Lesson Plans:

Lesson plan: Audience and Values

High-tech
Course: GSW 1110
Materials needed: Canvas, Canvas discussion board, writing prompts

Overview:
a. This lesson is intended to teach students that there are different audiences for
different papers. It is also intended to teach them that there are different writing
styles for different audiences, and also how to write for different audiences.

Objectives:
a. To learn the different types of audiences they may have to write for in their
college papers
b. To learn how tailor their writing style depending on the audience that they are
addressing for the paper.

Activities:
a. I will start by having my students write a paragraph on Canvas about what types
of audiences they think they may need to address in their college papers, and how
they think they can address these different audiences (pre-assessment).
b. I will then have them go into a different discussion board on Canvas, where there
will be writing prompts that they must respond to. Each prompt will have a
different audience that the student must tailor his or her response to.
c. They will each have to respond to at least three prompts.
d. After they do this, we will get together as a group to discuss how they approached
writing for each audience.

Conclusion:
a. Student will then write another response on Canvas about what they learned
during the lesson (formative-assessment), which will allow me to understand how
well they learned about audience.

Lesson plan: Audience and Values

Low-tech
Course: GSW 1110
Materials needed: Paper, list of situations/topics for different types of audiences

Overview:
a. This lesson is intended to teach students that there are different audiences for
different papers. It is also intended to teach them that there are different writing
styles for different audiences, and also how to write for different audiences.

Objectives:
a. To learn the different types of audiences they may have to write for in their
college papers
b. To learn how tailor their writing style depending on the audience that they are
addressing for the paper.

Activities:
a. I want to utilize the think-pair-share technique for this lesson, so to start I will
have students think about and take notes on what types of audiences they think
they may need to address in their college papers, and how they think they can
address these different audiences (pre-assessment). I intend to give them about
six or seven minutes to do this
b. I will then have them get into pairs and discuss what they wrote about with one
another. I anticipate giving them about ten minutes to do this.
c. After they have finished discussing the topic in pairs, I will call the class back
together, which will allow them to discuss their ideas with the class. I hope that
since they will have been able to organize their thoughts in the first two steps, that
students will be more willing to share their ideas and opinions with the class.
d. I will then have a list of situation/topics that I will share with students, and then
have them tell me how they would approach writing for each particular audience.

Conclusion:
a. Student will then reflect and write another response about what they learned
during the lesson (formative-assessment), which will allow me to understand how
well they learned about audience.

Lesson plan: Thesis and Essay Planning

High-tech
Course: GSW 1110
Materials needed: Canvas, Student Computers, questions, lecture notes
Overview:
a. This lesson is intended to teach students how to develop the skills that they will
need to approach writing a clear thesis statement, and how to tell the different
between a properly and poorly written thesis statement. I will assess student
performance by looking at what they post on Canvas and listening to class
discussion.

Objectives:
a. To learn how to write a proper thesis statement
b. To learn how to recognize a properly written thesis statement

Introduction:
a. I will start by showing a short video online that goes over how to write a thesis
statement.
b. I will then highlight the main points of the video to make sure that my students
understand it.
c. Then I will go over what all needs to be included in their thesis statement.
d. I also want to focus on making sure that my students know that they need to write
an argumentative thesis statement.

Procedures:
a. I will write a series of questions posted to canvas.
b. The students must then respond to each question by stating their opinion in the
form of a thesis statement. They will post their responses to the discussion board
on Canvas.
c. After each student has written a thesis for each question (and posted it to Canvas),
I will then have them respond to at least two other students thesis on the
discussion board. They will have to say what they think the other students did
will, and how they think the other students can improve.
d. Then they will each pick another students thesis, and use it to create an outline
for a possible paper. They will have to include topic sentences for each body
paragraph, and a counterargument and rebuttal/concession.
e. At the end of the class, I will have students volunteer to read their theses and
outline out loud, and then have a discussion about what makes a successful thesis
statement and paper.

Conclusion:
a. Give students a short talk about how the thesis is the roadmap to the rest of the
paper, and how everything else needs to relate back to it. Also, talk about how
planning an essay is important, and making an outline (or doing some type of
prewrite) will make writing the paper easier and more organized.

Lesson plan: Thesis and Essay Planning

Low-tech
Course: GSW 1110
Materials needed: Student Computers, dry erase markers, questions for students to respond to,
lecture notes

Overview:
a. This lesson is intended to teach students how to develop the skills that they will
need to approach writing a clear thesis statement, and how to tell the different
between a properly and poorly written thesis statement. I will assess students
knowledge by listening to class discussion.

Objectives:
a. To learn how to write a proper thesis statement
b. To learn how to recognize a properly written thesis statement

Introduction:
a. I will start by giving a brief lecture on how to approach writing a thesis statement.
b. Then I will go over what all needs to be included in their thesis statement.
c. I also want to focus on making sure that my students know that they need to write
an argumentative thesis statement.

Procedures:
a. I will write a series of questions on the white board.
b. The students must then respond to each question by stating their opinion in the
form of a thesis statement. They will write these on a word document on their
computer.
c. After each student has written a thesis for each question, I will then have them
trade computer with a classmate and comment on the theses that each student
wrote.
d. Then (while still on the other students computer) each student will create three
topic sentences to support each thesis.
e. When they finish, they will give the computers back to whomever they belong,
and that student will create a brief summary of a counterargument and a rebuttal.
f. At the end of the class, I will have students volunteer to read their paper ideas out
loud, and then have a discussion about what makes a successful thesis statement,
and we will talk about how they can create outlines like these to help them
organize their papers.

Conclusion:
a. Give students a short talk about how the thesis is the roadmap to the rest of the
paper, and how everything else needs to relate back to it. Discuss essay planning
like this will help them write their papers.

Lesson plan: Logical Fallacies

High-tech
Course: GSW 1110
Materials needed: internet, youtube, Canvas, student computers

Overview:
a. This lesson is intended to teach students what logical fallacies are, how to avoid
including logical fallacies in their own writing, and how to recognize logical
fallacies in other peoples writing. I will assess my students progress and
knowledge based on their discussion board posts.

Objectives:
a. To learn the different types of logical fallacies
b. To learn how to recognize logical fallacies
c. To learn how to avoid including logical fallacies in ones writing

Activities:
a. I will start by showing this youtube video:
https://www.youtube.com/watch?v=fXLTQi7vVsI. It shows example of different
logical fallacies in advertisements, popular culture, and politics.
b. After watching the video, I will have them post a response on Canvas about their
thoughts on logical fallacies, and if they can think of any additional examples
from any type of media.
c. They will each have to respond to at least two other students discussion board
posts.
d. Then I will have them look through their own papers and see if they can identify
any of these logical fallacies in their own writing.
e. I will then call the class back together, and I will have them discuss what logical
fallacies they were able to notice in their own papers.

Conclusion:
a. In order to see how well students understand logical fallacies and can recognize
what is wrong with them, I will have students discuss ways that they will be able
to address the logical fallacies in their papers, and also have them talk about how
to avoid them in future papers.

Lesson plan: Logical Fallacies

Low-tech
Course: GSW 1110
Materials needed: Print-out, computers

Overview:
a. This lesson is intended to teach students what logical fallacies are, how to avoid
including logical fallacies in their own writing, and how to recognize logical
fallacies in other peoples writing. My assessment will be listening to what
students say in the discussion.

Objectives:
a. To learn the different types of logical fallacies
b. To learn how to recognize logical fallacies
c. To learn how to avoid including logical fallacies in ones writing

Activities:
a. I will start class by introducing logical fallacies. I will explain to my students
what they are and why they are problematic.
b. I will then pass out a printed version of this poster (and do a think-pair-share)
https://yourlogicalfallacyis.com/assets/FallaciesPosterHigherRes.jpg
c. Each student will be assigned two logical fallacies (two students will be assigned
to each set of two fallacies). The students will then have to think about them
and figure out an example for each of the fallacies.
d. Then the two will pair up and discuss their fallacies and examples. They will
have to decide which examples to share with class.
e. After spending time in pairs, we will come back together as a class, and each pair
will share and explain their assigned logical fallacies, and share one of the
examples for each of these.
f. Then I will have them look through their own papers and see if they can identify
any of these logical fallacies in their own writing.
g. I will then call the class back together, and I will have them discuss what logical
fallacies they were able to notice in their own papers.

Conclusion:
a. In order to see how well students understand logical fallacies and can recognize
what is wrong with them, I will have students discuss ways that they will be able
to address the logical fallacies in their papers, and also have them talk about how
to avoid them in future papers.

Lesson Plan: Academic Dishonesty

High Tech
Course: GSW 1110
Materials needed: Youtube, GSW portfolio, handouts of possible plagiarism scenarios
I.
Class Objective:
a. To learn about GSWs definitions of plagiarism and other forms of academic dishonesty and
how to avoid committing them.
II.
Connection to Course Goals:
a. Making students aware of academic dishonesty and the penalties associated with it.
III.
Anticipatory Set:
a. Ask the class if they have ever heard of plagiarism or other forms of academic dishonesty
before? If so, what is their definition of plagiarism and academic dishonesty? Some forms of
academic dishonesty are more obvious than others, and even if a student is not intentionally
being dishonest, disciplinary actions may still take place. With all this in mind it is always best
to be aware of all forms of academic dishonesty to avoid it at all costs.
IV.
Introduction:
a. By show of hands, who here has at some point in their academic career received a fire and
brimstone speech about plagiarism or academic dishonesty? If anyone has what are some stories
you have heard about people plagiarizing or cheating in some way when it comes to essay
writing? The truth of the matter is these topics are treated with such seriousness, because even
unintentional plagiarism can still have some tough consequences.
V.
Procedures:
a. Show students episodes 1 and 2 of the Ryerson Academic honesty videos:
http://www.ryerson.ca/academicintegrity/episodes/index.html
b. Show students Rutgers Academic Dishonesty Videos and have the class complete the Cite is
Right! Game show quiz at the end:
http://library.camden.rutgers.edu/EducationalModule/Plagiarism/
c. Ask students if they have any questions or concerns, and also point out where BGSUs resources
on MLA and plagiarism are located on the Librarys website.
d. Place students into small groups of 5 and have all the groups and pass out a scenario of possible
plagiarism or academic dishonesty to each group.
e. Ask the groups to use pages 19-21 of the GSW portfolio to either convict or defend the people in
the scenario of academic dishonesty. Give them about 10 minutes to reach a verdict and ask each
group to inform the class of their scenario and ruling. Be sure to have them say why or why not
something was considered academic dishonesty.
VI.
Conclusion:
a. Give a short talk about how academic dishonesty can come in many different forms and not just
plagiarism. Also remind them that when in doubt of whether or not to cite a source, erring on the
side of caution is always a good safety measure.
Evaluation: This activity will mainly be evaluated through the amount of in class participation
each student exhibits.

Lesson plan: Academic Honesty Review

Low-tech
Course: GSW 1110
Materials needed: Quiz

Overview:
a. This lesson is intended to ensure that students still understand and remember the
academic honesty policy.

Objectives:
a. To learn show that students will know and understand the academic honesty
policy.

Activities:
a. I will start by giving the GSW Plagiarism Quiz
b. After the students have completed the quiz, we will go over the answers to make
sure everyone understands the answer to each question.
c. I will go through a brief overview of what BGSUs academic honesty policy is,
and what is considered plagiarism.

Conclusion:
a. Finally, my students will turn in their completed quizzes, so I can assess what my
students understand and know if there are any gaps in their knowledge.

Lesson plan: Comma Splices, Run-Ons, and Fragments

High-tech
Course: GSW 1110
Materials needed: Internet, worksheets uploaded to Canvas, Answer sheet, video links
Overview:
a. This lesson is intended to teach students how to properly use commas and semicolons in
their own writing.

Objectives:
a. To will understand the purpose of commas and how to use them in their own writing
b. To will understand the purpose of semicolons and how to use them in their own writing

Introduction:
a. I will start by telling my students how commas and semicolons are important to writing
easy to understand and cohesive ideas. They will need to know how to properly
punctuate their sentences for any field in which they want a career, not just for English
and writing classes. I want to stress the idea that this is information that they need to
know no matter what their interests may be.

Procedures:
a. I will start by introducing commas. To do this I will show the following videos:
https://www.youtube.com/watch?v=b8q5Dm724LY
https://www.youtube.com/watch?v=P6ARqUdCkdg
https://www.youtube.com/watch?v=1Dfmg6EsaRs which discusses the proper and
improper ways to use commas.
b. Following the video, I will have a brief discussion session where I can answer any
questions that they students may have.
c. After answering questions, I will have them complete this comma activity sheet:
http://www.ereadingworksheets.com/free-grammar-worksheets/practice-withcommas.pdf
d. I will give them some time to work this on their own, and then have them pair up to
discuss their answers. I will then post the answers on the projector (so we dont have to
discuss every one in class), and take questions about any that they found confusing).
e. Next we will focus on semicolons, and I will show this video:
https://www.youtube.com/watch?v=IXaAVc3PQKQ and we will have another brief
discussion to answer any questions they may have.
f. Then I will have students complete the bottom section of this sheet
https://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/grammar_punctuation_wr
iting/semicolon_usage.pdf and follow with the write, pair, share model like commas

Conclusion:
a. To finish the class, I will have students open up their papers and find and fix one of
these issues in the paper, and then share some of these with the class. This will allow
me to know that my students understood the information and are able to apply the
knowledge to their own writing.

Lesson plan: Comma Splices, Run-Ons, and Fragments

Low-tech
Course: GSW 1110
Materials needed: The comma and semicolon lesson print out, the comma and semicolon
worksheets
Overview:
a. This lesson is intended to teach students how to properly use commas and semicolons in
their own writing.

Objectives:
a. To will understand the purpose of commas and how to use them in their own writing
b. To will understand the purpose of semicolons and how to use them in their own writing

Introduction:
a. I will start by telling my students how commas and semicolons are important to writing
easy to understand and cohesive ideas. They will need to know how to properly
punctuate their sentences for any field in which they want a career, not just for English
and writing classes. I want to stress the idea that this is information that they need to
know no matter what their interests may be.

Procedures:
a. I will start by introducing commas. To do this I will hand out this worksheet, which
goes over the 8 comma rules: http://www.englishforeveryone.org/PDFs/Commas.pdf
will also point their attention to information in the KM handbook about sentence
fragments (p.399) and commas (p.479).
b. Following the worksheet, I will have a brief discussion session where I can answer any
questions that they students may have.
c. After answering questions, I will have them complete this comma activity sheet:
http://www.ereadingworksheets.com/free-grammar-worksheets/practice-withcommas.pdf
d. I will give them some time to work this on their own, and then have them pair up to
discuss their answers. I will then post the answers on the projector (so we dont have to
discuss every one in class), and take questions about any that they found confusing).
e. Next, we will focus on semicolons, and I have a print out of this chart/graphic on how to
use them http://theoatmeal.com/comics/semicolon and we will have another brief
discussion to answer any questions they may have. I will point their attention to
information in the KM handbook about semicolons (p. 488).
f. Then I will have students complete the bottom section of this sheet
https://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/grammar_punctuation_wr
iting/semicolon_usage.pdf and follow with the write, pair, share model like commas.

Conclusion:
a. To finish the class, I will have students open up their papers and find and fix one of
these issues in the paper, and then share some of these with the class. This will allow
me to know that my students understood the information and are able to apply the
knowledge to their own writing.

Lesson plan: Introducing Essay 4

High-tech
Course: GSW 1110
Materials needed: Copies of assignment sheet, TV Show ad examples, essay example uploaded
to Canvas, internet, outline of essay uploaded to Canvas,

Overview:
a. I will be introducing my students to essay four Analyzing a visual argument. My
students will be assessed by the questions that they ask and by how they respond to the
sample essay. Their remarks about the online essay will be a good judge as to whether
or not they actually understand the assignment.
Objectives:
a. To introduce essay four
b. To help students understand the goal and pitfalls of this essay
c. To teach students what the paper should look like and to show them examples of the
types of visual arguments that they will be analyzing
Activities:
a. I will start class by sending around the attendance sheet and collecting the rubrics for
essay three.
b. Next, I will pass out the assignment sheet for essay four. We will read the sheet aloud
(so I can ensure that every student has actually read the assignment sheet). I will then
give them a few minutes to look it over and ask any questions they may have.
c. Next, I will show them an outline of how the paper should be organized (and making
sure to point out common problem areas that they should take an extra precaution to
avoid).
d. I will then show them examples of good and bad television show ads/posters, so they
can have a basic idea of what to look for when choosing their own visual argument
(there will be a more in-depth lesson on this next class).

e. Then we will review an Evaluating a Visual Argument essay on Canvas. I will put them into

groups, and we will go through the essay paragraph by paragraph, so they know how to
approach the paper.

Conclusion:
a. I will end the class by taking questions. Hopefully they will have developed more of
these after going through the example essay.