Artifacts 1 &2 for 3.

b
ESC 761 (7-12)
Lizvian Fernandez
Lesson 1 and Lesson 2
I. Introduction: Context for Learning
A. About the School Where Your Tutees or Students are enrolled
1. In what type of school are your tutees enrolled?
Tutees are enrolled in a transfer high school. The school accepts students between the ages of 17-21. Students are not required to have
a specific number of credits or a specific number of regents to be admitted. School tries to not accept many ELL students because they
do not have an ESL teacher on staff.
2. List any special features of your school or classroom setting (e.g., push-in ESL, pull- out ESL, bilingual, self-contained, cotaught, newcomer) that will affect your teaching in this learning segment.
Within the school classes are co-taught. There is a general education teacher and a special education teacher in each classroom that has
more than 12 students with an IEP. The school has a large population of students that have an IEP and the classes cater to their needs.
A SETS class is provided at the end of the day for some students that have an IEP. A speech therapist has just recently started visiting
the school to cater to the needs of some of the ELL students.
3. Describe any district or school requirements or expectations that might affect your planning or delivery of instruction, such
as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
Within the high school teachers are to follow a pacing calendar. Teachers create the calendar in the beginning of the school year based
on the class they have been assigned to teach. The calendar must include daily aims and topics/skills that will be covered throughout
the semester. Daily lessons follow the pacing calendar order. At times lessons may be ahead a day or behind a day. Teachers may
choose to re-teach topics based on data collected from student work. Students are required to take a regents exam at the end of the
semester.
B. About your tutees or students class
1. What is the name of the class? (Include English language proficiency level of students.)

The lesson taught will be a Global History lesson. The class the tutees are in is called Global 4 Regents Review. Students in this class
have taken all NYS required Global history courses. Students in this class have also sat for the Global Regents but were unable to pass
the exam. Once students have successfully passed the course they will have to take the NYS Global History and Geography Regents
Exam. The tutees English language proficiency level is proficient.
2. What is length of the class?
Each class within the school is one semester long. Each semester is about 4-5 months.
3. What is the class schedule (e.g., 50 minutes / day, 90 minutes every other day)?
Each class period is 50 minutes long every day. Some students have a double period block, which is about 1 hour and 45 minutes long.
4. Is there any ability grouping or tracking in English as an additional language? If so, please describe how it affects your
class.
Unfortunately, there is no way to track this information. Within the school the majority of our students are students who have an IEP.
The school focuses on their grouping and tracking. The school currently only admits a specific number of ELL students because of the
high number of students with IEPs they admit.
5. Identify any textbook or instructional program you primarily use for English language instruction. If a textbook, please
provide the title, publisher, and date of publication.
No specific program is used for ELL instruction. I modify handouts and readings for ELL students using sentence starters and other
scaffolds. A book that some tutees find helpful is called Global History and Geography by Steven Goldberg and Judith Clark Du Pre.
The book condenses a lot of the information and its user friendly. It provides vocabulary, key ideas, and regents questions on the side
of each page.
Sample from book:

6. List other resources (e.g., electronic whiteboard, hands-on materials, online resources) you use for English language
instruction in this class.
-Smart board; with information needed for the lesson
- World History and Geography textbook
-Maps; specifically of China and India
-Modified Worksheets
C. About your tutees
1. Grade level(s)
Since the school in which the tutees attend is a transfer school students are not in a specific grade. On every students transcript it states
that they are in the tenth grade. Students take which ever classes they need in order to graduate. This transfer school is different from
many in NYC, they accept any student regardless of the numbers of credits they have. My tutees are all older than 19 years of age and
are under credited. The concern is not the credits; tutees attend pm school, Saturday school and complete courses online for credits.
The concern is the regents. Tutees are each missing more than 3 regents exams in order to graduate
2. English language proficiency/development level(s); types of assessments used to determine students levels.

The NYSITELL and NYSESLAT, as well as the Home Language Questionnaire and informal interviews, are used to determine ELL
status and level: Beginning, Intermediate, Advanced, Proficient. The school requires teachers to assess students performance in class
and collect that data. In the tutees Global Class one of the students was underperforming compared to their peers.
3.

Number of tutees or students ___3___// males __2____ females __1____

4.
Complete the chart below to summarize any required or needed supports, accommodations, or modifications for your tutees/
students that will affect your instruction in this learning segment. Please create a row in the chart below for (a) any Special Needs /
IEP/504 children targeted by this lesson sequence; AND (b) any other children with specified needs listed below. If you are not a fulltime teacher, consult with your cooperating or fieldwork teacher to complete the chart. The first two rows are examples. Use as many
rows as you need.
Learning Needs
Category
504: Extended time

Number of Students
in this Category
2

Supports, Modifications, and/or Pertinent IEP Goals

Underperforming
students

Student will have a word bank with their article. Sentence starters will be
provided if student needs assistance getting started in the writing process.

Gifted

Student will receive additional text to make sure she is being challenged.

Example: The two students that have a 504 will only read one article. This way
they will have enough time to read the article and understand what they are
reading.

II. Implications of Context for Instructional planning (3 pts)

Briefly describe how your tutees/students context of learning influenced your instructional planning (choice of topic, how you chose
to introduce the topic and build background on it, how you scaffold their overall learning experience, and how you chose to assess
student learning).
-Students have been learning about Imperialism in their Global class. They recently learned about the impact imperialism had on
Africa. They also learned about the early history of India and China several lessons ago. I wanted to continue building on their prior
knowledge of Imperialism and these two Asian countries by discussing the effects of Imperialisms in China and India. I decided to
have them focus on the impact of Imperialism of these two Asians countries through a reading. Since the Global Regents consist of a
lot of reading exposing them to primary sources will help them attain skills needed to complete a document based question. For a
document based question students will be asked to read different sources and answer a question based on a specific source. I decided

to have students write at the end of each lesson. On the NYS regents exam the tutees will be asked to write two essays. I want the
tutees to sit for the regents and feel comfortable and confident when it comes to writing.
III. Two-Lesson Sequence, including Final Assessment and Rubric (30 pts + 5 points for Final Assessment/ Rubric = 35 points
total)
Lesson Plan TEMPLATE
LESSON BACKGROUND: For both lesson 1 and 2
1. Number and Text of New York State ESL Standards: Select one or more from:
STD 1: Students will listen, speak, read, and write in English for information and understanding.
STD 3: Students will listen, speak, read, and write in English for critical analysis and evaluation.
STD 4: Students will listen, speak, read, and write in English for classroom and social interaction.
2. Number and Text of Common Core OR NYS Content Standards
Lesson 1 & 2
CCSS.ELA-LITERACY.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting
insight gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.W.11-12.1 Write argument to support claims in an analysis of substantive topics or text, using valid reasoning
and relevant sufficient evidence.
CCSS.ELA-LITERACY.SL9-10.1 Initiates and participates effectively in a range of collaborative discussion (one-on-one or teacher
led) with diverse partners on grades 9-10 topics, text, and issues, building on others ideas and expressing their own clearly and
persuasively.
3. CENTRAL FOCUS of Lesson Sequence (Imperialism):
The effects of Imperialism on China and India
4. Topics
Lesson #1 Topic: Analyzing primary sources to identify the negative and/or positive effects of imperialism on India & China.
They have already been introduced to the topic of imperialism in their class and have background knowledge on China and India.

Lesson #2 Topic: Students will compare and contrast the effects of imperialism on China and India using a Venn diagram. They will
use that information to complete an essay outline.
5. Content Objectives: (drawn from NYS Content Standards)
SWBAT or I can
Lesson 1
-I can identify and describe two negative and/ or positive effects of imperialism on China and India
-I can make a claim and use text-based evidence to support my claim.
Lesson 2
- I can compare and contrast the effects of Imperialism on China and India
- I can write an essay describing which country has been impacted more positively and which country has been impacted more
negatively due to Imperialism.
6. Language Objectives: (drawn from NYS ESL Standards; HOTS or four language skills reading, writing, speaking, and
listening):
SWBAT OR I can
Lesson 1
-I can read a text on India and/or China and orally describe how imperialism impacts the two countries negatively and positively.
-I can write sentences that describe how imperialism affected China and India
Lesson 2
-I can write and orally describe the different and similar impacts imperialism had on China and India.
-I can write an outline for an essay on the effects of Imperialism on China and India
7. LANGUAGE FUNCTION (HOTS) (Pick ONE: Analyze, Argue, Categorize, Compare/Contrast, Describe, Explain, Interpret,
Persuade, Predict, Question, Retell, Summarize):
First, select ONE language function (Higher Order Thinking Skills or HOTS) that is essential for engaging students in this
lesson topic.
Second, identify a specific learning task that gives ss opportunities to practice this language function. This is not a separate
activity. You are simply identifying an existing activity in your lesson and saying how it fulfills this requirement.

Lesson 1: Students will analyze sources to make a claim as to which country was impacted more negatively or positively by
imperialism using text based evidence.
Lesson 2: Students will compare and contrast the effects of Imperialism on China and India. Using their findings students will explain
in their writing which country was impacted more negatively or positively. They will make their argument based on evidence from this
lesson and previous lesson.
8. ADDITIONAL LANGUAGE DEMANDS
8A. KEY Academic VOCABULARY (For entire sequence):
Content Vocabulary: Imperialism, colony, annexed, natural resources, famine, Spheres of Influence, nationalism,
General Academic Vocabulary: describe, compare, contrast, seize, and impact.
8B. PLEASE HIGHLIGHT ONE of the following Additional Language Demands required by this lesson:
Lesson 1
Grammatical Competence
-With the support of sentence starters as needed, students will accurately use content vocabulary and phrases to describe the effects of
Imperialism on China and India.
One negative impact imperialism had on China is that it led to different Spheres of influence.
Lesson 2
Metalinguistic Competence (language learning strategies)
-Students have to come up to their own conclusion about which country was impacted more negatively or positively by imperialism.
9. LANGUAGE SUPPORTS: Describe instructional supports that you will use to help students understand and successfully
use the Language Function and Additional Language Demands (visuals, KWL charts, scaffolding, graphic organizers, sentence
frames /fill-in-the-blank, grammar journals, etc.).
Lesson 1
Activation of prior knowledge about imperialism, China, and India
T-reads out loud content vocabulary to students, accompanied by visuals on slides; students may also draw a sketch of the
picture that the word paints

 T-modeled how to complete graphic organizer based on reading (with individual copies for students)
T-models how to complete exit slip. Some will have sentence starters for their writing
Students will have a checklist to make sure they stay on task
Lesson 2
Activate prior knowledge by reviewing their findings from previous lesson
T-modeled how to fill out Venn diagram
T-answers clarifying questions
T-modeled how to complete essay outline on smart board (with individual copies for students)
Students will have a rubric to make sure they stay on task
10. DIVERSE STUDENT NEEDS What instructional supports will you provide for students with specific learning needs
(IEP/504), gifted, SIFE, long-term ELLs, etc.?
Lesson 1:
Activate prior knowledge by reviewing previously learned concept using visuals, review new vocabulary, model filling in negative &
positive effects of imperialism graphic organizer, word bank on primary source. Provide sentence started for writing assignment.
Differentiation based on reading ability: One student will read about the effects of on Imperialisms on China. One student will read
about the effects of Imperialism on India. The more advance student can read both of the documents, they will read about India and
China.
Lesson 2:
Activate prior knowledge by reviewing previously learned material using visuals, model how to complete Venn diagram, and answer
clarifying questions. I will provide an essay outline as well as model how to fill out essay outline. Students will have a rubric to make
sure they stay on task.
LESSON SCRIPT and ASSESSMENT #2
Below, describe what you plan that teacher and ss will do and say in sufficient detail that a substitute teacher could follow it. This is
called a lesson script. In general, lessons follow this model: I do, we do, you do. Integrate formal and informal assessments
throughout the lesson, alongside the script.
Procedures/ Lesson Script

Review/Assessment of Content / Language as Lesson

proceeds
1. (Starter activity) Turn-and-Talk: If a stranger came into your home and =>T listens to pairs sharing to ensure that all students are
said they are now going to be the owner of your home what would you do engaged.

and why? Each student writes down answer, then shares orally with
partner.
2. T and Ss review lesson objectives and the concept from the previous
lessons. Pictures on imperialism will be shown on the smart board along
with pictures of the maps of China and India. Students will explain what
the pictures represent.
3. T will go over new vocabulary with each student, which is located in a
word bank attached to each of the text they must read. The vocabulary
along with pictures will be displayed on the smart board.
4. T will handout chart and readings. Student will receive a specific source
based on their reading ability. Student with 504 will read about the effects
of on Imperialisms on China. Other student with 504 will read about the
effects of Imperialism on India. The gifted student will read the source on
India and China. Each student will receive a chart and a source they have
to read individually.
5. T explains what students must do. They will have to read the source
assigned to them and based on what they have read fill out their charts.
6. T will model how to fill out chart.
7. Ss will read their sources independently and complete chart based on
readings. Students will have a word bank attached to sheet to explain
unknown vocabulary.

=>T listens to the use of oral language and vocabulary. T

explains concepts that are unclear

=>T listens for questions and clarifies any

misunderstandings.

.
=>T listens and answers any clarifying questions.
=>T listens and checks for S understanding of task. T will
listen and answers any clarifying questions about task.
=>T observes students filling in chart based on reading;
assists as needed.

8. Ss will share out what they wrote in their charts out loud with one
=>T and ss go back over objectives to see if they have
another. Conversations allow students to reevaluate their own work and
been met.
pushes students ask and answer questions from one another. T writes their
response on smartboard, allowing students to write down information in
their chart that they may not have.
Formal Assessment: T answers any clarifying question

9. Students will answer questions that are located in the back of their
graphic organizers as their exit slip. They must use evidence from their
completed charts/text to support their answer. As they answer questions
they will complete checklist to ensure they have everything they are
required to have in their wring. Teacher will go over criteria and grading
rubric.
Exit Slip
- Which country was impacted more positively by Imperialism? Use 2
pieces evidence from the text and your chart to support your claim.
-Which country was impacted more negatively by Imperialism? Use 2
pieces evidence from the text and your chart to support your claim.
Students who need it will receive sentence starters:
___ (Countries Name) ___ has been impacted ______________ by
Imperialism. One reason I say they were impacted ___________ is
because _______________________ as seen in _________________.

ss may have about assessment, criteria or rubric. T

assesses exit slip responses. Making sure checklist for
answering exit slip was completed. T notes individual
students need for additional language support.
T revises subsequent lesson plan, if necessary.

MATERIALS that I need to have ready:

Vocabulary and Visuals from previous lessons for building

background knowledge.

Text based on reading levels

Graphic organizer

Blank chart/ sentence starters

Checklist for filling chart, Criteria/Rubric for answering exit slip

Vocabulary Resource
Academic
Vocabulary
Explain

Meaning
To make plain or understandable; to give reasons for or causes of; to show the logical development or

Compare
Contrast
Seize
Impact

relationships of.
How two things are the same
How two things are different
To take quickly or by force
Have a strong effect on someone or something.

Vocabulary Worksheets displayed on smart board along with pictures

Vocabulary in
Meaning
Picture
Reading
Imperialism
When a strong country takes
over a weak country

Colony
famine

a country under the political

control of another country
Very limited food

nationalism

Pride in ones nation

natural
resources

Anything not made by a

human. Natural to the earth

Spheres of
Influence

Areas in a country where

another country has control

Document A:
British Imperialism in India
In the early 1700s. The Mughal Empire of India fell into decline. By the middle of the century, the British East Indian
Company was becoming the most important power in India. It held huge amounts of land almost all of India. British law forced India
to supply raw materials such as tea, indigo (a dye), coffee, and cotton. India became even more important when the East Indian
Company built rail lines that linked growing regions in the interior with orts on the coast.
British rule caused problems as well. Many economic benefits flowed out of India to Britain. India industry died out because of
British laws. Many farmers and villages lost their ability to feed themselves because they were made to grow cash crops. Many people
died when famines struck. British racist attitudes damaged India culture.
India enjoyed some gains from British rule. Its rail system was the third largest in the world and helped make the economy
more modern. The British made other improvements, too. They built telephone and telegraph lines, dams, bridges, and canals. They
also improved sanitation and public health and built schools. More and more Indians learned to read than ever before.
Document B:
Imperialism in China
The main reason for British imperialism in China in the nineteenth century was economic. There was a high demand for
Chinas natural resources like tea, silk and porcelain in the British market. However, Britain did not have sufficient (enough) silver to
trade with the Emperor of China. British wanted to trade their goods for Chinese goods. The Chinese still considered their nation to be
better than the rest of the world, and saw the goods the Europeans brought to trade as worthless.

To solve this trade imbalance Britain imported opium, processed from poppy plants grown in the Crown Colony of India, into
China. Chinese officials attempted to ban the importation of the highly addictive opium, but failed. Increase of opium in China
between 1790 and 1832 brought about a generation of addicts and social problems. The British soon started a war on China called the
Opium Wars. Better British military technology allowed them to beat the Chinese and forced them to sign unequal treaties.
The treaties forced China to pay Britain the money they spent fighting the Chinese, open several ports to British trade, and
gave Britain complete control of Hong Kong. Eventually several European nations did the same, forcing China to sign unequal
treaties. Eventually western nations, established spheres of influence within China which guaranteed specific trading privileges to
each nation within its respective sphere. Soon hundreds of Chinese were killed for rebelling against foreign control. Some argue that
Imperialism allowed China to get new ideas. Some argue that China received new technology, new religion, and an introduction to
democracy due to imperialism. Unfortunately, it seems that the negative effects of imperialism outnumber the positive.
Graphic Organizer
Directions: As you read fill out the chart with the correct information. Be for you start please pay attention to the smart board so I can
show you exactly what I mean.
Imperialism in China
Negative effects of Imperialism on China
Positive effects of Imperialism on China

Imperialism in India
Negative effects of Imperialism

Positive effects of Imperialism

Once you are done filling the chart out you will share your answers with classmates. Please fill out the part of the chart you do not
have filled out. For example; if you filled your chart out on information about China fill out the part about India based on you
classmates information.
Rubric for Writing assignment: I will be using the same checklist they used to assess their writing. By having the same checklist
expectations and criteria are the same for both the teacher and student.
What you need to have in your
Points awarded: Max points 10
How many point
Feedback
writing
did you earn?
Claim: Tell the reader exactly
1: Clear claim; reader knows exactly which country
which country was impacted more
negatively by Imperialism
you are arguing was impacted negatively by Imperialism

Evidence #1: Tell the reader why

you believe that country was
impacted more negatively using
evidence from documents

State where you got your evidence

from, let the reader know if you got
it from document 1 or document 2

0: You did not let the reader know which country was impacted negatively by
imperialism.
1: I used an example/information from
the reading to explain why the country was impacted
more negatively by imperialism.
0: I used an example/information that was not found in the reading to explain
why the country was impacted more negatively by imperialism.
1: I specifically told the reader the name of the source
where I got my information from.
0: I did not specifically tell the reader the name of the source where I got my

Evidence #2: Tell the reader a

different reason why you believe
that country was impacted more
negatively

State where you got your evidence

from, let the reader know if you got
it from document 1 or document 2

Claim: Tell the reader exactly

which country was impacted more
positively by Imperialism

Evidence #1: Tell the reader why

you believe that country was
impacted more negatively using
evidence from documents

State where you got your evidence

from, let the reader know if you got
it from document 1 or document 2

information from
1: I used an example/information from the reading to explain
why the country was impacted more negatively by
Imperialism, which is different from the first example I used.
0: I used an example/information that was not found in the reading to explain
why the country was impacted more negatively by imperialism or I used a similar
example to the first example I used.
1: I specifically told the reader the name of the source
where I got my information from.
0: I did not specifically tell the reader the name of the source where I got my
information from
1: Clear claim; reader knows exactly which country
you are arguing was impacted positively by
Imperialsim
0: You did not let the reader know which country was impacted positively by
imperialsim.
1: I used an example/infromation from
the reading to explain why the country was impacted
more positively by imperialism.
0: I used an example/information that was not found in the reading to explain
why the country was impacted more positively by imperialism.
1: I specifically told the reader the name of the source
where I got my information from.

Evidence #2: Tell the reader a

different reason why you believe
that country was impacted more
negatively

State where you got your evidence

from, let the reader know if you got
it from document 1 or document 2

0: I did not specifically tell the reader the name of the source where I got my
information from
1: I used an example/information from the reading to explain
why the country was impacted more positively by imperialism, which is different
from the first example I used.
0: I used an example/information that was not found in the reading to explain
why the country was impacted more positively by imperialism or I used a similar
example to the first example I used.
1: I specifically told the reader the name of the source
where I got my information from.
0: I did not specifically tell the reader the name of the source where I got my
information from

Procedures/ Lesson Script # 2

1. (Starter activity) Turn-and-Talk: Write day and discuss one specific
example of how imperialism impacted Idea

Review/Assessment of Content / Language as Lesson

proceeds
=>T listens to pairs sharing to ensure that all students are
engaged.

2. T and Ss review objectives and the Concept from the previous

lessons. T and Ss will go over new objectives.

=>T listens to the use of oral language and vocabulary. T

answer any clarifying questions

3. T will handout back students work from previous lesson which has
feedback. T explains that they will use those handouts to complete
todays activity.

=>T listens for questions on feedback and provides further

explanation if necessary.

4. T will handout blank Venn diagrams.

5. T will have the same Venn diagram projected on smart board. T will =>T listens and checks for S understanding of task. T will

use Venn diagram that is projected to model how to properly fill it out. listen then answers any clarifying questions about task.
7. Ss will complete Venn diagram independently

=>T observes students filling out chart based on their

graphic organizers; assists as needed

8. Ss will share out what they wrote in their Venn diagrams out loud
with one another. Allowing conversations to occur and students can
answer one anothers questions. T writes their response on smartboard,
.
allowing students to write down information in their Venn diagram
they may not have.
8. T introduces students to new task, writing a thematic essay.
9. T will explain what the essay task is asking them to specifically do.
10. Students will begin to work on Thematic essay outline using
information from their graphic organizers and Venn diagrams. Teacher
will model how to fill out outline. T will explain how the outline
allows them to earn the maximum amount of points possible based on
NYS Global history regents grading rubric.
- Which country was impacted more positively by Imperialism? Use 2
pieces evidence from the text and your chart to support your claim.
-Which country was impacted more negatively by Imperialism? Use 2
pieces evidence from the text and your chart to support your claim.
Students who need it will receive sentence starters:
___ (Countries Name) ___ has been impacted ______________ by
Imperialism. One reason I say they were impacted ___________ is
because _______________________ as seen in _________________.
MATERIALS that I need to have ready:

Vocabulary and visuals from previous lessons for building

background knowledge.

Graded graphic organizer from previous lesson

Venn diagram

Essay outline

.
=>T listens and checks for S understanding of task. T will
listen then answers any clarifying questions about task

Formal Assessment: T answers any clarifying question Ss

may have about assessment, criteria or rubric. T observes
students filling out essay outline. T will assists Ss
individually as needed. T assesses essay outline. T notes
individual students need for additional language or content
support.
T revises subsequent lesson plan, if necessary.

Rubric

Compare and Contrast Imperialism in China and India

Directions:
Using charts and writing from our last tutoring session fill out a Venn diagram. On the India half of the circle tell me how India was
affected by Imperialism. On the China half tell me how China was impacted by Imperialism. In the middle tell me similar ways
imperialism impacted both countries.

Thematic Essay
Theme: Imperialism
Historical Context:

Task:

Thematic Essay Grading Rubric

Score of 5:
Thoroughly develops all aspects of the task evenly and in depth
Is more analytical than descriptive (analyzes, evaluates, and/or creates* information)
Richly supports the theme with many relevant facts, examples, and details
Demonstrates logical & clear plan of organization; includes an introduction & conclusion that are beyond a restatement of the theme
Score of 4:
Develops all aspects of the task but may do so somewhat unevenly
Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information)
Supports the theme with relevant facts, examples, and details
Demonstrates logical & clear plan of organization; includes an introduction & conclusion that are beyond a restatement of the theme
Score of 3:
Develops all aspects of the task with little depth or develops most aspects of the task in some depth
Is more descriptive than analytical (applies, may analyze, and/or evaluate information)
Includes some relevant facts, examples, and details; may include some minor inaccuracies
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme
Score of 2:
Minimally develops all aspects of the task or develops some aspects of the task in some depth
Is primarily descriptive; may include faulty, weak, or isolated application or analysis
Includes few relevant facts, examples, and details; may include some inaccuracies
Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is
being addressed; may lack an intro duction and/or a conclusion
Score of 1:
Minimally develops some aspects of the task -Is descriptive; may lack understanding, application, or analysis
Includes few relevant facts, examples, or details; may include inaccuracies
May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed;
may lack an introduction and/or a conclusion
Score of 0: Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the
theme, task, or suggestions as copied from the test booklet; OR is illegible; OR is a blank paper

Thematic Essay Outline

An outline provides structure when writing an essay. Everything you need to write your introduction is given to you. Use your
thematic essay handout to write your introduction in the space below. Please follow the steps modeled during lesson. The steps are
provided on this sheet as well.
Introduction: Use what they give you to write your essay. Use historical context and task to complete your introduction
First Sentence: Put historical context into your own words
Second Sentence: Answer first task briefly (first bullet point in task box)
Third Sentence: Answer second task briefly (second bullet point in task box)
Fourth Sentence: Answer third task briefly (third bullet point in task box)
Fifth Sentence: Write your thesis statement (One sentence that tells reader exactly what your essay is going to be about

Body Paragraph #1: Dedicated this paragraph to first task (first bullet point in task box)
First Sentence: Topic Sentence (sentence that tells reader exactly what the paragraph is about) You can use your Introduction
for help
Second-fourth sentences: Use details to support topic sentence (use the information from graphic organizer)
Fifth Sentence: Transition sentence (Connects this paragraph to the following paragraph. Lets the reader know what the next
paragraph is going to be about)

Body Paragraph #2: Dedicated this paragraph to second task (second bullet point in task box)
First Sentence: Topic Sentence (sentence that tells reader exactly what the paragraph is about) You can use your Introduction
for help
Second-fourth sentences: Use details to support topic sentence (use the information from graphic organizer)
Fifth Sentence: Transition sentence (Connects this paragraph to the following paragraph. Lets the reader know what the next
paragraph is going to be about)

Body Paragraph #3: Dedicate this paragraph to third task (third bullet point in task box
First Sentence: Topic Sentence (sentence that tells reader exactly what the paragraph is about) You can use your Introduction
for help
Second-fourth sentences: Use details to support topic sentence (use the information from outline)
Fifth Sentence: Sums up what the paragraph is about
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Conclusion:
First sentence: Stress the importance of the thesis statement (Restate your original thesis)
Second Sentence-fourth sentence: Give 3 reasons that show reader you proved your thesis
Fifth Sentence: Make a connection about what you write to the world today
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Extra tips for writing conclusion:

Give the essay a sense of completeness

Leave a final impression on the reader
Don't simply repeat things that were in your paper. They have read it. Show them how the points you made along with the
support and examples you used were not random but fit together.