The Lesson Plans
As described above the lessons will be mainly on the writing process. The students will be given opportunity to utilize prior knowledge on the subject. They will discuss the subject. Then, they will free write. Then they will re-discuss the subject and compose a first draft. All of the source materials are of the teacher's choice. I have compiled a list of articles pertaining to the privacy issue. Many of the articles are available via the Internet and EBSCO host. See annotated bibliography.
Sample Lesson 1
Introduction of FCA's
Objectives: The students will
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- show awareness of FCA's
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- be able to explain the importance of FCA's
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- be able to explain the John Collins writing method and its importance
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- utilize the John Collins method of writing to complete a simple writing task
Initiation
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Don't you hate it when you get back a paper and there are all of these red marks all over your paper? Don't you hate not being able to read the comments because they seem to be about something you have no idea about? Well, that will all change. I'm not going to circle your misspelled words anymore. I'm not going to comment on a misplaced period. I'm not even going to look at your use of "to be" verbs. Unless, of course, I cannot even read your work because it is unclear due to numerous spelling and grammatical errors.
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Today, we are going to learn about FCA's. They are Focus Correction Areas. Can anyone guess as to what that means? It means I am going to look for specific things in your essay and not worry about all those other little annoyances. For the next few weeks we are going to deal with three main FCA's. They are the following: Did the writer clearly state his/her position? Did the writer use at least 3 supporting details that originated in the source material? Did the writer have a strong introduction and strong conclusion? These are the three things I am going to look for in all of your writing when grading papers. These are the things you are going to look for in your own writing and your peers' writings.
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Can anyone tell me the reason we are going to use FCA's? Less work, we are more focused on major components, we don't have to worry about spelling and grammar, and we know what is expected and how much each is worth.
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Does anyone know what a one-foot voice is? Well, right now I am talking in a 30-foot voice because I want ____ to hear me in the back of the room. A one-foot voice is a voice that carries only one foot in front of you. When do you think we might use this voice? Editing, revising papers. Why do you think we use this voice? Keep to ourselves, hear mistakes. Why might someone read your paper in a one-foot voice? Hear mistakes, pick up things we might have missed, fresh eyes. Have you ever noticed that when you put your hands over your ears and talk things sound louder? Try it. When might this be handy? Testing time, after I finish writing during class. Believe it or not, a guy named John Collins has written many books on this subject. That is why it is referred to as the John Collins method of writing.
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Now to recap, what is a FCA? Why is it important? What is a one-foot voice? Why is it important?
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Who wants to try this out? I am going to give you a simple topic and your FCA for the day. You are then going to write about it, use your one-foot voice to revise, then use peer edit to revise again. The topic is "My Summer Vacation" and the FCA is Eye-catching Introduction. So that means what? I am looking only for an interesting introduction. You get 100 points for having an interesting introduction. You have ten minutes to complete this task.
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Time's up. Now, as a class we are going to read aloud, in our one-foot voices, the essay. This may seem really weird but when you see the results--watch out! Begin.
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The class should all begin. Encourage them to speak. You may want to start it off like a race (1, 2, 3 start!). Go around the room and say, "I can't hear you." When they are finished ask them to rate their own introduction. Is it a 100-point, WOW introduction, or a 50 point OH MY GOODNESS, I'M TOTALLY LAME beginning?
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Next, have them peer edit. Switch papers ONCE. One person reads while the other listens. Grade. Switch.
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Now, just for fun, I want you all to read your papers with your hands over your ears. I want you to experience this fully. Anyone notice anything? I noticed that I barely heard you.
Closure
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For the next few weeks we will continue our look into the dark realm of FCA's. We will exercise our vocal cords with our one-foot voice. I know a lot of you will be practicing tonight on the telephone so don't tell me you can't do it. FCA's are valuable. Anyone tell me why? Review.
Sample Lesson 2
Objectives: The students will
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- utilize prior knowledge to brainstorm on the topic of privacy;
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- utilize prior knowledge of privacy to complete a free writing exercise;
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- utilize speaking skills to communicate ideas about privacy.
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Write "Privacy" on the black board. Ask the students what images the word conjures up in their minds. Using a web design, diagram their responses. Ask them where certain things may go (i.e. headings, support). One such heading may be FAMILY, under which the idea of secrets may go.
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Next, ask the students to free write about the following question, "What does privacy mean to me?" A FCA might be to write one full page. The students are given a set amount of time (10 - 15 minutes) to write as much as they possibly can on the subject. As they write, you should sit down among them and write on the topic also. You may wish to grade this based only on amount, not content.
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Next, ask someone to volunteer to share. Be prepared for silence. Students must feel free to remain quiet. We are talking about privacy here. Then, share what you have written. This can be a formulated/fictional account but you may wish to be as honest as possible--you are in a PUBLIC school. You may end on the idea of privacy in a public school. This will help start the next phase of the process.
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Ask for the students' reactions to what you just read. Emphasize that these are your personal feelings and are not to be criticized. No one's ideas are to be criticized in this project. Their attempt at explaining the ideas may be reviewed, but never their own personal ideas. Some students might be encouraged to change their views through a study of the material.
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Next, write "Privacy in School" on the board an ask them to brainstorm on this idea. List their ideas on the board. Ask them to group ideas together. Choose the three main things that interest them and create supporting examples (minimum of three each). Now they are ready to write an essay based on prior knowledge.
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The easiest way for them to write this essay is by constructing an outline and plugging in the information. You may wish to write a sample outline on the board. Topic sentence, detail one, detail two, detail three, concluding sentence. Next paragraph deals with detail one (then three supporting details and concluding sentence. Third paragraph deals with detail two and so on.
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Sample Lesson Plan 3
Objectives: The students will
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- utilize higher order thinking skills to discuss and debate information presented in articles
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- utilize higher order thinking skills to discuss and debate the legal information given on student’s rights and privacy
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- utilize material and discussion to create an informal persuasive essay
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- utilize acquired information about FCA's to complete task
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- utilize one-foot voice to self-assess the essay
Using the list from the annotated bibliography have students look up information on the Internet or give them copies of the articles. One thing I have learned is that the Internet is not a stable place and material quoted in the paper cannot be guaranteed to be where it is stated to be. Do searches for key words before hand and maybe give the students an updated list of websites. (Good opportunity to discuss the Internet.)
First, have the students discuss the legal issues behind privacy and students’ rights. Next, allow them to discuss the opinion pieces and articles. Ask them to back up their own opinions, and opinions of others, with facts. These points might be used in the writing of the paper. Ask the students to identify out three good points in the articles. These will be used for the paper and can be plugged into their outlines. They must utilize information in the articles. Then, they are to create introductions, body paragraphs, and conclusion based on the FCA’s.
After the first draft is completed have the students utilize their one-foot voice to check for mistakes. Have them focus on the FCA’s. Afterwards, have them peer edit with the one-foot voice.
For homework have the students type a second draft.
Sample Lesson Plan 4
Objectives: The students will
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assess work based on an anchor set that exhibitions the criteria for each level (1 – 6)
Now, this is the tough part for the teacher. An anchor set must be created. What does a 1 look like? What does a 2 look like? And so forth. The students should be aiming at 3 or a 4 with a 4 and 5 (9 total) being passing for the state requirements. This is where each FCA is worth the same amount of points. Your anchor sets should reflect the scale of 100 = 6, 80 = 5, 70 = 4, 60 = 3 and F = 2 and 1. This is totally your decision.
Copies of the anchor set should be given to the students. Discuss the anchor sets. What distinguishes each? Have them assess their work based on the anchor set. Collect second draft and grade/make comments. Have the students refine their work so that it is perfect. Perfect paper goes (along with other drafts) in portfolio.
Sample Lesson Plan 5
Objective: The students will
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utilize knowledge gained throughout the unit to reflect orally and in writing upon the first writing assignment.
Initiation
Now students, the main question for today is “Was the first assignment I gave to you for the beginning of this unit an invasion of privacy? Why or why not?”
Have the students debate for ten-fifteen minutes. Remind them of what the assignment was. Ask probing questions that do not contain your own opinion. Allow the students to form their own opinions. Next, have the students free write. Then have them write a formal paper to you. Return to the John Collins method (one-foot voice). Grade based three FCA’s.