Direct instruction

Teachers: Natalie Layman, Dr. Kelly Bragg Subject: English Language Arts 10th

Standards: 9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. 9-10.RI.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text. 9-10.W.4 Produce clear
and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade‐ specific expectations for writing types are defined in standards 1–3 above.) 9-10.W.8 Gather
relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9-
10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-
10.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 9-10.SL.1 Initiate and
participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own
clearly and persuasively.

Objectives (Explicit): Students will practice citing evidence, producing elements of an essay, and using proper
formatting when writing within a Nearpod lesson in order to prepare them for their final exam.

Evidence of Mastery (Measurable): Students will practice these writing strategies within Nearpod as an informal
assessment in class and then in a formal cumulative assessment take their written final to assess their mastery of
these topics.

Sub-objectives, SWBAT (Sequenced from basic to complex): SWBAT use technology to engage in discussion
board and quizzes. SWBAT cite textual evidence properly in MLA format. SWBAT integrate quotes into their
writing so it flows with their ideas. SWBAT format their papers in MLA. SWBAT to write a three-part thesis.
SWBAT write transition sentences.

Key vocabulary: MLA, textual evidence, three-part thesis, Materials/Technology Resources to be Used:
transitional sentences/transitional phrases, citations Nearpod, Microsoft teams, word, PowerPoint,
Purdue Owl Website

Opening (state objectives, connect to previous learning, and make relevant to real life): Students have received
prior knowledge on all the topics. It is clear, from writing assessments, that writing skills need further
development before they enter their final exam/paper. This paper will ask them to draw on most of the
information we covered during the semester to answer the unit question: How do the texts validate the idea that a
strong sense of individualism is necessary in order to have a fulfilling and meaningful life? Students must have a
solid knowledge of citations, MLA formatting, and elements of an essay in order to effectively write to a prompt
without plagiarizing. This lesson will reinforce their knowledge, prepare them for their exam, and prepare them to
move on to English 4.
Instructional Input

Teacher Will: Review informational Nearpod slides Student Will: Listen attentively and take notes
on the topic of textual evidence/citations, MLA however best suits them in order to have an
formatting, and elements of an essay. informational guide that they can use for their
final exam.

Co-Teaching Strategy/Differentiation: All students will be given a note taking template if they desire to
use it. They are given a choice of note taking strategies in order to accommodate how they learn most
 effectively.

Teacher Will: Present practice questions, quizzes, Student Will: Participate in anonymous discussion
and writing opportunities on Nearpod. When board posts and quizzes that will give them
answers are received anonymously display practice in the information we are covering in live
Guided Practice

exemplary examples for students to see what these time. Review their peer’s examples and compare
writing strategies look like in proper application. to their own responses to ensure they are properly
Correct mistakes in a teaching opportunity moment practicing these strategies making them habit
through showing common mistakes. moving towards their final.

Co-Teaching Strategy/Differentiation: Students are writing their answers anonymously. Answers do not
have to be shared to the board by my choice. Students will be given varied time limits to submit their
responses.

Teacher Will: Provide students with a template to Student Will: Use the checklist to ensure they
check that they have all their resources for their final have all of their resources accumulated for the
Independent Practice

exam. Give their final exam which will assess all of
these writing strategies and elements.
exam day. Students will write their final exam
paper and answer the prompt: How do the texts
validate the idea that a strong sense of
individualism is necessary in order to have a
fulfilling and meaningful life?

Co-Teaching Strategy/Differentiation: Checklist to ensure they are organized for the day of the final.
Extended time for the final exam.

Closing/Student Reflection/Real-life connections: Students will receive an exit ticket poll questioning if they feel
they have a better understanding of the items we reviewed that day. Their true assessment will come in the form
of their final exam and how well they apply this lesson to their paper. Students will need to understand how to
cite and format papers in many aspects of real-world office jobs or college in order to ensure their work is up to
standard and there is no room for plagiarism. Students will also answer the poll question whether or not they feel
they need more resources on some of the information covered and be appointed to website resources on the
lesson’s topics.