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English 1301 Composition and Rhetoric I

Kim Drain | LSC Adjunct Certification Program | April 21, 2016

Table of Contents

Syllabus Snapshot
Student Preparation Strategy
BOPPPS Lesson Plan
Formal Assessment

Rubric

Portfolio Presentation

Reflection

PAGE 1

A quick guide to Major Ass
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ENGLISH 1301: Interview-bas
Composition and Rhetorical An
Rhetoric I Website Analy
Annotated Bib
Hello! I am Kim Drain, your Researched A
professor for this writing course.
What you can e
Class Times: • Relevant, pu
M & W, 6:00 – 7:20 p.m. • Varied expe
Creekside Center Room 139 • Emails answ
Office Hours: Mondays 5-5:45 • Feedback an
p.m. or by appointment.
[email protected] growth as a

Specific details such as due dates and grading
policies are included on my full syllabus in
D2L.

Tenacious Timberwolves

signments

Essay

sed Essay

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bliography

Argument My expectations for you:
• Actively participate in class
• Come prepared
• Respect and support your peers
• Write a lot, and revise even more
• Approach everything in this class with a

Growth Mindset

expect from me: Required
urposeful lessons Text
eriences and interactions with peers
wered in 24 hours or less
nd encouragement focused on your
a writer

Student Preparation Strategy

Explanation and Rationale
I started this assignment with an instructional video from Knowmia. Using Edpuzzle, I was
able to cut out irrelevant portions of the video and then also add my own comments and quiz
questions. These formative assessments are embedded to reinforce key ideas, hold students
accountable for reviewing the material, and encourage some prewriting for the paragraph
students will bring to the next face-to-face class. Because these online lessons are completed
as homework, class time can be devoted to writing and revising practice, which is what a
writing class should be.

Student Instructions
1) Before our next class meeting, go to

EDpuzzle: https://edpuzzle.com/assignments/571024f3c9cd91ce73ae0e3e/watch
Sign into our class and use this code to start the video quiz: wescucu.

2) Watch the video on advanced strategies for effective introductions (hooks). At
different points in the video, a quiz question will appear that you must answer
before continuing the video. You must complete this quiz before coming to the
next class. This quiz score will be applied to your Class Assignments and
Quizzes grade.

3) Applying the principles you learn in the video plus what you learned last week
about thesis statements, write an introductory paragraph for one of the topics you
uncovered during our brainstorming sessions.

4) Type this paragraph and bring it to class. Do NOT put your name on this paper.

5) Be prepared to appply your knowledge of thesis statements and hooks to
evaluating your peers’ introductions.







• https://edpuzzle.com/media/570ff2b9a1522be3735001ae

• (Note: There is a setting to prevent students from skipping the video and going straight
to the questions. I have not employed it for this portfolio, but I highly recommend using
it for students.)

BOPPPS LESSON PLAN

COURSE: English 1301 Composition and Rhetoric I
Lesson Title: Essay Introductions: Read-Around-Groups

Bridge: Focused Listing – Students will write as many words/phrases as they can think of in response to the word “Introduction.” I can use these lists to
gauge what students recall from the edpuzzle.com video, and this will also help students focus on the attributes they should be evaluating during the
Participatory Learning segment of this lesson.
Estimated time: 2 min.
Course Student Learning Outcome:

Write in a style appropriate to audience and purpose.

Learning Objectives: By the end of this lesson, students will be able to

1. evaluate the effectiveness of an essay introduction by considering how well the hook and thesis statement addresses audience and author’s purpose
(Evaluate)

2. revise their essay introduction to include an attention-grabbing hook and cogent thesis statement that appeal to a specific audience (Create)

Pre-Assessment:
Prior to class, students will go to edpuzzle.com to view an instructional video on strategies for writing introductions. Embedded in this video will be quiz
questions which hold students accountable for their learning and also serve as a prewriting for the paragraph they need to bring to this class session.

In class, review readings by asking questions:
What are some of the strategies you can use to invite a reader into your essay? (Knowledge)
How might the different strategies appeal to different audiences? (Application)
How might one of these strategies be especially well suited to a particular purpose?
What should be included in a thesis statement? (Knowledge)
Where is the thesis statement often found in an introductory paragraph? (Knowledge)

Estimated time: 5 min.
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

2 min. As students arrive, number their introduction In preparation for this lesson, students have written an Sharpie
8 min. paragraphs (they have been instructed to bring these essay introduction which includes a hook and thesis
without names). statement. A poll set up in Poll
Randomly place students into groups of three. Each Everywhere prior to class.
group will select one member to act as the Recorder. 1 student from each group
will need a phone or laptop
Explain how Read-Around-Groups work: 1. Each to access Poll Everywhere.
group will receive a stack of paragraphs which are
not their own. Each member will individually read
each paragraph (3 minutes). 2. The group will take 2
minutes to discuss the paragraphs and determine
which is the “best.” 3. The Recorder will register the
group’s “vote” by going to Poll Everywhere and
selecting the number of that paragraph.
This process will be repeated several times, with a
new stack of paragraphs each time, until all students
have read all paragraphs.

48 min. Set expectations for positive discussion of student During each round, students will individually read all three Projector, computer, online
(6 min. writing: look for the elements discussed in the out- paragraphs. As a group, they will discuss, evaluate, and stopwatch.
intervals) of-class video and reading; focus more on the things come to a consensus of which is the “best” paragraph. The Student phone or laptop.
they like than the things they don’t. Give examples of Recorder will submit the group’s vote to Poll Everywhere.
15-20 positive language (i.e. “The thesis is very clear. I know Document camera and
min. exactly where this writer stands on this issue”). PollEv.com/vitalbeach219 projector
Emphasize that everyone needs to feel safe in a
writing classroom and that disparaging language will Or text VITALBEACH219 to 22333.
not be tolerated (i.e. instead of saying “this is a
mess” say “I would like to see this organized During whole class discussion, students will assess
differently.”) strengths of each paragraph shared under the document
Set timer for 3 minutes and have students read the camera.
paragraphs at their table. Reset timer for 2 minutes
and have students discuss paragraphs and vote on
their favorite.
Rotate paragraphs at the end of each round.
Circulate among groups as they discuss, clarifying or
correcting as needed.

Consult Poll Everywhere to find top 4-5 writings.
Collect those and put each under the document
camera. Ask questions to generate discusson of what

makes these good examples of hooks and thesis
statements, as well as overall writing:
What does the purpose of this essay appear to be?
(Application) Why do you say that?
What assumptions can you make about the
audience? (Analysis) Why do you assume that?
What elements in this paragraph made you choose it
as a favorite? (Evaluate)
How might it be improved? (Evaluate)
Post-assessment: Students will submit a revised paragraph at the next class meeting.
Estimated time: (out of class)

Summary: Students will write a Minute Paper responding to the question: Reflect on the examples we just saw. What revisions will you make to your
paragraph to make it stronger? (Synthesis)
This will allow students to reflect on what revisions to their paragraph will be most effective and leave with an action plan.
Estimated time: 2 minutes

About Read-Around-Groups

This Read-Around-Group (RAG) strategy comes from writing teacher Kelly Gallagher. As
students discuss (and sometimes even argue about) what makes each piece efffective, they are
thinking critically about the characteristics and merits of good writing. The hope is that when
they see an exemplary model, they will attempt to emulate it in their own writing. In addition,
the anonymity should help students feel safer about taking some risks in their writing. Another
benefit is that if this strategy is implemented early in the semester, it may help to establish the
idea that sharing writing will be the norm in this class. I have found that when students know
their peers will see their writing—even anonymously—they are more inclined to give it their
best effort.

Poll Everywhere

Formal Assessment

Introductions Quiz – English 1301

Use the following essay introduction to answer questions 1 – 3.

While generalizations are risky, it seems pretty safe to say that most human beings are selfish. Self-
interest may be part of our nature, and probably aids the survival of our species, since self-
interested pursuits increase the likelihood of individual survival and genetic reproduction. Ironically,
however, our selfishness has caused us to abuse the natural environment upon which we depend.
We have polluted, deforested, depleted, deformed, and endangered our earth, water, and air to
such an extent that now our species’ survival is gravely threatened. In America, air pollution is one
of our most pressing environmental problems, and it is our selfish use of the automobile that poses
the greatest threat to clean air, as well as the greatest challenge to efforts to stop air pollution. Very
few of us seem willing to give up our cars, let alone use them less. We are spoiled by the individual
freedom afforded us when we can hop into our gas-guzzling vehicles and go where we want, when
we want. Somehow, we as a nation will have to wean ourselves from this addiction to the
automobile, and we can do this by designing alternative forms of transportation that serve our
selfish interests. –Writing and Reading Across the Curriculum, Behrens and Rosen

1. Identify the thesis in this introduction: (Bloom’s application)
a. “Self-interest may be part of our nature, and probably aids the survival of our species …”
b. “We have polluted, deforested, depleted, deformed, and endangered our earth, water,
and air to such an extent that now our species’ survival is gravely threatened.”
c. “…we as a nation will have to wean ourselves from this addiction to the automobile, and
we can do this by designing alternative forms of transportation …”

2. One of the assumptions the audience must hold in order to agree with the position in this essay
is that (Bloom’s application)
a. it is not good to be greedy and selfish.
b. automobiles are a major cause of air pollution.
c. individual freedom must be preserved.

3. Who is the intended audience of this essay? Use text evidence to explain your answer. (Bloom’s
analysis)

4. For the last few weeks, we have been reading essays on issues of equality and discrimination.
Imagine you are writing a persuasive column about affirmative action to appear in the campus
student newspaper. Considering your audience, write an introduction that includes a hook
appropriate to your audience and a thesis statement that clearly states your position. (Bloom’s
synthesis)

Rubric for Summary and Response

This rubric is used to evaluate a writing assigned prior to synthesizing sources into a full-fledged essay.

Although a grade is given for this assignment, the goal of the assignment is to assess how ready students
are to continue to the next stage of synthesizing sources in an essay. The rubric assesses a student’s

ability to summarize a source and evaluate the source for rhetorical strategies. The clarity of the summary
and the insight of the response also helps to assess a student’s comprehension of the source.

Criteria A (4 points) B (3 points) C (2 points) D-F (1 point)
Thesis Thesis clearly Thesis provides Thesis is vague No thesis is
states the main the main idea of or may be identified. Author
Summary idea of the the article. unclear. Author and title of
article and Author and title or title of article article are
Critique exhibits superior of article are may be missing missing.
writing ability. included in the or unclear.
Grammar and Author and title introduction. The summary is
Mechanics are seamlessly Summary is incomplete, or
integrated into Summary is superficial or the article is
introduction. complete. Most vague. More misinterpreted.
Summary is of the article’s than one main Does not meet
concise but main supporting idea is missing, 250-word
complete. The ideas are or the summary requirement.
article’s main presented. is laden with
supporting ideas There may be minor details. Response is too
are clearly one important Does not meet short or missing.
presented. idea missing, or 250-word
Avoids conversely, an requirement. Paper is laden
minor/irrelevant excess of minor with distracting
details. Meets details. Meets Response is errors.
250-word 250-word commonplace
requirement. requirement. and superficial.
Response Does not
Response is considers consider all
insightful. audience and elements. Does
Considers author’s not meet 250
audience and strategies, and word count.
author’s how well
strategies, and purpose is Paper has
critiques how achieved, but several
well author may be distracting
achieves somewhat errors.
purpose. commonplace.
Paper has only a
Paper is error few errors.
free.

ACP Showca

Kim Dra
English

April 21, 2

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2016

Table of Contents

Student Preparation Strategy (CAT/Te
BOPPPS:

Bridge (CAT)
Objectives
Pre-Assessment (Questions)
Participatory Learning (Technology/Qu
Post-Assessment
Summary (CAT)

Reflection

Technology)

uestions)

Student Preparation Strat

EDpuzzle

Customize instructional videos
Embed quiz questions

tegy (CAT/Technology)

Rationale

Interactive
Reinforces key ideas
Promotes accountability
Encourages prewriting





BOPPPS – BRIDGE (CAT)

Focused Listing

Word/phrase associations to “introd

Focus on attributes they will evaluate d
Assess recall and comprehension

)

duction”

during lesson

BOPPPS – OBJECTIVES

English 1301 Student Learning Outc
Write in a style appropriate to audie
Learning Objectives:
By the end of this lesson, students w
1) evaluate the effectiveness of an e
how well the hook and thesis statem
author’s purpose (Evaluate)
2) revise their essay introduction to
hook and cogent thesis statement th
(Create)

come:
ence and purpose.

will be able to:
essay introduction by considering
ment addresses audience and

o include an attention-grabbing
hat appeal to a specific audience

BOPPPS- PRE-ASSESSME

EDPuzzle

Questions for class discussion:

What are some of the strategies you ca
essay?

How might the different strategies app
How might one of these strategies be e

particular purpose?
What should be included in a thesis sta
Where is the thesis statement often fou

ENT (QUESTIONS)

an use to invite a reader into your
peal to different audiences?
especially well suited to a
atement?
und in an introductory paragraph?

BOPPPS- PARTICIPATOR

(TECHNOLOGY)

Kelly Gallagher’s Read-Around-Gro

1) Number papers and randomize groups o
2) 3 minutes to read; 2 minutes to discuss
3) Group uses Poll Everywhere to vote on
PollEv.com/vitalbeach219 or by texting VI
4) Rotate papers and repeat process.

RY LEARNING

oups

of 3
s and vote.
favorite. Access this poll through
ITALBEACH219 to 22333.

BOPPPS- PARTICIPATOR

(QUESTIONS)

• Kelly Gallagher’s Read-Around-Gro

• Consult Poll Everywhere to determin
• Display under document camera to a

• What does the purpose of this essay app
say that?

• What assumptions can you make about t
assume that?

• What elements in this paragraph made y

• How might it be improved? (evaluate)

RY LEARNING

oups

ne top 4-5 papers
analyze:
pear to be? (application) What makes you

the audience? (analysis) Why do you

you choose it as a favorite? (evaluate)

BOPPPS- PARTICIPATOR

Benefits of

• Critical thinking about
• Makes thinking visible
• Students attempt to em
• Anonymous = safe env
• The “peer pressure” ef
• Adaptable for other dis

RY LEARNING

characteristics of good writing
to struggling students
mulate what they see
vironment
ffect
sciplines

BOPPPS- POST-ASSESSM

Students will revise paragraph and s
next class session.

MENT

submit both the old and new at the

BOPPPS- SUMMARY (CA

Minute Paper

“Reflect on the examples seen in class.
paragraph to make it stronger? ”

Students leave with an action plan.

AT)

. What revisions will you make to your
.

Personal Reflection on M

• Among my top 3 favorites
• Connected with like-minded collea
• Built confidence
• Increased technology toolbox
• Recharged – My tank has been refi

into my students

My ACP Experience

agues
illed, and I am eager to pour more

This Teacher Has Learned a Thing or Two

A good teacher is an even better student. I firmly believe that a person can always learn
something new that is of value. As a public education teacher, I have attended many district
mandated professional development trainings where I have really had to stretch to find that
value. Not so with the LSC Adjunct Certification Program. I came away from each and every
meeting with new ideas, new connections to like-minded educators, and new energy that will
positively impact my classroom.

Colleagues sometimes call me “creative.” A creative stealer, perhaps. Because that is
what I, and other educators, do—we recognize the best ideas, we grab them, and we shape them
into what will facilitate our students’ success. I have taken much from this program: the
Teaching Lines from Roy Turner, a student self-assessment from Doris, a buddy system from
Vanessa, the infectious enthusiasm of a new teacher like Deania, McKeachie’s suggestions for
enhancing the facilitation of discussions, and even a research lesson from one of the sample
portfolios.

This program has also pushed me to expand my technology toolbox. As technology has
claimed an increasingly significant role in facilitating learning, I have wanted to try to implement
some of these new technologies “when I have the time.” Well, now was the time. Knowmia—
who knew? I did not, but I do now. It is my new go-to place for finding quality instructional
videos. Similarly, learning that Youtube videos can be filtered by starting with Youtube
Education will be a valuable timesaver during lesson planning. And Edpuzzle is a tool that a