Lesson Plan Template

Date: 3/1/2020                                                            Teacher’s Name: Camryn Kidney

Subject: English                  

Grade level: 12

Learning Segment Topic: Finding and Citing Evidence for Meaning in a Text       

Length of each lesson: 60 mins

Central Focus:

During this lesson, students will learn how to annotate texts to find evidence of an
author’s argument and bias. During this unit, students will learn and practice how to
identify and analyze evidence of a narrator’s argument in informational texts. To do this,
they will annotate texts and discuss their discoveries as a class, then they will organize
these discoveries independently. The purpose of teaching such a lesson is that
understanding a text’s meaning is the fundamental essence of reading comprehension.
This skill is paramount to future exploration of texts. Additionally, in making discoveries
about authors and their arguments, students will also learn about how to discover an
author’s bias, how that bias reflects their values, and how they try to persuade the
reader to share their values. It’s crucial for students to learn how to analyze texts in this
way, as people encounter media that attempts to persuade them every day. 

Essential Question(s):
 How do you know what an author’s argument is?
 What is bias?
 How can you determine an author’s biases?
 How do authors encourage readers to subscribe to their values and
standards of morality? What strategies do they use?
Learning Standard: 

CCSS.ELA-LITERACY.RI.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.

Pre-Assessment: 

a. When students enter the classroom, they will complete an entrance ticket that
asks, “What is annotation and why is it important?”

Differentiation: 

In addition to accommodations and modifications made for each individual student

according to their IEP:

 Students with disabilities and different learning needs will have access to a
glossary definitions of higher-difficulty words and phrases that appear in the text.
 For the class’s during-reading strategy, the teacher will prompt students to
answer questions about a wide range of topics relating to the text. These
questions will relate to students’ respective experience relating to these topics.

 Students will be grouped together by reading level, so as to serve as scaffolds for

one another

Academic Language Plan:

 Academic Language Functions: Read, Write, Discuss, Annotate

 Academic Language Demands: Find evidence, annotate, close-read

 Vocabulary: Constitution, Suffrage, Bias, Narrator, Annotate, Cite, Evidence

 Learning Objectives: Students will: Assessments: 

 Close-read a primary Students will include the following in their

historical text. exit ticket:
 Annotate a primary historical
 Main argument
text.
 Questions
 Comments

 Anticipatory Set (hook, motivation, etc. to ENGAGE students)

Anticipation/reaction guide: (pre-reading strategy)

a. Students will discuss the following statements with a group of a few

peers. Girls get away with more than boys.
 Boys are naturally more violent than girls.
 Girls and boys are always treated equally in this school.
 Men and women have the same rights today.
 Men and women have always had the same rights.
 Everyone should be able to enjoy their human rights.
 Equality is impossible, so it’s not worth trying.
 Men and women are different, so they can’t be equal.
 Being male or female makes no difference to whether you do
well at work.
b. Ask them to Agree or Disagree with the statements and be
prepared to defend their opinions.
c. Discuss with class.

      

  
 Initial Phase (instruction – direct/indirect) 

a. After students complete the anticipation/reaction guide, the teacher will provide a
lecture on how to effectively close-read annotate texts. The teacher will use a
powerpoint as a visual aid when giving these lectures. The teacher will also
share this powerpoint with the students to make sure they have the information
available to them. The main lesson points will include:

a. identifying the location of important information;

b. expressing all main ideas;
c. tracing how the arguments or ideas develop throughout the text;
d. introducing reactions and thoughts of the reader.
e. A text’s relationship to its historical context, and how that relationship
shapes the narrator’s voice, bias, and argument This story’s relationship to
its historical context, and how that relationship shapes the narrator’s voice,
bias, and argument

Middle Phase (practice-guided/independent) 

a. Students will each receive a copy of the text “OPPOSITION TO THE

WOMEN'S RIGHTS MOVEMENT” by Anonymous
b. Students will read the text independently, taking “writing breaks” after
every 3 paragraphs to notate:

1. The main argument of the section

2. Questions students have about the text

3. Any comments they have about the text

4. This text’s relationship to its historical context, and how that

relationship shapes the narrator’s voice, bias, and argument

c. After each paragraph, the students will write down their responses to
these questions in the margins of their paper, and they will be welcome to
network off of one another to collaboratively formulate ideas during this
class discussion.
Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap
up lesson)

a. After the lesson on close-reading and annotation skills during the initial
phase, as well as their annotation practice during the middle phase,
students will hand in their annotated text at the end of class, which the
teacher will use to assess their progress and their understanding of what’s
important to annotate, and how to critically think about an article.

ANNOTATED TEXT EVALUATION CRITERIA:

2 1 0 

Follows all Follows all n/a Does not follow all

directions directions. directions.

Learning Annotations Annotations include Annotations were

Objective 1: include: one or two of the not made or do not
Annotate a following fulfill the criteria.
 Main
primary historical
argument  Main argument
text.
 Questions  Comments
 Comments  Questions

 Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).

a. During the next few lessons, the students will continue to use these
“finding information” strategies in different ways.

Materials: (items, technology, etc.)

Paper copy of “OPPOSITION TO THE WOMEN’S MOVEMENT” by anonymous (printed

by teacher)
Link: https://www.commonlit.org/en/texts/opposition-to-the-women-s-rights-movement
Glossary of terms: Also provided in link above