Beacon Lesson Plan Library
Teacher of the Year
Santa Rosa District Schools
Each student selects a teacher who he or she feels should be named as Teacher of the Year. The student plans and drafts a paragraph to convince the class of his or her choice. After revising and editing, the student presents a clean copy of this paragraph to the selected teacher.
The student drafts and revises writing that -is focused, purposeful, reflects insight into the writing situation;-conveys a sense of completeness and wholeness with adherence to the main idea;-has an organizational pattern that provide for a logical progression of ideas;-has support that is substantial, specific, revelant, concrete, and/or illustrative;-demonstrates a commitment to and an involvement with the subject;-has clarity in presentation of ideas;uses creative writing strategies appropriate to the purpose of the paper;demonstrates a command of language (word choice) with freshness of expression;has varied sentence structure and sentences that are complete except when fragments are used and purposefully; andhas few, if any, convention errors in mechanics, usage, and punctuation.
The student produces final documents that have been edited for-correct spelling;-correct punctuation, including commas, colons, and semicolons;-correct common usage, including subject/verb agreement, common noun/pronoun agreement, common possessive forms, and with a variety of sentence structures,including parallel structure; and-correct formatting.
-Class copies of sample persuasive paragraph prewriting/plan
-Class copies of sample persuasive paragraph
-Transparency of sample persuasive paragraph prewriting/plan
-Transparency of sample persuasive paragraph
-Colored transparency markers
-Overhead marking pens
-Chalkboard/dry erase board
-Language arts textbook containing content on persuasive writing/ teacher-prepared hand-out on persuasive writing
-Self-evaluation Checklists/Persuasive Paragraph Checklists
-Peer Evaluation Checklists
(Note: Sample plan, checklists, and rubric are included in the attached file.)
1. Prepare hand-out for class discussion of the characteristics of persuasive writing or select appropriate text.
2. Print Assessment Rubric, Self-Evaluation Checklist, Peer Evaluation Checklist, Sample Persuasive Paragraph and Prewriting and duplicate class sets.
3. Create Sample Persuasive Paragraph and Sample Persuasive Paragraph Prewriting transparencies.
4. Collect highlighters and colored transparency markers.
DAY 1: 55 minute period
1. If possible, time this activity to coincide with the selection of the teacher of the year in the school.
2. Ask students to share occasions when they have wanted to do something their parents were reluctant to let them do.
3. What did the students do? (Hold a class discussion.)
4. Suggest to the students that persuasion is a valuable and useful skill to develop and that this lesson will help them develop their skills in persuading others.
5. Using textbook or teacher-prepared hand-outs, discuss the characteristics of persuasive writing.
6. Distribute the model persuasive paragraph to students and place the transparency on the overhead projector. Distribute highlighters if you opt to use them.
7. Ask for a volunteer to read the paragraph aloud while the rest of the class reads along silently.
8. Direct students to underline or highlight each of the reasons presented. Select volunteers to identify each reason orally.
9. Direct students to circle transitional words and expressions. Select volunteers to identify each transition orally.
10. Ask someone to explain the device that signals the concluding sentence and the call to action. Direct students to draw a box around the device.
11. Distribute the sample persuasive paragraph prewriting/plan and show students how the plan relates to the finished paragraph.
12. Review characteristics of a persuasive paragraph.
13. Ask students to think about the outstanding teachers they have had in their lives and brainstorm a list of the characteristics of good teachers. List the characteristics on the board.
14. Direct students to choose a teacher who they feel should be named as teacher of the year and develop prewriting/paragraph plan following the model prewriting paragraph plan provided; that is, three reasons with elaboration for each reason. Students may use ideas generated during the class brainstorming session.
DAY 2: 55 minute period
15. Review characteristics of a persuasive paragraph.
16. Distribute the assessment rubric and discuss the criteria to be used in grading the paragraphs. The paragraph must have a topic sentence nominating a teacher for teacher of the year. Following the topic sentence should be the first reason. The first reason should be followed by one or two sentences of elaboration. Then students should write the second reason, beginning the sentence with a clear transition. Follow the second reason with one or two sentences of elaboration and continue to the third reason and elaboration. Finally, students should write a concluding sentence. (Teachers may choose to distribute Persuasive Paragraph Checklists at this point to guide the writing of the first draft. Note that this checklist is identical to the Self-Revision Checklist in the attachment.)
17. Students write a paragraph based on the pre-writing/paragraph plan. Remind them that this is the first or rough draft. If the teacher has not opted to use the Persuasive Paragraph Checklist, distribute the self-revision checklist. Students use this to evaluate their own paragraphs. Remind them to revise on the rough draft and that the self-revision checklist must be turned in along with the rough draft and prewriting/paragraph plan.
18. Distribute peer-revision checklists to the class. Once students have used the self-revision checklist and revised their own papers, they should get a revision partner and read their paragraphs to partners. After listening to the paragraph, the revision partner should mark the peer-revision checklist and discuss the markings. Caution students who are serving as peer revisers to say something positive! Remind students that the peer revision checklist must be turned in along with the other materials.
19. Once students have had a peer listen to the paragraph and have made necessary revisions, they are ready for editing. Students should read their own paragraphs and correct any mechanical errors on the draft. At this point, students ask another student to read the paragraph, marking mechanical errors. The student who proofreads should sign his/her name at the end of the paragraph (-Proofread by...).
20. Now the student should make a final copy of the revised and edited paragraph to turn in for the teacher to evaluate using the rubric. For the final copy, students may use computers in the classroom or computers at home. Remind them about manuscript form—doublespaced, on one side of the paper only—and that they will receive extra credit for writing in blue or black ink or for wordprocessing. The final copy can be turned in on the following day. Remind students to read the final copy after they rewrite it, in case they have made errors in recopying.
21. When the teacher returns the evaluated paragraph, the student will make a corrected copy to present to his/her nominated teacher of the year.
Students use Self-Revision Checklists for self-assessment and Peer Revision Checklists for peer evaluation. Peers sign the rough draft to indicate peer editing. Students turn in prewriting, rough draft, self-evaluation and peer evaluation checklists, as well as the final copy. The teacher assesses the writing process from these materials, as well as assesses the final copy, using the Assessment Rubric.
Students use the writing process to develop a persuasive paragraph. The corrected persuasive paragraph is saved in the student’s writing portfolio. Later in the year, the student expands the persuasive paragraph into a persuasive essay.