Lesson #3

Date: 4/29/2020 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 “branch” out to learning new vocabulary words using our word
tree. Students will read, annotate, and analyze text to understand the closer meaning behind
an argumentative text. Students will respond to different questions and eventually form their
own inferences based on various texts.

Essential Question(s): How do you break down the text to conclude what the author wants
you to understand? What technique is this author using to explicitly teach you about this
subject? How do you prove your argument?

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: Going over specific vocabulary words with students to make sure they have
an understanding of what important words mean. Showing students an idea of the titles and
giving them pre-reading materials to spark their ideas.
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 will have the ability to record their
writing break by voice recording for 10 minutes.

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 3:

Learning Objectives: Students Assessments:

will be able to cite strong textual
Article- Cons 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

Mind map

Homework survey

Exit ticket

Vocabulary:
Overburden: Loading someone with too many things to carry physically and mentally
Legislation: Laws that are considered collectively.
High-risk: Involving or exposed to a high level of danger.
Fatigue: extreme tiredness resulting from mental or physical exertion or illness.
Prevalence: The fact of commonness.

Procedure:
Anticipatory Set: 2 minutes
Do now: If your school had a class where you can learn career skills, would you take it? Why or
why not?
Initial Phase: 10 minutes
1. Students will be given vocabulary words and they will work in groups of 3 to complete
vocabulary tree
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: 30 minutes
Article: Working more than 20 hours a week is a bad idea for teens by NCL Staff
1. 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)
2. Ask students if they found something they’re confused about and what they think is
important.
3. Have students cite an article on citation worksheet.
4. Writing break:
5. Students will take a 10-minute writing break in their notes where they will go off of
the following questions using explicit ideas from what the text is trying to tell you.
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?
d. Which source do you agree with more: Yesterdays or today?
6. Mind map: We will be creating a class mind-map with “high school jobs” in the middle.
a. Using the information we already have we will create branches that discuss
the pros and cons of having a job in high school.
b. Students must record this chart in their notebook to receive points. I will be
doing a notebook check.
Concluding Phase: 8 minutes
1. I will ask the students for any clarifying questions they may have
2. I will assign the homework
3. I will ask students different questions about today's lesson on the exit ticket.
Follow up:
Students will be explained the entry ticket the day before. Students will have to get data
from 8 people (5 students and 3 adults). This will be on a worksheet. They will ask the
questions:
1. If they had a job in high school
2. If they think students should work in high school
3. If they think working affects the students’ overall performance.

Materials: Article, Worksheets.

Mind Map Example:

Mind Map

Cons

Pros
Interviewer:_________________________________________________
Use this worksheet to interview five students and three adults. Use this worksheet for reference,
answer in your notebook.

Interviewee (person you are interviewing):__________________________________

1. If they had a job in high school
a. If so, what was the job and did they enjoy having it?
b. If not, why did they not?
______________________________________________________________________________
______________________________________________________________________________
2. If they think students should work in high school
a. Why or why not?
______________________________________________________________________________
______________________________________________________________________________
3. If they think working affects the students overall performance.
a. Why or why not?
______________________________________________________________________________
______________________________________________________________________________
Name:______________________________________________

Exit Ticket:

How do you break down text to conclude what the author wants you to understand?
______________________________________________________________________________
______________________________________________________________________________

What technique is this author using to explicitly teach you about this subject?
______________________________________________________________________________
______________________________________________________________________________

Cite the article from today's class:

______________________________________________________________________________
______________________________________________________________________________

What is your spirit animal?

______________________________________________________________________________
______________________________________________________________________________