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 \n• Factual: How do you write a clear thesis?  \n• Conceptual: How can deconstructing a prompt help us better answer the question?  \n• Conceptual: How can natural disasters affect people?  \n• Conceptual: How can working together to generate ideas help our writing?  \n• Conceptual: What ways do Americans work hard to help each other when disaster strikes?  \n• Philosophical: Do citizens have an obligation to help each other when disaster strikes?  \nLesson Objective:  \nAfter discussing natural disasters, watching a video documentary about Hurricane Katrina, and deconstructing a STAAR expository prompt as a class, students will a) independently write a thesis statement in response to the prompt; b) participate ina “pass it” writing activity in groups of 4-­‐5, in which they will respond to eachother’s thesis statements by making written additions to the statement in order to give the student more ideas for their essay; and c) independently write the essay in response to the prompt in order top practice expository STAAR writing.  \nResource/Materials  \nA.“TO DO” before the day of the lesson.  \n• Print out copies of the natural disaster word searches.  \n• Print out copies of the Hurricane Katrina STAAR prompt.  \n• Prepare blank computer paper and index cards.  \n• Prepare STAAR lined paper.  \n• Prepare the Prezi.  \no  [http://prezi.com/vlwtbvnph5ty/?utm_campaign=share&utm_mediu](http://prezi.com/vlwtbvnph5ty/?utm_campaign=share&utm_mediu)[m=copy](m=copy)  \nB. For the lesson itself:  \n• Have the Prezi cued up and ready to start.  \n• Have the copies of the prompt, the word search, STAAR lined paper, index cards, computer paper, and the natural disaster word searches at the front desk ready to be passed out at the beginning of class.  \nTEKS/SEs Addressed in the Lesson  \nEnglish 1  \n(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:  \n(C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns;  \n(15) Writing/Expository and Procedural Texts. Students write expository texts to communicate ideas and information to specific audiences for specific purposes.  \nSteps in Lesson:  \nEngagement-­‐ 10 minutes  \n• Before I begin my lesson, I will divide the class into two sides, and we will play natural disasters jeopardy. I will ask students trivia questions about natural disasters, and if one side answers wrong, the next side can steal. The first team to get to 5 points will win the game.  \nStated Objective-­‐  \n• “Today we are going to start out by playing a game that will test your knowledge on natural disasters. After that, we will watch a short video about Hurricane Katrina, and then we will talk about how to make STAAR writing prompts easier for us. Then, we will do a “pass it” writing activity where we will all help each other write our essays. By the end o","cbCaiderGJDhzqWo","https://ap.wps.com/l/cbCaiderGJDhzqWo","pdf",92795,"English","# Enduring Understandings & Essential Questions\n# Lesson Objective\n# Resource/Materials\n# TEKS/SEs Addressed in the Lesson\n# Steps in Lesson\n## Engagement\n## Introduce\n## Explain","[{\"question\":\"What is the main objective of this lesson plan?\",\"answer\":\"Students write a thesis statement after deconstructing a STAAR expository prompt, participate in a group “pass it” revision activity, and then independently draft a practice STAAR expository essay.\"},{\"question\":\"How do students learn to deconstruct a prompt?\",\"answer\":\"They analyze the prompt step-by-step: read quoted text, restate the main point, paraphrase the “Think Statement,” and identify what question the prompt requires them to answer.\"},{\"question\":\"Which lesson activities support thesis development?\",\"answer\":\"Students receive a sample STAAR prompt, discuss what makes a strong thesis statement, create their own thesis, then add ideas to classmates’ theses during the group “pass it” writing activity before drafting the essay.\"}]","UTL 640E - Lesson Plan 5 - STAAR Expository Essay Practice | PDF",1790792722]