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Name Maribel Alvarado

Task 7a. Lesson Plan


(If you wish to adapt Item 3 in this template, please get approval from a support provider first.)
Common Core State Standard:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.

Academic Language Standard (Elementary: ELD Standards; Secondary: ELD Summary):


A. Collaborative
1. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics
3. Offering and justifying opinions, negotiating with and persuading others in
communicative exchanges
B. Interpretive
5. Listening actively to spoken English in a range of social and academic
contexts
6. Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language
C. Productive
11. Justifying own arguments and evaluating others arguments in writing

Academic Vocabulary:
Cite
Analyze
Determine
Summarize
Produce
Assess
Integrate

Academic Text Structure (AKA Text Type or Genre):


explaining or justifying interpretations of texts
evaluating o r constructing arguments about how an author tries to achieve
particular reader responses
Magazine Article
Cognitive Objective(s):
Recall previously known information
Comprehend the meaning of instructions
Use concept learned and apply it to a new situation
Analyze and compares newspaper articles
Evaluates and interprets gathered information
Composes persuasive letter

Pre-Assessment/Previous Student Performance


1. Describe the previous student performance that helped you identify the standards for this
lesson. In other words, tell how you know the students are ready for this lesson and that it is
generally neither too difficult nor too easy for them. Include specific data (scores, etc.), if
possible. (CSTP 5; Rubric 7a.1)

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.

Meeting Student Needs


2. Describe how you plan to differentiate instruction so that the lesson meets the needs of all
students. In other words, what will you do to support students for whom the lesson is too easy or
too difficult. Also how will you scaffold the lesson for English Learners (ELs) or any students
struggling with language. Include how you will accommodate any special needs students in your
class (see Task 7a instructions for information if you do not have any special needs students in
your class). Be sure to tell which students each adjustment is for. (CSTP 1. 3. 4; Rubric 7a.2)
There are several things I plan to do in order to differentiate instruction so that the lesson
meets the needs of all students. First of all students will be reading the article, Driven to
Distraction by Patricia Smith. I will have two versions of the article, one at a 1240 lexile level
and one at a 970 lexile level for those students that read at a lower level, for struggling students,
and for EL students. For students that find the lesson too difficult, for EL students, and for
struggling students I will allow students to work with partners during the close readings if
necessary. I will also guide the students when choosing their additional articles to make sure
they are using articles that are appropriate. Furthermore, for students that need the support,
such as EL students, a sample persuasive letter along with an outline for completing a
persuasive letter will be provided. For my student with special needs I will provide the 970 lexile
level article, as well as the sample letter and outline for the persuasive letter and modified
rubric. Furthermore, I will be working with him one-on-one to complete the persuasive letter after
he completes the outline.

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)

3. Givestep-by-step details about your instruction.


a. AnticipatorySet:
Teacher will ask students questions regarding safe driving practices.
Teacher will ask students what they think might happen if technology is used while
driving.
Teacher will ask students if they would like to share personal anecdotes regarding
distracted driving.
Teacher will show students video of distracted drivers:
http://upfront.scholastic.com/issues/03_13_17/driven-to-distraction/
b. Direct Instruction or Modeling (I DO):
Teacher will introduce the article Driven to Distraction and give students a copy of the
article.
Teacher will let students know they will be completing a close reading of the article (at
this time the teacher will quickly review close reading).
Teacher will hand out Vocabulary Graphic Organizer and go through the directions on
how to complete the graphic organizer.
Teacher will ask students to read the article and complete the Vocabulary Graphic
Organizer.
Teacher will have students pair share the vocabulary.

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/

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