ED 321 MARRERO LESSON PLAN SIX SECOND OBSERVED LESSON

Rational:
The students in seventh and eighth grade have been working on short response questions to The Outsiders. From
analyzing their work, we, my co-operating teacher and I, have determined that students struggle with supporting their
opinions and ideas with textual evidence. They also forget to begin their response with a topic sentence. Some even
forget that a short response question requires more than one sentence. Reflecting on our class discussions has yielded
the same results; students struggle with short response questions. Students can state their opinion but do not provide
details to back it up. My main concern is that students are not properly analyzing and thinking about the text enough to
respond.
This lesson on constructed response will help the students in three ways. First it will insure that students are reading
the text closely in order to understand the text. Constructed response questions allow students to build on their ability to
synthesize, organize, and express and evaluate their ideas. This is something we saw that the students were struggling
with. Secondly, understanding the text, building a solid opinion based on textual evidence, will foster a great discussion
that will allow students to understand the text better. When students cannot construct their own ideas with evidence other
students will not be able to build off of those ideas or properly disagree. The students learning process is then thwarted.
Thirdly, this lesson will prepare the students for the Badger Assessment (Smarter Balance Assessment) as the
assessment is filled with constructed response questions. These questions use a rubric to score the students constructed
responses. The questions ask students to provide textual evidence, synthesize, organize, express, and evaluate their
ideas. Even mathematical questions are framed in a constructed response way. Students will need the skills they learn
today to help with the assessment and the way they think about texts.

Outcomes:

(WI Teacher Standards #1, 2)

State or district standard: CCSS.ELA-Literacy.CCRA.R.1 (Anchor Standard)

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.

Instructional objective(s): Students will be able to cite textual evidence to support their ideas in a constructive
response format in order to understand The Outsiders and prepare for the Badger Test.

Assessment:

(WI Teacher Standard #8)

Summative: Ticket Out Each student will respond to a constructive response question.
Formative: discussion, group work, participation
Look Fors: Are students properly responding to constructive response questions RACE) 1. Reading the passage
and restating the question in their answer. 2. Answering the question. 3. Citing evidence from the text. 4.
Explaining their ideas and editing their work.

Materials Needed:

(WI Teacher Standard #3)

Computer Access to show Badger Question http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

RACE Anchor Chart (Acronym from pinterest)

RACE strategy cards from Teachers Pay Teachers (found directly below this list)

Constructed Response hamburger found on pinterest (found directly below this list)

Constructed Response Sheets format from Teachers Pay Teachers (at the end of this document)

Constructed Response Ticket Out format from Teachers Pay Teachers (at the end of this document)

Total time needed:

___

60 minutes maximum
5 minutes = Introduction
20 minutes = Lesson
25 minutes = Students apply strategy
10 minutes = Ticket Out

Total time needed:

Procedures:
Procedures:

(WI Teacher Standard #7)

Introduction: Connect learning for today with previous learning. Before the break, Sis. S went over short
response answers with the students. Students taught each other what short answers need to have yet we
struggled answering them. Today I am bringing new vocabulary in, showing students what the Badger Test looks
like, and giving them time to practice answering questions.
Agenda for the Day (write this on the board)
- Lesson (on constructive response questions)
- Group Game
- Ticket Out

Steps for instruction:

1. First ask students what a short answer question is. Bring in the new terminology = constructive response.
Constructive response similar to short answer question except that it always comes with a text. You can
think of both of these kinds of questions and mini sized essays meaning you will need to respond with more
than one sentence. Sis. S talked to the students about having stamina. This is why they will need it. They will
need to read a passage and the question and then respond.
2. Discuss the Badger Assessment English Language Arts and Mathematical Tests for grades three through
eight that tests your college readiness skills. You take the test eight weeks before school is over. The
assessment includes constructed response, technology enhanced questions, and performance tasks. You
take the test on a computer. You will need to type answers. Today we are going to focus on the constructed
response portion of the assessment. Pull the examples up and show the rubrics.
3. R.A.C.E = First provide what the acronym stands for. Read and restate the question, Answer the question,
Cite Text, Explain and Edit
R = Read and restate the question (topic sentence) restate. Two ways can do this. Whats Daniels favorite
word? Daniels favorite word is swag or swag is Daniels favorite word. Whats Christinas favorite food?
Christinas favorite food is chicken. Chicken is Christinas favorite food. These examples are not constructive
response questions because you can answer it in one sentence.
(Use the first question on the Badger Test to model for students)
A = Answer the question: I think, I believe
C= Cite the Text: because, for instance, for example, the author stated, according to the text, from the
reading, I know that
E = Explain and Edit
4. Game Time Put students in groups to answer the following questions about The Outsiders
Chapter Eight: In chapter eight, why does Two-Bit respond to Johnnys mother, No wonder he hates yours
guts? Use details from the text to support your answer.
Chapter Nine: In chapter nine, how does the author use the character of Paul Holden to emphasize the
Socs verses Greasers conflict? Use details from the text to support your answer.

Chapter Nine: Johnny tells Ponyboy, Stay gold, Ponyboy. Stay Gold What does he mean by this
statement? Why does he tell Ponyboy to stay gold? Use details from the text to support your answer.

Chapter Eight Summary in bullet point form:

1. Visitors for Johnny
- Two-Bit & Ponyboy
- Johnnys mother
2. Johnnys mother
- mean spirited
- nagger
- blames boys for Johnnys condition
3. Dally
- healing well
- Tim Shepard and rumble ideas
- asks for Two-Bits blade
4. Cherry
- rumble = no weapons
- Talks about Bob which makes Ponyboy call her a traitor
- Ponboy forgivers her and reminds her of the sunset
Chapter Nine Summary in bullet point form:
1. Preparation for Rumble
- Look tuff
- Darry verses Paul
- Ponyboy wonders why people fight
- Ponyboy fights
- greasers win
2. Hospital
- Dally takes Ponyboy to the hospital
- Dally sounds crazy
- Johnny tells Ponboy to Stay Gold
- Johnny dies

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

This lesson is going to be a challenge for all students as the Badger Assessment is new. All students have
struggled with answering constructive response questions. This is why I think its best that they have peer
support and teacher support. Students will be working in groups to respond to the constructed response
questions. This will allow students who understand the information to help others. Students who struggle will
have a more expert other. There will also be time for students to work alone. During this time I will work the room
and provide help to students who may need it. I will also provide chapter summaries.

Closure: Remind students of what a constructive response question is. Remind them about the
information students will need in their answers to receive the max amount of points. Answer questions.
Handout Ticket Outs

The pages that follow are the documents I used for the game and the ticket out.
Names: _______________________
________________________
________________________ ________________________
________________________ ________________________
TEAM CONSTRUCTED RESPONSE
Chapter Eight Question: Loyalty is a central theme in the novel The Outsiders. How does chapter eight show the boys
loyalty to each other? Use details from the text to support your answer.

Answer the Question

Cite Examples

Explain

2
Restates the
question and
connects the
answer.
Provides a
sufficient number
of accurate
examples or
details.
Fully explains
how citations
support their
answer.

1
Answers the
question.

0
Does not
answer the
question.

Provides partial
examples

Does not cite

examples
from the text.

Partially
explains how
citations
support their
answer.

Does not
provide an
explanation.

Total

TOTAL

6 = 100%

5 = 83%

Teacher use:
4 = 67%
3 = 50%

2 = 33%

1 = 17 %

TEAM CONSTRUCTED RESPONSE

Chapter Nine Question: In chapter nine, how does the author use the character of Paul Holden to emphasize the Socs
verses Greasers conflict? Use details from the text to support your answer.

Answer the Question

Cite Examples

Explain

2
Restates the
question and
connects the
answer.
Provides a
sufficient number
of accurate
examples or
details.
Fully explains
how citations
support their
answer.

1
Answers the
question.

0
Does not
answer the
question.

Provides partial
examples

Does not cite

examples
from the text.

Partially
explains how
citations
support their
answer.

Does not
provide an
explanation.
TOTAL

Total

TEAM CONSTRUCTED RESPONSE

Chapter Nine Question: Johnny tells Ponyboy, Stay gold, Ponyboy. Stay Gold What does he mean by this
statement? Why does he tell Ponyboy to stay gold? Use details from the text to support your answer.

Answer the Question

Cite Examples

Explain

2
Restates the
question and
connects the
answer.
Provides a
sufficient number
of accurate
examples or
details.
Fully explains
how citations
support their
answer.

1
Answers the
question.

0
Does not
answer the
question.

Provides partial
examples

Does not cite

examples
from the text.

Partially
explains how
citations
support their
answer.

Does not
provide an
explanation.
TOTAL

Total

Name:

Number:

Date:

TICKET OUT CONSTRUCTED RESPONSE

Passage: I was crazy, you know that, kid? Crazy for wantin Johnny to stay outa trouble, for not wantin him to get hard. If
hed been like me hed never have been in this mess. If hed got smart like me hed never have run into that church. Thats
what you get for helpin people. Editorials in the paper and a lot of trouble. Youd better wise up, Pony you get tough
like me and you dont get hurt. You look out for yourself and nothin can touch you
Questions: Describe Dallys point of view on life in your own words. Use details from the text to support your answer.

Answer the Question

Cite Examples

Explain

2
Restates the
question and
connects the
answer.
Provides required
number and
appropriate
examples.
Fully explains
how citations
support their
answer.

1
Answers the
question.

0
Does not
answer the
question.

Provides partial
examples

Does not cite

examples
from the text.

Partially
explains how
citations
support their
answer.

Does not
provide an
explanation.

Total

TOTAL

Teacher Use: 6 = 100% 5 = 83%

4 = 67%

3 = 50%

2 = 33%

1 = 17 %