UH Lesson Plan Template

First and Last Name Kayla Pham

Lesson Overview

Lesson Title Introduction to Precis

Lesson Description Teaching the building blocks of rhetorical summarization.

Unit Title Rhetorical Analysis

Real world applications/ Preparing students to utilize this framework in their future
connections English classes, high school and beyond.

● EngII.5B - Write responses that demonstrate

understanding of texts, including comparing texts
within and across genres
● EngII.5C - Use text evidence and original
commentary to support an interpretive response
Content Area Standards Alignment
● EngII.5D - paraphrase and summarize texts in
ways that maintain meaning and logical order
● EngII.5F - respond using acquired content and
academic vocabulary as appropriate

Technology Standards Alignment Include all technology TEKS that your Lesson targets.

Students will utilize rhetorical precis framework and

Objectives summarize an article to show their understanding of how a
text works rhetorically.

Grade Level 10th

Estimated Time Needed for this Lesson One 90-minute class period

Resources/Materials/Tools

Precis, Adverbs, Adverbial Phrase, Essay, Letter, Article,

Claims, Argues, Asserts, Paraphrase, Prepositional Phrase,
Terms/Vocabulary
Intended Audience, Tone, Verb, Supports, Argument.
Summarize, Rhetoric

● Schoology – To access collaborative document,

instructions, and lesson
Technology resources (hardware, software, websites,
● PowerPoint – To present students with the
Technology-Enhanced Lesson Supports), and rationale for
materials for the lesson
why each is vital for instruction:
● Teams – To access instructions, lesson, and break
out rooms

Non-Technology resources and rationale for why each is

vital for instruction:

Lesson Procedures
 Step-by-Step Lesson Lesson Management Resource Management
Stage of Lesson
Sequence
Focus/ TTW: Directly teach the PowerPoint – Teacher will
As students are logging into
Anticipatory Set grammar point. present students with the
TEAMS the instructions for
the Do Now will be TSW: Take notes and Do Now instructions.
displayed on the identify adverbs that fit in
PowerPoint. It will read: the sentences. Notes – Students will need
● Adverbs is a word a sheet of paper or open a
or phrase that word document to take
modifies or notes on the Do Now.
qualifies an
adjective, verb or
other adverbs, or
even a sentence.
● Adverbial Phrases
is a group of words
that functions as
an adverb.

The teacher will provide an

example word bank filled
with adverbs for students to
utilized. The teacher will
walk through a couple of
examples together with the
students. Then students will
fill in a mad lib specifically
for adverbs and adverbial
phrases. Students will
submit their answer via
chat.

Content Input TTW: Directly teach the PowerPoint – Teacher will

The teacher will introduce
rhetorical precis and the
specific guidelines using
PowerPoint. In the
PowerPoint it will state:
● A rhetorical precis
has only four
sentences, each of
which has specific
guidelines.
introduction to rhetorical present students with lesson
precis. Check for
understanding throughout
Notes – Students will need
explanation.
a sheet of paper or open a
TSW: Take notes and word document to take
highlight the example notes
precis.

While students will take

notes over each slide. After
the teacher goes over the
specific guideline, as a
class, the teacher and
student will analyze each
sentence of a precis.
Teacher will stop to check

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 for understanding and
engage in class discussions.

Examples of precis will be

provided. There will be 2
high level examples, 1
mid-level, and 1 lower
level. For each example,
the class will highlight the
specific guidelines that are
met or not met.

● Which building
block is this
example missing?
And where should
he or she include
it?

Guided Practice TTW: guide students PowerPoint – Teacher will

Teacher will have an open
discussion over the article through the rhetorical present students with the
precis template and precis template.
“The Ugly Truth About
facilitate class work by
Beauty”.
answering questions.
Collaborative Word
● Can anyone give
Document – Students and
a brief summary of
TSW: Work in the teacher will fill out the
the article? collaborative document by template using the
● When looking at making comments for comment section.
the author’s work each fill in the blank.
what is something
“The Ugly Truth About
that caught your
Beauty” Article – Students
attention?
will identify text evidence
● What was the most to support their claims.
interesting or
uninteresting part
of the reading?

Teacher will walk students

through the steps of how to
create a rhetorical precis
using the article from the
previous class, “The Ugly
Truth About Beauty”. Using
a collaborative documents
student will have make
comments on the
document for each fill in
the blank.

● Who and what is

the title and author
of the text?

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 ● By paraphrasing or
quoting, what is
the centralized
claim the author is
making?
● What does the
author do to
support/develop
his or her claim?
● What is the
author’s purpose
for writing this
article?
● What does the
author want the
audience to do or
feel as a result of
this work?

As students write their

answers in the comment
section of Word, the
teacher will ask for
volunteers to answers the
questions above.

Independent Practice
Students will fill out their
own template of the
rhetorical precis for one of
the following articles.
Which should have been
read in the previous week.
● “I Am Very Real”
● “Who Cares if
Johnny Can’t
Read?”
● “An Open Letter to
High School
Students”
TTW: Facilitate and check
for understanding while
students create their precis.
TSW: Independently create
their precis for their specific
article using the precis
template.
Articles (“I Am Very Real”,
“Who Cares if Johnny
Can’t Read?”, & “An Open
Letter to High School
Student”) - Students will
have the option to choose
any of these articles to
write their precis.
Precis template- For
students to create their
precis.

Once students are done

with their rhetorical precis,
they will submitted via
Schoology.

Closure In the last 5-10 minutes of
class the teacher will have
students fill out a Microsoft
form with some of the
following questions:
TTW: Facilitate and provide
link for Microsoft form.
TSW: Fill out the Microsoft
form self-reflection
Microsoft Form – Teacher
will provide students link for
the form. Students will fill
out the form.

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 ● In your own words,
explain what a
precis is.
● Were there any
parts of the precis
formatting that
was confusing or
difficult? How and
Why?
● Is there any
additional
questions or
comments?

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UH Student Teaching Handbook

 Plans for Differentiated Instruction/Accommodations

● All instructions will be presented both visually and

audibly.
Special Education Students ● Teacher will provide sentence stems and multiple
examples via Schoology and paper copies (if
needed).
N/A
English Language Learners

● Students will have option to choose between

Gifted and Talented Students which article they would use.
● Teacher will provide advanced exemplars.

Other

Potential Challenges/Plan B
Rarely do lessons go exactly as planned. Think through the challenges you might face in this particular lesson (e.g.,
students not understanding, materials not working, the pace being too quick or too slow), and then propose several
“Plan B” scenarios so you can be as prepared as possible.

● Potential challenges include time management

● If this occurs, teacher will assigned closure as asynchronous work and students will continue to work on precis
#1 independently.

Assessment
● Beginning – Assessing if students can identify an adverb and adverbial phrase.
● Middle – Assessing if students understand the reading, the formatting of a rhetorical precis, and can analyze
the article.
● End – Assessing if students can construct a rhetorical precis accurately using the template.

Notes and Credits*

● Absolute Phrases & Participle PowerPoint

● The Ugly Truth About Beauty by Dave Barry
● I am Very Real by Kurt Vonnegut
● Who Cares If Johnny Can’t Read by Larissa Macfarquhar
● An Open Letter to High School Students about Reading by Patrick Sullivan

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UH Student Teaching Handbook