Instructional Planning Think Board Tool

Guidance Documents for Instructional Coaches

Focus Standard(s)/Element(s): # of Days:

RI 9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences 5-6
drawn from the text.

Supporting Standard(s):

W9-10.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.

What is the intent of the focus standard(s)/element(s)?

Students must be able to cite strong and thorough textual evidence to support an analysis of what the text states explicitly (actually states). In
order to master this skill, students must cite textual evidence (word for word) in order to support inferences drawn (made) from the information
in the text.

Study the standard(s), element(s) or learning objective. Identify the concepts and skills students will need to know,
understand, and be able to do to reach proficiency.

Concepts Skills
(what students need to know and understand as related to the standard) (what students should be able to do
as related to the standard)

Know Understand Do
(facts, people, places, background information, (generalizations, concepts, principles, ideas that (skills of the discipline, activities, performances, products,
vocabulary, etc.) transfer across situations, etc.) demonstrations, etc.)

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Students will know

Students should understand now to analyze a Students must be able to identify inferences based on what
background/content of text/ text. Students should understand how inferences the text says explicitly, and they should know the difference.
unfamiliar Vocabulary are made. Students should understand the art Students should be able to cite strong textual evidence when
behind citing strong textual evidence. responding to a prompt.

Strategies for teaching the standard(s): (vocabulary strategies (Practice 2) and instructional strategies)

● Annotate the PBO

● Read and think Aloud
● Teach and require appropriate organizational strategies to support textual annotations and analysis
● Implement a note-taking system, such as Cornell notes
● Require students to provide textual evidence for all claims and inferences, whether for a writing product or in discussion

Materials/Resources:

● “The New Direction” by Maya Angelou (These are icebreaker pieces for the first week of school.)
● “The Journey” by Mary Oliver (These are icebreaker pieces for the first week of school.)
● “Abraham Lincoln and the Self Made Myth”
● “The Power of Failure”

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Guiding Questions:

1. Define cite/citation.
2. Define strong.
3. Define thorough.
4. Define textual evidence.
5. Define support.
6. What is an analysis?
7. Define explicit.
8. Cite strong and thorough textual evidence in order to support analysis of what the text says explicitly.
9. Define prior knowledge.
10. Define experience.
11. What is an inference?
12. What does it mean to draw an inference?
13. Cite textual evidence to draw an inference. Be sure to combine factual information from the text with your prior knowledge and/or
experience to draw (make) the inference.

Assessment:

9th Grade Lit. RI 9-10.1 Assessment in School City

Unit: 1 Lesson Progression #: 1

PBO(s): (for this progression)

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SWBAT cite strong and thorough textual evidence IOT support an analysis of what the text says explicitly.

SWBAT cite strong and thorough textual evidence IOT support inferences drawn from the text.

Day 1: Learning Target(s): The goal for today’s lesson is… Success Criteria: Observable evidence of
progress toward mastery of the learning target
Students will complete a pre-assessment on the related standard. Teacher will use data to
drive further instruction. Goal: for all students to complete the
pre-assessment in its entirety

Vocabulary Focus (for today’s lesson): Text/Resources (for today’s lesson): Guiding Question(s) (for today’s lesson):

N/A N/A
Pre-Assessment
School City

Instructional Delivery and Strategies (Practice 3 and Practice 4): Assessment: (Formative Instructional Practices)
For example: thumbs up/down, Ticket In/Out the Door….

You Do Alone: Pre-Assessment

Pre-Assessment

Day 2: Learning Target(s) The goal for today’s lesson is… Success Criteria Observable evidence of
progress toward mastery of the learning target
For today’s lesson, we will get students familiar with the vocabulary of the standard.
Students will also be introduced to the text. Students will demonstrate understanding

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of terms by completing an EdPuzzle

SWBAT cite strong and thorough textual evidence IOT support an analysis of what the text says following the vocabulary activity.
explicitly.

Vocabulary Focus (for today’s lesson): Text/Resources (for today’s lesson): Guiding Question(s) ((for today’s lesson):

● Analysis – the act of breaking into smaller 1. Define cite/citation.

components for the purpose of study or ● “New Direction by Maya Angelou 2. Define strong.
examination 3. Define thorough.
4. Define textual evidence.
● Citation – a reference from a text brought 5. Define support.
forward as a support (more useful when it 6. What is an analysis?
includes the line number, page number, 7. Define explicit.
paragraph number, and/or author –
especially when reading more than one
text on the same topic or theme)

● Detail – a particular fact or piece of

information about something or someone

● Experience – personal contact with a fact

or event or an observation of a fact or
event

● Explicitly – clearly stated

● Strong – able to perform a specified action

well and powerfully

● Support – to hold up; reinforce

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● Textual Evidence – facts or information

used as support for whether a belief or
proposition is true or valid

● Thorough – written with great care and

completeness

Instructional Delivery and Strategies (Practice 3 and Practice 4): Assessment:(Formative Instructional Practices)
For example: thumbs up/down, Ticket In/Out the Door….

I Do- Teacher will annotate PBO.

Ticket out the Door (Writing)
I Do- Teacher will facilitate the following after a vocabulary lesson on the terms of the PBO:
● YouTube video as supplement
● EdPuzzle

We Do: Teacher will model, followed by assisting students to complete Citing Textual
Evidence Worksheet

Day 3: Learning Target(s) The goal for today’s lesson is… Success Criteria Observable evidence of
progress toward mastery of the learning target
Today’s goal will be reading and analyzing “New Direction” for Maya Angelou
Students will demonstrate their
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SWBAT cite strong and thorough textual evidence IOT support an analysis of what the text says understanding of the analysis of “New
explicitly. Direction” by their responses to Read
Aloud Think Aloud strategy and guided
questions.

Vocabulary Focus (for today’s lesson): Text/Resources (for today’s lesson): Guiding Question(s) (for today’s lesson):

● Analysis – the act of breaking into smaller

components for the purpose of study or 1. What is your analysis of the text/
● “New Direction” Maya Angelou
examination portion of the text?
2. How can you support your analysis with
● Citation – a reference from a text brought strong explicit textual evidence?
forward as a support (more useful when it 3. What is strong?
includes the line number, page number, 4. What is explicit?
paragraph number, and/or author – 5. What is an analysis?
especially when reading more than one
text on the same topic or theme)

● Detail – a particular fact or piece of

information about something or someone

● Experience – personal contact with a fact

or event or an observation of a fact or
event

● Explicitly – clearly stated

● Strong – able to perform a specified action

well and powerfully

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● Support – to hold up; reinforce

● Textual Evidence – facts or information

used as support for whether a belief or
proposition is true or valid

● Thorough – written with great care and

completeness

Instructional Delivery and Strategies (Practice 3 and Practice 4): Assessment: (Formative Instructional Practices)
For example: thumbs up/down, Ticket In/Out the Door….

I Do:

● Teacher will model completing the graphic organizer from the pacing guide. Ticket out the Door (Writing)
Teacher will use the read aloud think aloud strategy to facilitate conversation with
students while modeling completion of the graphic organizer using the text.

Day 4: Learning Target(s) The goal for today’s lesson is… Success Criteria Observable evidence of
progress toward mastery of the learning target
Today, students will work in pairs to complete the graphic organizer on “Abraham Lincoln and the Self Made
Myth” Students should now be able to answer guided
questions without hesitation.

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SWBAT cite strong and thorough textual evidence IOT support an analysis of what the text says
explicitly.

Vocabulary Focus (for today’s lesson): Text/Resources (for today’s lesson): Guiding Question(s) (for today’s lesson):

● Analysis – the act of breaking into smaller
components for the purpose of study or
examination
● Citation – a reference from a text brought
forward as a support (more useful when it
includes the line number, page number,
paragraph number, and/or author –
especially when reading more than one
text on the same topic or theme)
“Abraham Lincoln and the Self Made Myth”
1. What is your analysis of the text/
portion of the text?
2. How can you support your analysis with
strong explicit textual evidence?
3. What is strong?
4. What is explicit?
5. What is an analysis?

● Detail – a particular fact or piece of

information about something or someone

● Experience – personal contact with a fact

or event or an observation of a fact or
event

● Explicitly – clearly stated

● Strong – able to perform a specified action

well and powerfully

● Support – to hold up; reinforce

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● Textual Evidence – facts or information

used as support for whether a belief or
proposition is true or valid

● Thorough – written with great care and

completeness

Instructional Delivery and Strategies (Practice 3 and Practice 4): Assessment:(Formative Instructional Practices)
For example: thumbs up/down, Ticket In/Out the Door….

Bellringer: Students will view a picture of Abraham Lincoln. Students will complete a 5
minute Quickwrite on what they know about the photo. Ticket out the Door (Writing)

I Do: Teacher will demonstrate the read aloud and think aloud strategy for the text.

You Do In Pairs: Students will work in pairs to complete the graphic organizer that was
modeled yesterday.

I Do: Teacher will float, monitor, and assist while giving feedback.

Day 5: Learning Target(s) The goal for today’s lesson is… Success Criteria Observable evidence of
progress toward mastery of the learning target
Today’s goal is to access student’s mastery of the current PBO so far.
Students will complete a graphic organizer
correctly with a different text alone.
SWBAT cite strong and thorough textual evidence IOT support an analysis of what the text says
explicitly.

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Vocabulary Focus (for today’s lesson): Text/Resources (for today’s lesson): Guiding Question(s) (for today’s lesson):

● Analysis – the act of breaking into smaller

components for the purpose of study or
examination
● Citation – a reference from a text brought
forward as a support (more useful when it
includes the line number, page number,
paragraph number, and/or author –
especially when reading more than one
text on the same topic or theme)
● “The Power of Failure” 1. What is your analysis of the text/
portion of the text?
2. How can you support your analysis with
strong explicit textual evidence?
3. What is strong?
4. What is explicit?
5. What is an analysis?

● Detail – a particular fact or piece of

information about something or someone

● Experience – personal contact with a fact

or event or an observation of a fact or
event

● Explicitly – clearly stated

● Strong – able to perform a specified action

well and powerfully

● Support – to hold up; reinforce

● Textual Evidence – facts or information

used as support for whether a belief or
proposition is true or valid

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● Thorough – written with great care and

completeness

Instructional Delivery and Strategies (Practice 3 and Practice 4): Assessment:(Formative Instructional Practices)
For example: thumbs up/down, Ticket In/Out the Door….

You Do Alone: Students will read and analyze “The Power of Failure”. Students will make an
effort to complete the graphic organizer alone.
Formative Assessment (Complete Graphic
Teacher will not assist in real-time, but will gather next steps from data of the You Do Alone Organizer)
assignment.

Differentiation

Small Groups:

For purposes of the first week, students will be grouped randomly prior to gathering data. After gathering data and lexiles, students will
be groups based on bands.

Remediation: Acceleration:

Teacher will use different strategies such as manipulatives, Students who have shown mastery will have a choice board of 4
gallery walk, and more flexible grouping to reinforce missed activities that they can choose from to complete for extra credit. The
learning targets. activities will allow them to continue to demonstrate their mastery on

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the same PBO.

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