introductory Paragraph (IP) as a class.

I will start the independent practice activity by telling students that they are ready to work alone on the rest of the Essay. (to provide encouragement and keep them engaged) Time: 25 minutes

Here, I will have students pick one topic from the TOEFL Essay Writing Topics list. I will encourage them to select one that they find challenging. Then, we will brainstorm only the 3 main reasons. (Teacher elicits reasons from students) (To provide guidance) After that, we will attempt to write the 4 sentences for the IP. To recall previous knowledge, I will ask them about the appropriate connectors before writing each sentence. (Teacher tries to make the sentences better if necessary by asking: What do you think about this sentence? Is it possible to write it in a more sophisticated way? Can we use an adjective clause here? And so on….) (To show students’ creativity) Finally, we will read the whole paragraph to see if it is logically linked to the topic. Again, I will try to recall previous knowledge by asking about the functions of each sentence. Time: 8 minutes

LESS GUIDED PRACTICE ACTIVITY -Students will be able to practice* writing a Closing Paragraph. (by using* brainstorming and connectors)

Independent Practice  R  W  L  S Assessment  R  W  L  S 1) In the classroom:

Students will then perform a Self-Correction and Peer-Correction activity of two classmates. (Only the Introductory Paragraph) 2) Homework: Students will then perform a Self-Correction and Peer-Correction activity of two classmates. (The rest of the essay)

Thanks for reading, Rosmery Ribera Ferrier

Hello my dear classmates, I teach adult students who are at an advanced level. Classes run for three hours Classes run for three hours every evening, so I will have enough time to perform the complete lesson plan I am presenting here. There are 20 to 25 students per class. My job is to prepare them for the TOEFL ITP test. As part of my instruction, I must teach them how to write Argumentative Essays. I recently wrote and published an eBook named EASY ESSAYS. What you are going to read and watch here is part of my e-Book.

Here is a brief description of my plan to use a technology tool: Grammarly Plagiarism Checker falls into Category three which includes tools used for data collection and analysis. Nevertheless, since my aim is to help my students become independent learners, the date collection and analysis is made by them, not by me. Let me explain, I teach the last two courses with the objective to prepare learners for their TOEFL ITP test. Therefore, these students will never again have contact with an instructor. That means that they will be on their own until the test. This is why; they need to use tools that allow them to self-asses their writings. My tool falls into the MODIFICATION stage of SAMR. Generally, students write their essays and I correct them by pointing out their grammar and structure mistakes. I also give oral feedback on

how they can improve their writings. Nevertheless, by using Grammarly, they will be able to become independent learners who are able to analyze their essays by taking into account the site’s results and what they have learned in class to find and correct their essays. As you can see, learners will be using HOTS (Higher Order Thinking Skills) to accomplish this task.

1) Type your essay just as you wrote it in class. (Use Word, and save the document using your name.) 2) Google “Grammarly” and click on “Plagiarism Checker”. 3) Copy and paste your essay. Click on “Check your text” 4) Take a snapshot of your results and paste it to your Word document right after your original essay. (You can use a Google Chrome extension called “Full Page Screen Capture” OR: Download Snip for Windows 10. (The link is posted in our Google Plus Community) https://mix.office.com/en-us/snip?previewvrg 5) Analyze your mistakes and correct at least 50% of them. Copy paste your corrected essay to Grammarly Plagiarism Checker until the number of mistakes is reduced to half. 6) Take a snapshot of your new results and paste it to your Word document right after your corrected essay. Save your document. 7) Send your document to: [email protected] 8) Thanks. That is all.

My dear classmates, I decided to make a video of the instruct and model part of my lesson plan. Here you have the FINAL PLAN LINK: https://drive.google.com/open?id=0B_bSemf4LJXTejNFN21hTkQ0bGM Here you have the link to my video: https://youtu.be/r6qEr0eyBdw Thanks for watching, Rosmery Ribera Ferrier