Context:

Course name: Advanced Placement Literature & Composition

Grade level: 12th
Length of lesson: 80 minutes
Description of setting, students, and curriculum and any other important contextual
characteristics:
This lesson will be taught in an Advanced Placement Composition and Literature. The
class is comprised of 18 students, each of whom is seated in choice groups of five. Eleven
of the students are girls, and seven of the students are boys. The class is on the whole
racially homogenous, with only one African American student and one mixed student.
Every student in the class speaks English fluently. To my knowledge, none of these
students have IEPs.
Objectives:
SWBAT:
Cognitive (know/understand):
1. Students will understand that the most persuasive claims in analytical papers are those
which are idea-based and contentious.
Affective (feel/value) and/or Non-Cognitive:
2. Students will feel confident in their ability to develop and write an analytical paper on
a literary topic.
Performance (do):
3. Students will construct an idea-based thesis statement.
SOLs:
12.6 The student will develop expository and informational, analyses, and
persuasive/argumentative writings.
a) Generate, gather, and organize ideas for writing to address a specific audience and
purpose.
b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable
judgments, address counterclaims, and provide effective conclusions.
CCSs:
CCSS.ELALiteracy.W.1112.1
Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalid
reasoningandrelevantandsufficientevidence.
CCSS.ELALiteracy.W.1112.1.a
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguish
theclaim(s)fromalternateoropposingclaims,andcreateanorganizationthatlogically
sequencesclaim(s),counterclaims,reasons,andevidence.
Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know about by

 N/A
Formative: Students will show their progress towards by
When the class reviews the thesis statement examples and the class explains the
examples vs. non-examples, the teacher will check for understanding of the ideabased concept. If students are not on board, the teacher will redirect.
As students develop their topics and write their thesis statements, the teacher will
circulate and provide individualized feedback on topics and thesis statements.
Summative:Studentswillultimatelybeassessed(todayorinafuturelesson)onby...
Analysis essay: students will submit a final essay with an idea-based thesis statement,
topic sentences, and analysis. Students will have one opportunity to revise their first
draft based on teacher feedback. After revising based on this feedback, students will
submit their final papers to demonstrate their idea-based analytical skils.
Materials Needed:
Slides with questions
Writing assignment
BeginningRoomArrangement:

Students will arrive to class and sit in their usual choice seats in small groups.
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and
behaviors.
1. [10 min.] Quick Write
Students write about the question or idea raised from our discussion about the texts/Power
Structures and Taboos this semester that is most interesting to them.
2. [10 min.] Introduce Paper and Go Over Expectations
Introduce the paper to the students. The students read through the assignment (using a paper
copy or online copy). Walk through all the expectations and due dates. Answer student questions.
3. [10 min.] Mini-Lesson: What Makes a Good Topic?
Explain what an idea-based topic and thesis statement are by going through the characteristics
and examples on the PPT presentations. Ask students to identify which of the examples are nonexamples vs. examples. Have students share out why.
4. [15 min.] Brainstorm A Topic
Students look at their Quick Write and start brainstorming around it, trying to formulate an
argument.
5. [15 min.] Compose Thesis Statement
Students take the ideas theyve come up with and turn them into a thesis statement.
6. [10 min.] Peer Conference on Thesis Statements

Students share their thesis statements with peers and offer commentary to one another,
specifically related to whether the statements are idea-based.
7. [10 min.] Start Constructing Topic Sentences
To finish out class, students work on outlining their paper by coming up with topic sentences and
quotes to use from the text.
Attention to Individual Student Needs: (Differentiation):
Providing students with examples of thesis statements and topics help them to focus their
thinking.
Learning profiles are accessed in this lesson, since students are able to work
independently as well as with peers as they develop their topics and thesis statements.
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
Projector
Google Slides
Student laptops
Materials Appendix:
**SeeartifactsonWeebly