Lesson Plan for the Formal Observation

Your name: Emily Comos

Date/Time of observation: 2/15/23 from 10:50am - 11:48am
Class/Grade: ELA 10 (Co-Taught)

1. Lesson plan title: “Literary Analysis Introductory Paragraph Prep”

2. Central problem/essential question of the lesson: What are the elements of

a strong, well-written introductory paragraph in a literary analysis essay?

3. Lesson overview: This lesson is meant to give students the opportunity to

practice drafting their introductory paragraph of their summative literary
analysis essay. They will be asked to create a hook, transition, and thematic
statement based on their chosen independent reading novel. They will then
get the opportunity to revise based on my instruction.

4. Context of the lesson: How the lesson fits into the overall unit (What came
before, what will come after): This lesson is part of the “literary exploration”
unit, where they’ve been studying literary devices in a multitude of short
stories. They’ve then been going back into their chosen independent
reading novel (realistic fiction) and working to identify these literary devices,
as well as a theme that can be created into a thematic statement used in
their essay. Their essay requires them to identify TWO different literary
devices, and use FOUR pieces of textual evidence to prove their claim.

5. Learning objectives/goals (Students will know/ be able to do):

a. Students will learn about the necessary elements of an introductory
paragraph in a literary essay.
b. Students will be able to write an introductory paragraph using a hook,
transition, and thematic statement.
c. Students will be able to produce a piece of writing, learn about ways
to improve that writing, and then make adjustments accordingly.
6. Benchmarks/C.C. or other standards (taken from: Common Core State
Standards for ENGLISH LANGUAGE ARTS & Literacy in History/Social Studies,
Science, and Technical Subject)
a. “Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience” (Writing Standards for Literature 6–12, page 46, standard
#4).
b. “Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective
summary of the text” (Reading Standards for Literature 6–12, page 38,
standard #2).
c. “Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text”(Reading Standards for Literature 6–12, page 38, standard #1).

7. Core teaching practice(s) [CTP(s)]: Formative Assessment

8. Instructional materials (What students will use to facilitate their learning):

Students have been “tracking” literary devices in their writer’s notebooks, so
they are welcome to use any of those notes on this formative assessment.
They also may use their books and any other resources I’ve given them
previously regarding introductory paragraphs.

9. Instructional sequence: Numbered list of individual tasks and activities

a. We will begin class with a short grammar mini-lesson (like we do each
day) and students will take notes in their notebooks in order to have
notes for their upcoming grammar quiz.
b. Then, students will be instructed to fully draft their introductory
paragraph and submit it to me. They will have a maximum of 20
minutes to complete this.
 i. This is meant to serve as a “pop quiz” of sorts to see what they
can come up with and where their level of understanding is in
terms of what makes a “strong” introduction.
c. After students submit their paragraphs, they will have independent
reading time while I quickly analyze and read over their work. I am
going to be looking for recurring problems of concern (ie. weak
hooks, choppy transitions, underdeveloped thematic statements).
d. As an exit ticket, students will then revise their introduction based on
my instruction/guidance, and they will resubmit to me before they
leave.

10. Accommodations/modifications for special populations: This class is co-

taught with a special education teacher. She provides the majority of the
accommodations to her caseload students individually, but I move the class
in general at a slower pace to accommodate all students. This idea of
“zooming in” on one specific element of the essay is something that helps
this special population fully understand a topic before we move on.

11. Formative/summative assessment: Because this is covering the “formative

assessment” CTP, the entire purpose of this lesson is to gauge where student
writing level is at and alter my instruction based on the writing they submit.
Students will have plentiful time and resources to understand what makes a
“strong” introductory paragraph, but submitting a fully created paragraph
will allow them to apply those skills they’ve learned while also allowing me to
identify any areas of growth on a personal and whole class level.

Winter Term 2023