THE UNIVERSITY OF THE WEST INDIES, ST.

AUGUSTINE
SCHOOL OF EDUCATION
ENGLISH LESSON PLAN

TEACHER: ANA CEDEO

CLASS:

SIXTH

FORM

GOVERNMENT SCHOOL:

UNIT TWO

SIXTH

FORM

LITERATURES IN ENGLISH
DATE: 15th January, 2016
ESTIMATED DURATION: 75 Minutes
THEME/TOPIC: CRAFTING A RESPONSE TO A CRITIQUES PERSPECTIVE: Structuring
the Thesis Statement for an argument for or against the ideas presented in the article.
CURRICULUM STANDARD: DRAMA
TEACHING POINT: Crafting the thesis statement is an important element in structuring
the argument for a literary essay or oral presentation.

INSTRUCTIONAL OBJECTIVES:
1. Identify the ideas discussed to highlight the critics perspective in the article.
2. Justify why the critic uses these ideas for his thesis and which ideas are highlighted
because of the thesis presented.
3. Use graphic organizers to do idea mapping.
4. Construct thesis statements that show the counter argument or argument of supported,
depending on the views of the presenter.
PRE-KNOWLEDGE:
1. Students know what the thesis statement is.
2. Students know what the argumentative essay is.
3. Students should know how to engage in idea mapping.
ANTICIPATED DIFFICULTY:
1. Students may not know how to discern the writers argument because of language used.
2. They may have difficulties constructing their own responses to the thesis.

3. Students need to apply the above to the construction of a thesis, which they are still
practicing.

TECHNOLOGIES AND RESEARCH RESOURCES:

1.

Video clips:

2.

Power Point Presentation

3.

The Laptop and Overhead Projector

4.

Graphic Organisers, Pictures, and coloured markers.

5.

Vocabulary Lists and Worksheets

SET INDUCTION (5 minutes):

1. Teacher will begin the class by reading a short article about Othello. Students will
comment on the article and decide whether or not they agree with the ideas in the article.
They will take a vote on agreement for / against and why.
http://www.slideshare.net/RituparnaRayChaudhur/william-shakespeares-othello
ACTIVITIES: FORMATION OF LITERATURE CENTERS WITH DIFFERENT
ACTIVITIES
TEACHER
STUDENTS
1. (15 mins) Teacher plays video on constructing the
3. Work in groups to
argument:
decipher what the main
http://www.slideshare.net/bucpunar/argumentativeidea is.
4.
Explain what ideas are
essay
2. Teacher asks students to identify the arguments
used in previously read
used in the articles theyve chosen to discuss for
articles and they also use
the essay questions.
the video to discuss the
identification process.
5. Teacher distributes articles, and they are to choose
6. Students form into groups
which ones they wish to do their presentations on.
and begin constructing
idea maps to answer the
question.
7. Teacher asks students to formulate a thesis
8. Student discuss thesis
statement. Teacher models the thesis statement for
ideas and construct the
the class:
argument.
9.
Students observe the
https://www.kibin.com/essay-writing-blog/thesisconstruction of the thesis.
statement-examples/
10. Listen critically to peers
responses and comment

12. Teachers observe and assist students as needed.

13. Teachers organise students so that they will present
in an orderly fashion.

accordingly.
11. Students form into groups
and begin constructing
the thesis statements.
14. Students will ensure that
idea maps have topics
that will be covered by
the thesis.
15. Students ensure that the
thesis covers ideas to be
presented.
16. Students gather evidence
to support thesis and
discuss accordingly.
17. Students plan the essay
18. Students draft topic
sentences
19. Students draft conclusion.

CLOSURE:
1. Students are asked to do present the idea map for their group presentations.

LESSON EVALUATION:
1. Students will participate in an Oral Presentation Q&A session that will be interactive.
Teacher will then assess them according to the grading rubric.