Linguistic Lesson Series 1

MURPHY
FLORIDA STATE UNIVERSITY
LINGUISTIC LESSON SERIES
Refining Those Skills: Improving Essay Writing
MYLE MURPHY

PURPOSE/RATIONALE:
The purpose of this one week unit plan is to better help students create, organize, and edit
writings for not only standardized essays, but for better communication. These lessons are intended for
an intensive language arts class for 10
th
graders. Students will be provided five days of samples, lectures,
cooperative and individual practices as well as homework that will teach students to formulate better
paragraph introductions, transitions and cohesion, understandable elaborations and explanations, as
well as improving sentence punctuation. Although a lengthy list of kinks to work out in a short period of
time, students will be practicing within and outside of the classroom with interesting and relevant
material.
COMMON CORE STANDARDS:
CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.2.A Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA-LITERACY.W.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.9-10.2.C Use appropriate and varied transitions to link the major sections
of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary to
manage the complexity of the topic.
CCSS.ELA-LITERACY.W.9-10.3.B Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C Use a variety of techniques to sequence events so that they
build on one another to create a coherent whole.
Linguistic Lesson Series 2
MURPHY
CCSS.ELA-LITERACY.W.9-10.3.D Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events, setting, and/or characters.


OBJECTIVES:
STUDENTS WILL BE ABLE TO:
Create interesting and relevant introductions (with hooks)
Provide smooth transitions from introduction to thesis statement
Create understandable, relevant and appropriate examples and elaborations for their writings
thesis
Analyze incorrect and correct sentence punctuation usage
Apply their understanding of punctuation by correcting incorrect punctuation
MATERIALS:
Pen, Pencil, Paper
Teacher Samples
Practice Sheets
Descriptive Words/Phrases Sheet
Practice Prompts
UNIT ACCOMMODATIONS:
Teacher will provide full explanations and answer any questions or confusions that students have
with the material through clear and elaborated instruction. Teacher will answer and assist with any help
needed. Students that need further assistance alongside their IEP forms will be provided
accommodations that include enlarged print, personal copies of directions (as well as roughly translated
versions in their L1 in the case that the ELL may need more help in the English language), provided
examples and teacher assistance.
Students that are physically impaired will not be asked to move around unless it is more
beneficial for said student to sit in a particular spot (front of classroom, by teacher, near exit, etc.).
Students that are behind reading level or may be retread will not be isolated or left out because all
students will be given the same tools and resources as well as further side assistance by teacher. Further
resources may be brought into class by teacher if it is obvious that students in this category or in overall
are struggling. Students with ADHD may need to move around the classroom to exert extra energy, this
Linguistic Lesson Series 3
MURPHY
will be allowed as long as it is not disruptive and students demonstrate that they are indeed working on
tasks.

DAY 1: Introduction Production and Transitions!
ANTICIPATORY SET:
(5-10 minutes) Students will be introduced to the topic by the teacher beginning a random speech that
has no introduction. The teacher will enter the classroom and begin reading from a text that without an
introduction would be confusing.
TICK/TOCK:
TIME TEACHER WILL STUDENT WILL
10 - 15
minutes
The teacher will discuss the importance of
introduction. The teacher will present a
PowerPoint that will show students how to
start essays and paragraphs.
Students will thoughtfully listen and take
notes on the presentation.
Students will ask any questions that they find
are unanswered with the presentation.
10-15
minutes
The teacher will monitor students and keep
students on task.
Teacher will discuss different and
interesting ways that the students chose to
introduce their paragraphs and providing
feedback on improvements and good
qualities of the introductions.
Students will practice introductions for
numerous topics, such as an introduction of a
person that would be honored at a ceremony,
or an introduction on a new technology that
is being introduced, and an introduction to an
advertisement.
Students will use the PowerPoint notes as a
reference to their introductions.
Students will share their best introductions
with the class. Peers and teacher will provide
helpful feedback.
10
minutes
Teacher will keep students on task and
provide assistance to the students that
both the students that did share their
paragraphs aloud that needed further help
as well as check on the students that did
not get the chance to speak.
Students will be given a prompt in which they
will begin their brainstorming and and rough
draft.

CLOSURE:
(5 minutes) The teacher will end the class by revisiting the importance of introductions
and what introductions do for the reader. Students will ask any remaining questions.
HOMEWORK/FOLLOW-UP:
Students will write a one paragraph introduction that includes three reasons why they
love or hate a certain show.
Linguistic Lesson Series 4
MURPHY
Students will hand write their introduction paragraph that will include 1) an interesting
introduction (hook) that will connect to the thesis in a relevant way remember those notes and
practices you did in class today! - 2) a smooth transition from the introduction to the thesis statement,
and 3) the 3 reasons for or against the particular show in question. Dont forget the hook is much
different than the hook that you learned in primary school Bazinga! is catchy, but not your caliber of
writing!
INFORMAL ASSESSMENT:
Students will be informally assessed on participation, staying on task, and practicing the
lesson in class by the teacher.
FORMAL ASSESSMENT:
Students will be formally assessed as a completion grade for the practice sheets that will
be done in class and will be formally assessed as a completion grade when they submit their homework
the following class period.
SPECIFIC ACCOMMODATIONS:
Teacher will provide full explanations and answer any questions or confusions that students have
with the material through clear and elaborated instruction. Teacher will answer and assist with any help
needed.

DAY 2: Elaborate and Explain!
ANTICIPATORY SET:
(5-10 minutes) Teacher will review the main points of the Introduction lesson. Teacher will
answer any questions about homework and previous lesson.
TICK/TOCK:
TIME TEACHER WILL STUDENT WILL
10-15
minutes
Teacher will present the PowerPoint on
providing elaboration on the points made in
the thesis statement.
Teacher will answer questions that students
may have on how to elaborate.
Students will actively listen, take notes and
ask any questions on the material.
10-15
minutes
The teacher will discuss the homework that
the students completed the night before.
The teacher will ask for students to share
their points and how they might expand on
those points.
Students will practice elaborating on their
points that they wrote down for the
homework.
Students will begin working on their points in
order to be shared using the PowerPoint
notes as a reference.
Linguistic Lesson Series 5
MURPHY

CLOSURE:
(5 minutes) Teacher will end the lesson by discussing the points that were made with
elaboration and how certain forms of elaboration affect the understanding from the reader and how the
elaborations further the points of the writer.
HOMEWORK/FOLLOW-UP:
Students will hand write a full paragraph explaining and elaborating on one reason that
they love one particular activity.
Students will formulate specific instances, anecdotes, quotes, or anything that furthers the reason.
The paragraph must include 1) what the activity is (e.g., playing basketball, modeling,
getting ready for Comic-con, rocking at Halo, or reading, etc.) and 2) one reason that they enjoy the
activity (it is energizing, fun, magical, etc.).
For instance, if the student loves drawing because it is creative, then the student must
elaborate in that one paragraph how drawing is creative there are so many colors that can be used, a
million things a person can imagine and manifest, etc. Students should keep in mind that a paragraph
does not have to be exactly four sentences long, but must explain that one particular reason in
reasonable depth.
When you love something, you love it for a lot of reasons, but pick one reason that has many examples!
INFORMAL ASSESSMENT:
Students will be informally assessed on participation, staying on task, and practicing the
lesson in class by the teacher.
FORMAL ASSESSMENT:
Students will be formally assessed as a completion grade for the practice sheets that will
be done in class and will be formally assessed as a completion grade when they submit their homework
the following class period.
SPECIFIC ACCOMMODATIONS:
Teacher will provide full explanations and answer any questions or confusions that students have
with the material through clear and elaborated instruction. Teacher will answer and assist with any help
needed.

DAY 3: Describe, Describe!
Linguistic Lesson Series 6
MURPHY
ANTICIPATORY SET:
(5-10 minutes) Teacher will introduce a reason to love something through a well developed
paragraph with great description.
TICK/TOCK:
TIME TEACHER WILL STUDENT WILL
10-12
minutes
Teacher will provide a
PowerPoint and print out of
great descriptions to better
assist students on providing
a full image of what they
want to portray.
Students will actively listen and make notes on descriptive
language as well as ask any questions that are not answered
within the PowerPoint or needs further attention.
10-15
minutes
The teacher will keep
students on task and
monitor appropriateness.
Teacher will answer any
questions as well as remind
students of the previous
lessons.
Students will practice their descriptions through class
discussion. Students will describe the reasons why they love a
certain artist or movie character. Students will present their
ideas on the spot and will be expected to add as much
description as possible.
10-15
minutes
The teacher will keep
students on task and
monitor appropriateness.
Teacher will answer any
questions as well as remind
students of the previous
lessons.
Students will then write down two three paragraphs of why
they love a certain artist or movie character. By discussing
with a peer about why they love a certain person they will be
able to think about ways to be describe the person and the
reasons.

CLOSURE:
Students will submit their paragraphs and will be reminded to think about their
descriptions and how they might improve their descriptions.
HOMEWORK/FOLLOW-UP:
Students will hand write a description of one place that they either absolutely love or
absolutely hate.
The student is given free-range on how long their descriptions can be as long as the reader can fully
imagine the place that the student is describing.
Students should keep in mind that this is a place that they feel passionately about and
therefore should include descriptions - like what the place looks like (is it dingy, is it cramped, wide open,
etc.), what feelings does the place evoke (nostalgia from when I was a small child with my grandmother,
resentment from having to share it with loud siblings, etc.), what does the place smell like (you can smell
Linguistic Lesson Series 7
MURPHY
the garlic roasting in the old iron pan), what the place sounds like (you can hear the trickle of a small
stream in the background, etc.).
Students are given creative freedom with this. Go hog wild with description!
INFORMAL ASSESSMENT:
Students will be informally assessed on participation, staying on task, and practicing the
lesson in class by the teacher.
FORMAL ASSESSMENT:
Students will be formally assessed as a completion grade for the practice sheets that will
be done in class and will be formally assessed as a completion grade when they submit their homework
the following class period.
SPECIFIC ACCOMMODATIONS:
Teacher will provide full explanations and answer any questions or confusions that students have
with the material through clear and elaborated instruction. Teacher will answer and assist with any help
needed.

DAY 4: Punctuate!?!
ANTICIPATORY SET:
(5-10 minutes) The teacher will introduce an example that is clearly afflicted with obviously
wrong punctuation. The teacher will present this material as if it is perfectly normal until students
demand that it be changed.
TICK/TOCK:
TIME TEACHER WILL STUDENT WILL
10-15
minutes
The teacher will present a PowerPoint on
the correct use of punctuation and
common mistakes seen in students
writings.
Students will take notes on PowerPoint and
will ask any questions that were not answered
or need further attention to.
Students will attentively listen to lecture.
10
minutes
The teacher will provide samples that will
not have punctuation and the teacher will
guide students into how the sentences
should be fixed.
Students will actively participate in the
discussion on what the proper punctuation
should be.
15-20
minutes
Teacher will monitor students and keep
students on task.
Teacher will explain and assist with any help
needed as well as answer any questions
that may be left.
The students will practice on their own using
a punctuation worksheet that includes an
interesting and attention grabbing text.
Linguistic Lesson Series 8
MURPHY

CLOSURE:
(5-10 minutes) Teacher will review mistakes of punctuation that were noted during
practice time and provide a quick review of how those mistakes should be corrected.
HOMEWORK/FOLLOW-UP:
Students will be provided with a Punctuation Practice Makes Perfect worksheet that is
to be done for homework.
Students will place correct punctuation and correct punctuation on the worksheet.
Attached to the homework should be the lessons notes that were created and used from the day.
Students will also have a few URLs at the bottom of their worksheet to further explain punctuation as
well as sample sentences. Extra credit will be given to those who correctly identify and change improper
uses of specific words!
INFORMAL ASSESSMENT:
Students will be informally assessed on participation, staying on task, and practicing the
lesson in class by the teacher.
FORMAL ASSESSMENT:
Students will be formally assessed as a completion grade for the practice sheets that will
be done in class and will be formally assessed as a completion grade when they submit their homework
the following class period.
SPECIFIC ACCOMMODATIONS:
Teacher will provide full explanations and answer any questions or confusions that students have
with the material through clear and elaborated instruction. Teacher will answer and assist with any help
needed. Students that appear to need extra assistance will have

DAY 5: Action Satisfaction Putting it into Practice!
ANTICIPATORY SET:
(5-10 minutes) Teacher will briefly review the past four lessons introductions, elaboration and
description of reasons, and corrective punctuation.
TICK/TOCK:
TIME TEACHER WILL STUDENT WILL
35-40 Teacher will provide students with a Students will be provided a prompt that will
Linguistic Lesson Series 9
MURPHY
minutes prompt that must be completed during the
class period. Teacher will keep students on
task and will answer any questions that
students may have.
require the student to create an introduction,
three reasons, supporting paragraphs and
correctly use punctuation.

CLOSURE:
(5 minutes) Teacher will collect work and review the material of the past four lessons to
remind students of the focus for the following class lesson.
HOMEWORK/FOLLOW-UP:
None.
INFORMAL ASSESSMENT:
Students will be informally assessed on participation and staying on task.
FORMAL ASSESSMENT:
Students will be formally assessed on their completed writing works that were created
within class. Students will be graded according to a rubric that will be provided during the writing
process.
SPECIFIC ACCOMMODATIONS:
Teacher will provide full explanations and answer any questions or confusions that students have
with the material through clear and elaborated instruction. Teacher will answer and assist with any help
needed.