Lesson #5

Date: 5/1/2020 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 evaluate their learning of this week's vocabulary in a quiz.
Students will then be given a topic of pros or cons and practice reviewing their ideas in a free
write in order to prepare them for a short essay assignment in the following week.

Essential Question(s): How is text useful in proving a point? How do data and citations make
our text more convincing?

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 have reviewed vocabulary prior to the quiz. Students will have
reviewed data and cite information from the text in order to prove 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: I will read the vocabulary words out loud to the
student.

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:

Reflecting on what they have learned by responding to vocabulary on a quiz.
Reflecting on data and information they have already learned by citing information in a
writing break.

LESSON Plans
Day 5:
Learning Objectives: Students Assessments:
will be able to reflect on what
Vocabulary Quiz
they have already learned by
responding to vocabulary on a Written Conversation
quiz and reflecting on what they Writing Break
learned on a writing break.

Procedure:
Anticipatory Set: 20 minutes
1. Students will be given a quiz on vocabulary words from the week.
a. I will be grading students using a rubric.
Initial Phase: 15 minutes.
1. .Written Conversation: Today in class I will be assigning students to either agree with
students having jobs in high school or disagree.
- Students will write for 3 minutes about it and then swap with the person next
to them and respond to them in 2 minutes.
- Students will start first with “I think… because…”.
- We will swap about 6 times.
- It will be like a written conversation argument. Then we will have a class
conversation on how it went for each other students.

Middle Phase: 10 minutes

1. I will assign students a topic for their short argumentative essay that they will be
working on next week.
2. They will either be assigned to the pros or cons of having a job in high school.
3. Writing Break: Students will write non-stop for 10 minutes on their given topic.
a. They will use the information they learned in order to defend the idea, they
will create an opinion based on information, not on their own personal beliefs.
i. This will get them started in preparing for the 3-page argumentative
essay they will be writing the following week.

Concluding Phase: 5 minutes

Exit Ticket: Students will write on how they felt about this week's lesson, they will include a
drawing that represents how they’re feeling so I can socially and emotionally check on them.
Materials: Quiz, worksheets, notebooks.
Name:_____________________________________________________
Respond to each vocabulary word by using it in a sentence:
Budgeting:____________________________________________________________________
______________________________________________________________________________

Disadvantaged:________________________________________________________________
_____________________________________________________________________________

Tedious:______________________________________________________________________
_____________________________________________________________________________

Frivolous:_____________________________________________________________________
_____________________________________________________________________________

Low-
Income:_______________________________________________________________________
_________________________________________________________________________

Extracurricular:_______________________________________________________________
______________________________________________________________________________

Overcommit:__________________________________________________________________
______________________________________________________________________________

Adept:________________________________________________________________________
______________________________________________________________________________

Aptitude:_____________________________________________________________________
______________________________________________________________________________

Overburden:__________________________________________________________________
______________________________________________________________________________

High-
risk:__________________________________________________________________________
________________________________________________________________________

Fatigue:_______________________________________________________________________
______________________________________________________________________________

Prevalence:____________________________________________________________________
______________________________________________________________________________
Name:______________________________________________________

Exit Ticket:

How do you feel about this week's lesson segment? Do you feel like you entirely understood
everything we went over? Do you have any concerns or comments?

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Draw how you are feeling:

Students name:______________________________ Quiz No.__________

3 points 2 points 1 point

Spelling Student has spelt Student has spelt Student has many
everything correctly. mostly everything spelling errors with
correct with few or few or more mistakes.
less mistakes

Use of word Student has used the Student has mostly Student has attempted
words in a correct made sense of the to use the words in a
sentence. Sentences vocabulary words in a correct sentence but
make sense. sentence with a few have made a few or
or less errors more mistakes.
completing.

Grammar Student has no Student has a few or Student has many

grammatical errors. less grammatical grammatical errors
mistakes. with a few or more
mistakes.
/9 points total

What I think you did great on:_____________________________________________________

_____________________________________________________________________________

What I think you could improve on:_________________________________________________

______________________________________________________________________________