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Lesson Plan Template

Date: 2/23/2020 Teacher’s Name: Ms. Jenn Bueti

Subject: ELA Grade level: 11/12th grade
Learning Segment Topic: Reading a Source … Length of each lesson: 45 minutes

Central Focus:
In this lesson, students will identify strategies to read sources for their research paper.
The teacher will model a key of symbols that students will use every time they try to
comprehend a source. Students will gain an understanding in pre-reading strategies to analyze
possible sources and interpret different texts within the contexts of a research paper. This class is
to build on the overall lesson segments of developing a research topic; for any intended topic,
students will need research to back up their claims, which is the goal of this lesson. Students will
recognize key terms and tools used for source-reading comprehension.
Essential Question(s):
- How does a student realize if they are comprehending a source for their paper?
- Why is it important to have sources within a paper?
- How important is the analysis of a secondary source in a research paper?

Learning Standard: WHST 11-12.1a: Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.

Pre-Assessment: Entrance Ticket- Students will fill out an entrance ticket as they walk into class
to answer the question “Compare and contrast primary and secondary sources. What are some
ways you analyze sources?”
Differentiation: The example source that the teacher gives out to students for analysis can vary
based on reading level. When students break up into groups to work on the assignment, the
students with similar reading levels will be put together with the same article but still will have
the same key to use when reading through the text. Needs work
Academic Language Plan: This lesson addresses topics concerning skills of analysis and the
prior knowledge of primary and secondary sources. Needs development

LESSON Plans
Day 1: Reading a Source for Comprehension

Learning Objectives: Students will: Assessments:

- Compare and contrast between primary - entrance ticket to establish prior

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and secondary sources. knowledge in this topic.

- Interpret sources to collect evidence
towards their possible research question.
- Make connections with the important
information in an article that can be used
in a paper.
- worksheets for students to write down
connections they are making to the
reading that will be collected as a
homework assignment the next day.

Procedure: Include an estimate of how much time you will allot for each phase below. Include all steps
in the plan. Number the steps in the plan.
Anticipatory Set 5 mins.
ENGAGE
Provide students with a basic map that illustrates their understanding of using a key, which will
connect to later in the lesson. Include the link to the map here – or an illustration of the map
Look for specific things on the map using the key provided.
Initial Phase 20 mins.
EXPLORE- Direct Instruction
1.difference between primary and secondary sources Slide 1
2. papers should be mostly secondary sources that you make connections to” Slide 2.
3. importance of comprehending the reading and being able to make connections to the text as they are
reading it. “If you do not understand what you are reading, how will you be able to use it as evidence in
your paper?” Slide 3 (The students take notes during the explanations.)
4. introduce a chart used to help code a text while reading. seven strategies, - SLIDE 4
5. model WITH A TEXT – SLIDE 5
6. sample article for the class to complete coding annotations together. WHAT IS THE ARTICLE?
NEEDS TO BE IN YOUR MATERIALS
7. create annotations for the class to copy down. explain the connections they could make to
possible research topics that pertain to the example article, to get students thinking about their
own topics.
The teacher will use an article on the importance of recycling as a model article that they will give the
students to follow along. Must include article

Middle Phase 15 mins.

EXPLAIN- Guided Practice
8. The students will be broken up into groups of 3-4 to help each other find pieces from the article
about a high school issue that the students can already connect to, to bridge a gap. (In this lesson
they will read a NYTimes article on the #MeToo movement in high schools INCLUDE
ARTICLE).
9. write symbols next to quotes that stand out to them.

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10. give the students a worksheet LESSON 1 – Coding Text Worksheet

11. Complete worksheet with partner – submit for review
Concluding Phase 5 mins.
exit ticket with an empty table that students need to fill in with the correct symbols and the use of
every symbol.
Follow up:
HW: Students will find an article that pertains to their working research topic and fill out their
own “text coding” annotations to bring in for next class.
Materials:
Articles used for reading comprehension/coding:
https://www.conserve-energy-future.com/importance_of_recycling.php
https://www.nytimes.com/2020/02/20/education/learning/metoo-students-high-school.html
PowerPoint presentation:
Coding Worksheet

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