UTL 640E

Lee Bergen/Westlake High School

Lesson Date: Friday, April 24, 2015
Class Period/Time: 2nd Period
Enduring Understanding:

Marissa Montano
English II Pre-AP
Teach(es): #9

Writers and speakers organize what they have to say in order to clarify meaning for their audience.
Essential Questions:
Conceptual:
How do I organize the quotations from my sources?
How will the organization of my quotations clarify my overall argument?
Lesson Objective(s):
After reviewing a handout over "Distinguishing Your Own Voice from Other Sources", students
will embed quotations into their own writing to extend their thinking in their persuasive essay,
making sure at every point in their paper their audience can identify who is speaking.

Resources/Materials:
A. To Do Before the day of the lesson:
Have handout ready in Ebackpack
B. For the lesson itself:
Make sure students have iPads available and ready to use
Students will need their rough drafts and annotated bibliographies
TEKS/SEs Addressed in the lesson:

UTL 640E
Marissa Montano
Lee Bergen/Westlake High School
English II Pre-AP
Lesson Date: Friday, April 24, 2015
Teach(es): #9
Class Period/Time: 2nd Period
(21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry;
(B) organize information gathered from multiple sources to create a variety of graphics and
forms (e.g., notes, learning logs); and
(C) paraphrase, summarize, quote, and accurately cite all researched information according to a
standard format (e.g., author, title, page number).
(22) Research/Synthesizing Information. Students clarify research questions and evaluate and
synthesize collected information. Students are expected to:
(A) modify the major research question as necessary to refocus the research plan;
(B) evaluate the relevance of information to the topic and determine the reliability, validity, and
accuracy of sources (including Internet sources) by examining their authority and objectivity;
and
(C) critique the research process at each step to implement changes as the need occurs and is
identified.
Steps in Lesson:
ENGAGEMENT: 10 Minutes
Writers Notebook
Topic: What do you like the most about the drafting process? What do you like the least?

UTL 640E
Lee Bergen/Westlake High School
Lesson Date: Friday, April 24, 2015
Class Period/Time: 2nd Period
Students will pair share for 5 minutes with a neighbor.

Marissa Montano
English II Pre-AP
Teach(es): #9

STATED OBJECTIVE: 10 Minutes

Today we will continue working on our rough drafts and focusing on our citations, but first we
will look at a handout that will show us how to distinguish our own voice from other sources in
our research paper.
ACTIVE LEARNING:
Introduce: 10 Minutes
As a class we will go over the Distinguishing Your Own Voice from Other Sources handout in
Ebackpack. We will be looking at the sample templates that the handout includes:

Although X makes the best possible case for ________________, I am not persuaded.

My view, however, contrary to what X has argued, is that ___________.

Adding to Xs argument, I would point out that ___________.

According to both X and Y, ____________.

Politicians, X argues, should ___________.

Most athletes will tell you that ___________.

My own view is that what X insists is a __________ is in fact a __________.

I wholeheartedly endorse what X calls _______________.

These conclusions, which X discusses in _____________, add weight to the argument

that ____________.

I will also mention how each of the templates will help the students avoid confusion in their papers by making it clear to their audience who is saying what.
Explain: 5 Minutes
As a class we will briefly look at a sample research paper that includes quotations in the writing.
I will make the following points with my students:

UTL 640E
Marissa Montano
Lee Bergen/Westlake High School
English II Pre-AP
Lesson Date: Friday, April 24, 2015
Teach(es): #9
Class Period/Time: 2nd Period
How does the sample paper similarly follow the templates we just went over when
using quotations?
Are you, as the reader, able to distinguish the writers voice from the quotations?
Apply: 15 Minutes
Next, the students will continue working on their rough drafts of their research papers. They will
also use the new information on adding voice to quotations as they integrate their sources into
their rough drafts.
Evaluate: 5 Minutes
I will allow students to use this time to share their drafts in pairs in order to give them the opportunity to evaluate each others product.
CLOSURE: 3 Minutes
Discussion/recap of the days lesson:
Why is it important to add voice to quotations?
How can the reader be sure of who is speaking in your paper?
Modifications/Differentiation Strategies:
No modifications are necessary for this lesson.
Evaluation Strategies:
The students will be turning in their completed rough drafts to Mr. Bergen on Friday, April 24,
2015.
Notes/Recommendations for Next Time?

Students have become really comfortable with my teaching style

UTL 640E
Marissa Montano
Lee Bergen/Westlake High School
English II Pre-AP
Lesson Date: Friday, April 24, 2015
Teach(es): #9
Class Period/Time: 2nd Period
Mini rebellion occurred in the classroom but Mr. Bergen mentioned I did an excellent job of
handling it

Good transitions between sections of lessons

Good connection with the class/students