Lesson #2

Date: 4/28/2020 Teacher’s Name: Ms. Alexander

Subject: English Language Arts Grade level: 10th grade

Learning Segment Topic: Reading, citing authors, annotating, and explicitly responding to
texts through writing in order to Prove it!

Length of each lesson: 50 minutes

Central Focus: Students will review important vocabulary by practicing on our “vocabulary
forest” before reading, annotating, and analyzing text to understand the closer meaning
behind an argumentative text. Students will begin forming an idea of picking different sides in
an argument based on explicit text focused on one side at a time. Students will respond to
different questions and eventually form their own inferences based on various texts.

Essential Question(s): How do you decide an author's credibility? How do you form an opinion
on a side when using explicit information from the text?

Learning 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.

Pre-Assessment: Students will be able to read from a dictionary or use the internet to define
vocabulary.
Differentiation:
For ELL students: These students will be given worksheets with vocabulary in their native
language with the following translations.

For blind or visually impaired students: Students will be paired with a buddy to read aloud
to them and answer the questions with them.

Students with dyslexia: will also be given a buddy to help read aloud to them and answer the
questions with them.

For students with ADD/ADHD/students who learn kinesthetically: Students will be placed to
work at a standing desk area so they will have a better opportunity to focus standing without
having feet movement.

Academic Language Plan:

Evaluating the vocabulary in the text in order to build inferences on what it is trying to say.
Defining different vocabulary words
Assessing one's understanding by writing a reflection for 15 minutes.

LESSON Plans
Day 2:

Learning Objectives: Students Assessments:

will be able to cite strong textual
Article- Pros of students having
evidence in a written response
jobs in high school
while using reviewed vocabulary
in order to assess their
Handout 1- Vocabulary tree
understanding of an article that is
strictly one-sided
Writing break- 10-15 minutes of
writing

Discussion- Post-reading
discussion

Exit Ticket

Vocabulary:
Extracurricular: (of an activity at a school or college) pursued in addition to the normal
course of study.
Overcommit: oblige (oneself or others) to do more than one is capable.
Adept: very skilled or proficient at something.
Fair Labor Act: a federal law that establishes minimum wage.
Aptitude: a natural ability to do something.

Procedure:
Anticipatory Set: 5 mins
Do now: What are the three things we learned in yesterday's article? Use at least two
vocabulary words in your response.
Initial Phase:
1. Students will be given vocabulary words and they will work in groups of 3 to complete
the vocabulary forest worksheet.
2. Students will write the main/ root word at the bottom of the tree.
3. Students will then write the characteristics of the word on the branches.
 4. Students will be asked to respond to vocabulary definitions on their own in their
notebooks.
5. The teacher will then reinstate the definitions for students to record in their notes.

Middle Phase:

1. Give students article handout: Professional Students: Benefits and Risks of Working
While in High School By Caitrin Blake
2. Inform students that when they’re reading they should be putting different marks next
to their work:
a. ✔️(for what they understand)
b. ? (for what they’re confused about)
c. ☐(for what they want more information on)
d. ★(for what they think is important)
3. Ask students if they found something they’re confused about and what they think is
important using their annotations.
4. Writing break: Students will take a 10-15 minute writing break where they will go off
of the following questions using textual evidence:
a. Do you think this author is credible?
b. What were you thinking when reading this/how do you feel?
c. What information stands out as important?
5. We will then have a class discussion using our responses, it will not be collected, this
is for personal understanding.
6. Students will cite an article on a given worksheet.

Concluding Phase:
1. I will ask the students for any clarifying questions they may have
2. I will assign the homework
3. To reiterate the content, students will answer the essential question on their exit
ticket.
Follow up: Students will write two short paragraphs (5-7 sentences) on the article that was
read.
a. One paragraph on the summary
b. One paragraph on students opinion in the article
i. All students must be using evidence from the text

Materials: Article, worksheet.

Name:____________________________________________
15 minutes of writing answering the following questions using textual evidence:
1. Do you think this author is credible?
2. What were you thinking when reading this/how do you feel?
3. What information stands out as important?

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Name:____________________________________________ Date:______________
Exit ticket:
How do you decide an author's credibility?
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How do you form an opinion on a side when using explicit information from the text?
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