UNLV/Department of Teaching & Learning

Secondary Lesson Plan

1.State Standard(s):
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.

2.Teaching Model(s): Indirect?

3.Objective(s):By the end of the lesson, SWBAT Identify what is and isn’t plagiarism as well as
will be able to write a successful paper, about the Classism, Sexism and Racism in Born a Crime
by Trevor Noah, without plagiarizing any of his work.

4. Materials and technology:

Students will need, Pen/Pencil, Highlighter, Computer/Chromebook (provided by the school at

the beginning of the year to all high school students), Springboard books

Lemov Technique: The technique I will Implement will be “stretching it” which allows for me
to ask questions to students and lead them in the right direction.

5.Instructional Procedures: Students will understand the importance of Logos in an argument

B. Developmental Activities or Learning Experiences:

1.

00:00-00:020 Bell Ringer: Students will review graphs on pages 411, 412 and 417 if time
permits. We will go over the Reading Graphics Section on page 410 first. We will then go about
Answering the following questions:
● What do the different colors in each of the graphs represent?
● In 2012-2013, how did the typical family pay for college? ( Graph on Pg.417)
● What is being compared in these graphs? Why did the author choose to use graphs (in
other words: what are they useful for)?
● What claim can you make from analyzing the data in the graph?

00:20-00:30 Warm-up: Students and I will talk about the background of the story, going over the
key points highlighted in the Springboard book:
 ● Unpacking the learning targets (underline the verb and circle the noun/ nominal phrase)
● Go over the learning strategies (if important at the time)
● I will read the “preview” and “as you read” sections
● Read the “About the Author” section asking the following questions
1. Why is he credible?
2. What is the “Atlantic?” (If needed to help them with the first question)
3. What are his credentials (if needed to lead them from the first question)

00:30-00:45

Students will have the audio book play of Even With Debt, College Still Pays Off By Gillian B.
White, stopping every now and then to ask questions.
● Keeping in mind, “What is the purpose of going to college?”
● Have the students Highlight stats and uses of Ethos, Logos, and Pathos. Marking them
along the way as what they believe it is.
4.

00:45-00:60 : Students will further analyze the importance of this piece as it relates to society
today.
● “What is the purpose of going to college?”
● Why are the graphs important?
● What kind of Rhetorical devices are used in this (Ethos, Logos, Pathos)?
● Is college important in society? Why or Why not?
● Are there any other options besides college that you have learned about? (Gauging their
knowledge)

00:60-00:85: students will now do Questions 6, 7, 10 and 11 on pages 415-416 and talk about
them if time permits.
Extension: If more time is needed for understanding I will answer questions the next day. If
students finish early they are to do the Vocabulary activity as defined by Mrs. Torres previously.
If they need more time individually I will be available on a zoom call from 5 PM to 7 PM that
night to further assist and I will go over it the next day with individual questions.

6.Accommodations, Modifications and Differentiations for Diverse

Learners:

I will follow all IEP and code 504 modifications needed to the lesson. 
For ELL I will provide a person to help them or I will use words that they know in English to
help define the bigger words. 
Fifth period has one student who has an IEP for Emotional Disturbance (ED) for this I plan on
checking in on him frequently and having help from in school interventionists to keep him on
track and ensure he has what is needed.

7.Assessment and Evaluation of Learning:

a.Formative:questions answered in class and participation

b.Summative:Students will have an Embedded assessment within the next week which is an
essay about college that will determine their ability and their understanding of the content.

9.Reflection

College is seen as important and students often don’t see that what they do now can affect the
outcome of their life. The goal of this is to open the eyes of the students to the importance of (1)
college in a students everyday life and (2) the importance of their actions now in relation to their
future. In this lesson, I attempted to portray the importance of college to those that may not have
someone in their life that can do that for them. I believe that they understood what I was
portraying but did not engage therefore I should do better at building student engagement into
my lesson plans for next time.