Professional Documents
Culture Documents
Academic Vocabulary:
Cite
Analyze
Determine
Summarize
Produce
Assess
Integrate
The students in the class have been working on a close readings throughout the year.
Each of our ELA units ends with a close reading regarding the genre of study for that particular
unit. As a class we have focused on poetry, informational text, novel excerpts, as well as
persuasive texts. We have been gradually moving from simple to more complex texts, giving the
students an opportunity to demonstrate vocabulary knowledge as well as the opportunity to
demonstrate the understanding of a text by providing an objective summary of the text. Students
have also been working towards being able to cite strong textual evidence in order to produce
clear and coherent writing with a purpose.
The students in the class have been able to demonstrate knowledge of the standards
over 80% of the time we have worked on close reading. About 7% of the class has
demonstrated difficulty achieving the standards. The students are familiar with the type of text
we will be working on, although they have not been introduced to a text at this level. The lesson
should be mid-range for the class, challenging some of the lower-level students as well as the
higher achievers in the class.
Planning (You may adapt this section to meet the needs of your context for learning, as
long as you demonstrate how you meet the needs of the students described in your
Context for Learning and address universal access, the Common Core State Standard,
and your cognitive objective.) (CSTP 1. 3. 4; Rubric 7a.2)
c. Guided Practice (WE DO) Be sure to include a strong questioning strategy with a few BIG
Questions so that you can respond to students answers and questions during video recording
in Task 7b.):
Discuss vocabulary as a class: have students share vocabulary and students complete
the graphic organizer at this time.
The teacher will have students complete the second reading as she reads the article with
the students (at this time the students should be marking/highlighting/annotating the
text).
The teacher will have a class discussion on the important aspects of the article using
guided questions.
The teacher will go over Fact-Checking graphic organizer directions
d. Collaborative Practice (YOU DO TOGETHER):
Students will work in partners and list new things they learned about using technology
while driving.
Students will share their facts with partner/class.
Students will work in partners to find two articles to complete the Fact-Checking
graphic organizer.
e. Independent Practice (YOU DO ALONE):
Students will complete the Questions Worksheet after the second reading.
Students will read the article for the third time and fill-in the Fact-Checking Graphic
organizer.
Students will be responsible for completing the Fact-Checking organizer from the two
articles they found earlier.
Students will complete persuasive letter.
Assessment
4. Describe how you will equitably assess all the students. After teaching the lesson, you will
need to provide student work and data about that work, such as rubric scores. Be sure to
attach the scoring rubric, you will use. As you plan your assessment, think about and explain
how you will differentiate it to meet the needs of all students. A rubric with criteria and level
descriptors is required. (CSTP 5; Rubric 7a.3)
The students will be assessed based on their responses during classroom discussions,
worksheet completion, and successful completion of a persuasive letter. All students will be
expected to respond during classroom discussions and all students will be expected to
collaborate with partners during collaborative practice (unless student is working with teacher).
Students that are using modifications are still required to complete all worksheets (responses
need not be as elaborate) and graphic organizers. Modified rubric for persuasive letter will be
used for those students that require differentiated instruction. A separate rubric will be used for
students that need remediation on the persuasive letter.
Sources
Please list the sources that you used in developing this lesson plan.
Common Core State Standards Initiative: http://www.corestandards.org
New York Times Upfront Magazine website: http://upfront.scholastic.com/issues/03_13_17/
ReadWriteThink: http://www.readwritethink.org
Scholastic: http://www.scholastic.com/home/