WSP U OF M COMPLETE LESSON PLANS

2014



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Lesson Plans for Monday, July 21:
Objectives:
By the end of class on Monday, students will be able to:
-Name each of their classmates and list 2-3 relevant details about them
-Describe and explain what kinds of writing they complete regularly
-Depict/Describe their writing process both orally and through visual medium
(drawing)
-Explain at least 2 purposes of college writing
-Explain our goals for the class: to provide foundational tools
-Describe the criteria and expectations for assignment 1
-Describe what specific skills assignment 1 is asking them to draw on/use/develop
and why
-Describe at least 2 approaches to this prompt
-Complete at least 2 pre-writing activities
-Explain what information goes in an MLA heading
-Compose an MLA heading
-Compose a unique personal narrative based on a prompt within 45 minutes
-Describe constructive criticism
-Compose at least 3 non-constructive criticisms and revise them to be constructive
-Explain our hierarchy of values when evaluating assignments (global to local
issues)
-Complete 1+ peer reviews on assignment 1 drafts
-Reflect on the results of the peer review and create a plan for what to do with
received constructive criticism
-Define the purpose and components of a PEAS paragraph
-Compose a PEAS paragraph
Outline of Class:
-Introductions (20 min) -MB & S
-name
-branch of service/length and years of service
-home town
-higher ed status: applying, accepted, etc. Major of interest?
-If you were a mutant, what power would you have and why? OR: what would you do
with it/use it for?
-also have them write the answers to these questions at the top of their writing response

-Discussion of previous/current approaches to writing (e.g. writing as reporting) (10 min)
MB & S
-have them draw their writing process!

-Purpose of college level writing (10-20 min) -MB
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2014



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-Writing to answer a question
-Writing about oneself
-Ideas, organization, and editing
-college level writing is about building skills, becoming an expert; we are going to focus
on building skills in preparation (overview of the whole week)
-Writing is about STEPS! This is a process!
-you will have to show work to profs, peers, etc.
-your writing improves more if you show it to more people!
-combination of using the tools you have and gathering more tools as you go

-5 minute break

--Distribute Assignment 1 - MB & S
-what do you think this prompt is asking you to do and why?
-what skills is it building? What knowledge is it asking you to demonstrate? Etc.
-5 min: discussion of what might be the best way to approach this prompt?
-30-45 mins of writing time
-prompt: first 5 minutes, list things that you think could fit this prompt
-10 pick one idea and outline 3-5 things that go along with it that you would want to
include in the story
-practice organizing and prioritizing most important details
-Set up MLA heading
-approx. 30 minutes to write

-5 minute break

-Introduction to constructive criticism (15-20 minutes) -S

-Peer Review (approx..30 minutes)

-5 minute break

-Reflection on results of peer review (20 ish min)
-Either: Begin applying feedback given during constructive criticism by revising
narrative
-OR: Depending on time write a short paragraph detailing what revisions you would
make to this narrative based on
-OR: depending on time have them share in small groups/whole group what they might
change, ask questions about what they might change, etc.

-Introduction to paragraph structure and PEAS (20 minutes) - MB
-asking them to keep this in mind when reading tonight and in preparation for tomorrows
writing assignment
-making them a better reading and writer, thinking about structures that work and
recreating them in their own work
WSP U OF M COMPLETE LESSON PLANS
2014



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Lesson Plans for Tuesday, July 22:

Objectives:
By the end of class on Tuesday, students will be able to:
-Define a rhetorical situation, including purpose, audience, context, & genre
-Identify the rhetorical situation for 2-3 sample texts
-Define the rhetorical appeals: ethos, pathos, and logos
-Identify and provide specific examples to support a claim of which rhetorical
appeal is being employed in a sample text
-Explain and define the criteria of assignment 2
-Explain the difference between rhetorical analysis and opinion papers
-Define and describe PEAS paragraph structure
-Describe and list characteristics of effective summary and paraphrasing
-Identify when summary and/or paraphrasing are appropriate/effective tools
-Produce a summary of one of the readings completed for class today
-Define and describe the quote sandwich
-Explain how the quote sandwich fits into the PEAS paragraph
-Identify and produce the 3 components of a quote sandwich for sample quotes,
including some from the reading completed for class today
By 9 pm on Tuesday, students will have completed a 2-4 paragraph, 2-3 page rhetorical
analysis essay based on their reading of Thucydides

Outline of Class:

-Rhetorical Situations - 20-30 minutes -S
-Author and Audience contexts
-When analyzing a piece of writing: who is author? Who is intended audience?
What is context? What is the genre? What is the goal?
-Look at some examples

-5 min break

-Rhetorical Appeals: -MB (30 min)
-Ethos
-Pathos
-Logos

-5 min break

-Introduce Assignment 2 S (15 min)
-what is the goal of this assignment:
-its not do you agree or disagree with this author/argument? but rather can you
identify the argument and how it works
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2014



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-we do want you to try to use 1 quote per page, just include page numbers in citations (do
your best, we will work on proper citations later)

-Recap PEAS 5-10 minutes -MB
-apply it to one of the readings they have done for their morning classes

-Summarizing and synthesizing other authors arguments MB (20-30 minutes)
-talk about what makes for good paraphrasing (drawing from They Say/I Say)
-how what we are modeling in writing applies to discussion
-purpose and use of summary and paraphrasing
-write a rough draft summary paragraph for their actual assignment today

-5 minute break

-Quote sandwich method S (20 min)
-what it is, why we do it
-look at templates in TS/IS
-practice with famous quotes
-have them choose a quote from the reading and build a quote sandwich around it

-Assignment 2 work time (Remainder of class, approximately 45 min 1 hour)
-students will work individually, and have the option to work with tutors for the
remainder of class.
-Assignment 2 is due by 9 pm Tuesday night










WSP U OF M COMPLETE LESSON PLANS
2014



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Lesson Plans for Wednesday, July 23:

Objectives:
By the end of class on Wednesday, students will be able to:
-Describe the major characteristics of at least 3 kinds of writing assignments
-Describe the difference between an academic essay and a research paper
-Describe and explain the criteria for assignment 3
-List and describe at least 5 different kinds of brainstorming
-Complete at least 1 brainstorming activity in order to choose a topic for paper 3
-List 3 potential topics for their paper
-Explain the purpose of a thesis statement
-Produce a potential thesis for each of their 3 brainstormed topics
-Complete 1-3 peer reviews of their topics and drafted thesis statements
-Revise each of their drafted thesis statements and topics based on their peer
review
-Describe the purpose of an outline
-Define a topic sentence
-Explain how PEAS and quote sandwiches fit within an outline
-Produce a draft of an outline for their paper
-Explain 3 tools for revising outlines

Outline of Class:
- Introduction to academic essays & research papers - S (15-20 min)
-What do the phrases academic essay and research paper mean?
-rhetorical analysis vs. they say/I say synthesis & response papers

-Introduce assignment 3 MB & S (15-20)
-what is this assignment asking you to do? Why?
-what skills can this help you develop?
-how is this different than the assignments we did on Monday and Tuesday?

-Brainstorming a topic 20 min S
-talk about a few different types:
-free writing
-Looping
-free write for 5 mins, pick out the most interesting/promising idea, then
write a sentence summarizing that idea. Then freewrite based off that idea
for another 5 mins. Repeat as needed. (Everyones an Author 26).
-listing ideas
-clusters
-narrowing topics
-Brainstorm topics, then list progressively narrower topic ideas for each one
-Drawing/sketching
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-Try drawing your topic! See what happens (Everyones an Author 26).
-Questioning
- ask a series of questions (Who? What? Where? When? Why? How? Etc.) and
provide answers for your topic idea
- (Everyones an Author 26).

-come up with 3 topics
-which MB with help develop thesis ideas for
-share with a partner
-then share with the group

-5 min break

-Creating arguments/thesis statements MB (20-30 min)
-Stronger vs. weaker arguments
-what must a thesis do? (be debatable, specific, etc.)
-This paper is about Tocqueville vs. This paper will argue that Tocqueville
douchebag-wrongey-face
-drafting a possible thesis for each of their 3 topic ideas
-share with a partner
-select one
-share with the group
-Revising thesis to strengthen
-by 8 pm tonight, email us a topic and thesis idea draft!

-Break (5-10 min)

-Outlining S
-what is the purpose?
-sample?
-Turn over to tutors/us to work on an outline
-NOT a 5-paragrah essay
-what main points you want to hit
-need 2 authors in conversation
-Intro
-author 1
-2-3 main points
-author 2
-2-3 main points
-Conclusion
Provide some general structural patterns!

-Activity: I will provide a few sample outlines, they will check the topic sentences, etc. to make
sure they are on point.

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2014



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-PEAS pick evidence, etc. for paragraphs, organize them in this way, make sure each
PEA connects back to the thesis
-dont worry about intros or conclusions yet, this is just outlining!
-gathering quotes
-start drafting body paragraphs!
-You can start drafting intros/conclusions
-before you leave have a 5 minute check in with either an instructor or tutor
-by Thursday, you must have a thick outline, you should have started writing a
good chunk of your paragraphs
-nothing will be perfect but you have a solid start (by the end of Thursday
you will want at least 2 pages written, ideally more!)

















WSP U OF M COMPLETE LESSON PLANS
2014



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Lesson Plans for Thursday, July 24:

Objectives:
By the end of the day on Thursday, students will be able to:
-Explain why citations are required for academic papers
-Explain the basics of an MLA format Works Cited page
-Explain how to find information on the OWL website
-Identify and Format an MLA works cited citation for a book (with 1 and 2+
authors) and a selection from an anthology
-Create citations for 2 sources used in class this week
-Explain when/why in-text citations are required in academic papers
-Identify and explain the basic components of an MLA in-text citation
-Create in-text citations for at least 2 quotes that will be used in their papers
-Describe 5 fatal flaws of introductions
-Describe 3-5 methods for tackling introductions
-Produce a draft of an introduction including a thesis statement
-Complete a peer review on an introduction evaluating its efficacy
-Describe the purpose of a conclusion
-Produce a draft of a conclusion
-Complete a peer review of a conclusion evaluating its efficacy
-Define and answer the So What? Who Cares? Questions
-Identify and Define Metacommentary, including how it fits within the PEAS
paragraph structure
-Revise an existing paragraph to include 1-2 examples of Metacommentary

Outline of Class:
-Do you have questions about the assignment? Housekeeping time (10 min-ish)

-Citation workshop (30-45)
-MLA (there are other styles, but this is standard for writing classes)
-Go over books, anthologies (works cited page) (S)
-practice with the sources they are using
-why you need to know how to do it yourself vs. using a citation machine
-how to look up other kinds of sources
-In-text citations (MB)
-direct quote
-paraphrase
-signal phrases
-by the end of class, have a sheet with 2 quotes w/ quote sandwiches, and in-text
citations, and a draft of works cited page, to turn in
-Organization: 45 min -1 hour
-Intros
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2014



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-What should an introduction do? (MB)
- set the tone for the whole paper
-5 fatal flaws (MB)
-some tried and true methods (S)
-practice one of these methods for their paper
-including their thesis statement (from yesterday or revised)
-do a mini-peer review of this intro
-5 min break

-Conclusions MB & S
-what do they do?
-how?
-So What? Who Cares?
-how it both matches and departs from introductions

Break

-Metcommentary S (20 min)
-what it is, why its important?
-clarifying meaning
-how it fits in PEAS

-Rest of class: Work time! Take advantage of tutors & instructors and work on your paper!










WSP U OF M COMPLETE LESSON PLANS
2014



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Lesson Plans for Friday, July 25:

Objectives:
By the end of class on Friday, students will be able to:
-Explain the difference between revision and proof reading
-Identify and define at least 3 revision strategies
-Identify and define at least 2 proof reading strategies
-Complete at least 1 revision and 1 proof reading activity on their current draft
-Explain at least 3 steps involved in completing research
-Identify 3 kinds of sources found in an academic library
-Brainstorm at least 3 key words to aid in finding relevant sources
-Look up and find at least one book in the Hatcher graduate library
-Explain 2 things that librarians do
-Complete 1-2 peer reviews on their in-process drafts

Outline of Class:

-Questions/housekeeping?
-What are some challenges/successes you have had this week/one this project?
-in small groups, talk about one challenge/concern you have, then share with the
class
-This is a time to get questions answered/get information to address concerns

-Revision & Proof Reading strategies
-What is the difference between revising and proof reading?
-Reading out loud! - S
-Reverse reading - S
-Reading for particular things - MB
-Reverse outline - MB
-Reading just first and last sentence of every paragraph MB
-Transitions MB & S (I will make a list of transitional phrases)
-one thing to help a solid draft flow effectively is to use transitional phrases as
part of your PEAS
-this is something you should be thinking of throughout, but its something you
can easily add in if your ideas are strong and clear
-practice activities!
-What are some of your strategies?
-Use each other as resources! What works for other people?
-pick one of the revision and one of the proof reading strategies we discussed and do it
individually!

-What does it mean to do research?
-What kinds of sources are useful in academic research and how do we find them?
WSP U OF M COMPLETE LESSON PLANS
2014



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-Brainstorming keywords
-go to the library
-spend about 30 minutes in the library, look on the website, demystify the library
space
-what do library employees do?

-Come back, do 1-2 peer review(s), the workshop time with tutors/instructors for remainder of
class.

-Goal is to have 3-5 pages written today so that Saturday can be largely spent polishing (rather
than writing) drafts.


Writing Assignment 1: Personal Narrative

Prompt:

What event in your life has most significantly shaped your character? Describe the event and its
consequences.

Write a one to two page response (double spaced, 12 pt. font, Times New Roman) to the above
question. If you finish before time is up please use that time to revise or proofread your essay
individually.

This assignment is due in class today.







WSP U OF M COMPLETE LESSON PLANS
2014



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Writing Assignment 2: Rhetorical Analysis
Prompt:
Read Thucydides speech, Funeral Oration of Pericles. Focus on just ONE of the arguments
Pericles makes in the speech.

First, summarize the argument youre focusing on in 1-2 paragraphs:
-Explain the evidence being used
-Explain how the author appeals to logic, emotion, and/or authority to persuade his readers
(ethos, pathos, logos)

Next, evaluate the argument in 1-2 paragraphs:
-Why might this argument be effective?
-What are the weaknesses of the argument, if any?

Polish your analysis of the piece into a single essay (2-4 paragraphs, 2-3 pages; Times New
Roman, Double Spaced, MLA heading) and submit it to the dropbox by 9 pm on Tuesday, 22
July 2014.

Writing Assignment 3: Argumentative Essay

Prompt:
Imagine you are sitting in a room, talking political philosophy with one of the authors we have
read this week. In this paper, you can agree, disagree, or both, with a major claim made by that
author. Use at least one other text to support your claim.

First, synthesize the argument with which you are engaging. Then, use evidence to create and
support your own original argument.

This paper should incorporate PEAS paragraph structures, quote sandwiches, and in-text
citations. An MLA works cited page should be provided.

Your paper should be 4-5 pages, double spaced,12-point, Times New Roman font, MLA format.

**Note: Works cited pages do NOT count toward the page limit.