Date: 8 March 2020

Teacher’s Name: Caroline Adduci

Subject: English Language Arts
Grade level:11th
Unit: Evidence
Length of lesson: 50 minutes
Central Focus: The purpose of this lesson segment is to build upon students' knowledge of
research. The students will learn how to find scholarly evidence from credible sites that will
support their argument or thesis. This lesson segment will serve as a building block for finding
credible supporting evidence in future papers and classes. Using evidence to back up a claim is
essential in all writing, specifically research papers. Students will learn how to draw evidence
from both readings in class and informational texts in order to further support their paper. This
type of research and evidence is going to be taught in a Junior class because students are
expected to use scholarly sites and find creative evidence.
Lesson Title: QulP Strategy
For lesson: 4 out of 5
Essential Question(s): What makes evidence or a source credible vs. non creditable? What type
of sources can be used to support an argument or a problem?

Learning Standard:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.

Pre-Assessment: a Do Now on the board asking students “Explain why you choose the specific
issue or problem in your community?”.

Differentiation: At the Academy of Mount Saint the class size is small so there is one student
who outwardly demonstrates a learning disability, for this student I would create a seperate
worksheet with more detailed topic questions. In order to guide her using QulP more to finding
an answer within her source. I observed two students who were reluctant learners and constantly
putting their heads down or distracting other students. I would engage these reluctant learners by
setting a goal with them privately at the beginning of class while other students are doing the Do
Now. The goal is for both students to fully complete the classwork and homework assigned. I
would do this by explaining one on one the importance of this assignment, informing the student
if they do the heavy lifting now then the paper will be much easier to do.
Academic Language Plan: In this lesson plan students will learn the reading strategy QulP to
help organize and find information in their sources to be used in a final paper.

LESSON Plan
Day 1:

Learning Objectives: Students will: Assessments:

-Use the QulP reading strategy by
completing a chart that requires analysis of
their three sources that will be used in
students future paper.
-Classwork chart worksheet (Teacher will
go around the classroom and give a check
for completion. But when students turn it in
the next class because they need it for
homework, a grade will be given)

Anticipatory Set- 5 minutes

1. Students will take out their three informational sources that will support a problem or
issue that students plan to solve in their community.
2. Students will do a share out loud. They will stand up and announce to the class in 10
seconds what their issue or problem in the community they are focusing on is.
Initial Phase- 20 minutes
3. Teacher will begin explaining what the reading strategy of QulP (Questions into
paragraphs) is to students.
4. Inform students this strategy is a building block to help begin to form body paragraphs.
The question in the chart will help them learn what pieces of information are important
and should be included within their final paper. Slide 1
5. Explain the chart the students will be using. Slide 2
6. Using a smart board, model how to use the chart with an example informational text and
topic. Slide 2
7. While using the smart board type in your example response in each box and explain why
you choose to do certain steps. For ex. “I am writing this because….”.
Middle Phase- 15 minutes
8. Independently students will do the first row based on their written scholarly source.
9. After a student has completed the first row for the first source they will raise their hand.
The teacher will come over to check if the student is doing the method correctly.
10. Once students gets a check from the teacher for doing it correctly they are to finish the
chart.
Concluding Phase- 10 minutes
11. After the chart is completed students will take out a piece of lined notebook paper and do
an Exit Slip by writing a paragraph about one of their sources using their answers from
one topic question. This paragraph is the beginning of their future body paragraph.
12. Students will write one other thing they learned from today’s class on the Exit Slip.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
Students will write a paragraph for the remaining sources using the QulP chart which will be
handed in for grading .

Materials: (items, technology, etc.)

-Smart board
-White board
-Worksheet

Resources

McLaughlin, Elaine M. “QuIP: A Writing Strategy to Improve Comprehension of Expository

Structure.” Jstor, 1987, www.jstor.org/stable/20199568?seq=3#metadata_info_tab_contents.