Lesson Plan : Developing a Formal Outline

Teacher Name:
 Mrs. Dewees
Grade:
 Grade 11-12
Subject:
 Language Arts

Topic:
 Outlines are the roadmaps for good writing! (EDITED)
Content:
 Key Terms: parallel structures structured outlines indention major headings subheadings grammatically parallel phrases thesis statement
Goals:
 Students will be able to properly use the grammatical rules and procedures for constructing a formal topic outline to be used in creating outlines for their research papers. The students will be able to: 1. Describe the steps in creating a formal outline. 2. Write/brainstorm main ideas, themes, topics, and thesis statements. 3. Organize their ideas into a formal outline using the correct grammatical and parallel structure.
Objectives:
 Given short stories, students will work in cooperative groups to design a formal outline for each short story based on the outline rubric created by the teacher.
Materials:
 Outline handouts Outline rubric Collection of short stories overhead transparency/overhead screen/ computer
Introduction:
 Today we are going to learn outlining techniques; techniques that you will use later when it is time to write your research paper. Your outlines will serve as your road maps for getting you from the beginning of your writing to the end without detouring off the subject.
Development:
 Direct instruction will include a demonstration on developing a formal outline while defining key terms. Teacher will use a visual, such as an overhead projector or a computer. This will be followed by cooperative learning.
Practice:
 In cooperative learning groups, students will be assigned to a group of four students with a diversity of skills. Each group will jointly choose and read a short story together. They will then outline the story using the outlining techniques. Teacher will monitor progress and answer questions that arise.
Accommodations:
 Students with special needs will be assigned to different groups so that there is diversity of skills in each group. They will also be given one on one tutoring during their study hall. Their research paper will be half the length of the general ed requirement.
Checking For Understanding:
 When the rough draft of the outlines are due, they will be reviewed in class by a peer who will use the outline rubric as a guide. Peers will write their feedback on the outlines and return them. Students will make corrections on their outlines and turn them into the teacher along with their peer review. These outlines will be reviewed by the teacher and handed back before continuing any work on their papers.
Closure:
 The day the outlines are being handed in for teacher review, the class will have open discussion to process the formal outline topic, as well as, the effectiveness of doing group work and receiving peer feedback.
Evaluation:
 The formal outline that students turn in for teacher review will be assessed, as well as, the peer feedback. Students who have not grasped the concept will be provided with peer tutors to help them redo their formal outline.
Teacher Reflections:
 How well did the cooperative groups work? Was the outline rubric sufficient for the students to understand? Was this successful and did the students enjoy the lesson? What will I change for the next class?

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