Part One: Lesson Plan

Title of the Lesson: Extended Definition

NCSCOS Standards: (Writing, Grades 11-12)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 13 above.)
7. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Central Focus: Students will use compare/contrast methods to come up with their own extended
definitions of different concepts. They will build their writing through detailed scaffolding of
how to create extended definitions. They will write, reflect on their writing, and then revise.
Daily Objective(s): Use Students will be able to as a sentence starter. Use active and visible
verbs (i.e., do not say Students will understand or remember).
SWBAT produce an organized and clear definition of the topic given
SWBAT justify their claims by using warrants
SWBAT examine and analyze situations from multiple perspectives
SWBAT write over an extended time period for the purpose of developing a definition
Language Demands:
Vocabulary: extended definition, synthesize, evaluate, claim, warrant, criterion, evidence
Syntax: claims, warrants, criterion
Discourse: building a definition, exposition of an idea, argumentation
Language Function: Analyze
Materials or technology resources:
We are using this presentation. It will be somewhat interactive as we will be adding to it and
students will complete their classwork assignment on slide #9
All of our pictures are embedded within the presentation itself.
The Smagorinsky text was our biggest informant on how we structured this lesson
Instructional Procedures: The sections in the table below are suggestions from a traditional
lesson format (The six-step lesson plan). For this activity, you can reconceptualize the titles of
the sections to best fit your learning objectives.
http://www.davis.k12.ut.us/cms/lib09/UT01001306/Centricity/Domain/7332/Extended
%20Defintion%20Essay%20Instructions%20GO%20Rubric.pdf

Section and
Anticipated Time

What the teacher is doing..

What the students are doing...

Focus/Review/Warmup
(10-15 min.)

Walking around, supporting

students and answering any
questions they might have
about the warm up

Writing warm up: In a journal,

students will start class time with:
Define: a good friend, a good
teacher
Half of class defines good teacher.
Half of class defines good friend.

Teacher
Input/Modeling
(15-20 min.)

- Prework (establish schema):

define what claim and warrants
are, why we define things and
what non examples are.
- Provide ACE method
- Provide some examples of
definitions that have been
expanded (good sportsmanship,
plagiarism)
- Give students a chance to
start grappling with new
vocabulary (Ask if they
understand/have questions.)
- Introduce plagiarism group
activity

- Students are learning how to

create extended definition with
teacher example of good
sportsmanship/work on recognizing
already created claims/warrants.
- Students will participate in
discussion at their tables and with
the class working

Guided Practice
(30)

Walk around and ask questions,

help students brainstorm.
- Help groups create an
extended definition of
plagiarism. Ask them to come
up examples from real
experience.

- Students work in their groups

(tables) and come up with examples
and non examples of plagiarism to
come up with claims and warrants
for their plagiarism extended
definition

Checking for
Understanding
(10)

Introduce next activity

Students build off
writing warm up and
use new information to
create an extended
definition of the good
teacher/good friend.

-Think-pair-share with their own

new extended definition.
Students build a new
extended definition of good
friend/good teacher.
Share with class

Closure/Independent
Practice
(5-10)

Assign extended definition

project:
News report on extended
definition

Pre organization or news report in

classroom + use it to help work on
assignment; students complete
assignment and turn in during the

next class period

Part Two: Instructional Materials

Use the space below to make copies of all instructional materials (handouts, lists of discussion
questions, slides,etc.)
Slide #1

Can one volunteer from each table read what you wrote?
Slide #2

What is love?
What is a hero?

Slide #3

Slide #4

Slide #5

Slide #6

Why do you think this is weak?

How can it be improved?
How can it be improved even more?

Slide #7

Can someone read this sentence for us?

Slide #8

So if we are talking about extending the definition of good sportsmanship, what are some
groups we can consider?

Can you think of any examples of good or bad sportsmanship that might not be highly
visible?
Remember how we went from a really weak topic sentence and kept improving it by
adding more detail?

Slide #9

Did you find that one side was easier to fill out than the other? Why/why not?

Slide #10

Slide #11

Do you have any thoughts about why we would use extended definitions?

Slide #12

What does it mean to be a terrorist? Freedom of speech?

Slide #13

Any final questions about the assignment?

Any misunderstandings?

Part Three: Assessment Materials

Include a blank copy of assessment materials (formal and informal) as well as a copy of the
rubric for your writing assignment here.

0 - Did
not
submit
Communication

1 - Below
Expectations

Did not Mumbles and

submit doesnt
pronounce;
unprepared

3 - Meets
Expectations

5 - Exceeds
Expectations

Speaks with
clarity and
precision

Speaks with clarity,

precision, and strategic
tone/confidence.

Focus

Did not It was difficult to

submit figure out the
purpose of the
newscast.

Establishes a
purpose at the
beginning, but
occasionally
wanders from that
focus.

Newscast establishes a
purpose at the
beginning and
maintains that focus
throughout! Cohesive
newscast.

Length

Did not Deviates from

submit time restraints

Content

Did not Presents an

submit Extended
definition lacking
clarity, weak
claims and weak
warrants.

Presents extended
with multiple
claims, warrants

Presents an extended
definition with clarity,
elaboration, strong
claims, and warrants

Organization of
definition

Did not Does not use the

submit ACE method, but
still provides 1
claim/1 warrant

Using the ACE

method, discuss at
least 2 claims/2
warrants

Using the ACE method,

discuss 3 or more
claims/3 or more
warrants

Meets 2-3 minute time

requirement