ER Grades 6-12 ELA Lesson Plan
Teacher: Grade/Course: _8 ELA_ Date: Unit Three Days One through Three _
Unit Title: Whose Side Are You On?Argument Reading
/ Corresponding Unit Task:
Unit Three Task One
Evaluation Standard(s) and Elements(s):
IId – Teachers adapt their teaching for the benefit of students with special needs.
IVa – Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
IVc – Teachers use a variety of instructional methods.
21st Century Content Area(s):
Communication Skills – explaining a concept to others
Teamwork – working on a team
Common Core State Standards:
Power Standard
RI.8.8. - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Supporting
RI.8.1, RI.8.2, RI.8.4, RI.8.5, SL.8.1 A-D, SL.8.3
Unit EQ(s)/ “I Can” Statements: / · What impact does being able to synthesize, analyze, and evaluate informational texts have on a person’s understanding of a complex topic?
· How do writers use examples and evidence effectively to convince a reading of their claim?
· How are arguments effectively developed?
Day One:
I can correctly identify central theme and argument in a text.
I can use the “Question the Text” strategy to help my reading comprehension of nonfiction text.
Day Two:
I can explain and identify claims, reasons, evidence, counter-argument and response to the counter in a nonfiction text.
I can teach others how to use a reading strategy to interpret nonfiction text.
Day Three:
I can synthesize a variety of information from nonfiction text to create a central theme and argument from a text.
I can prove that an argument is fully established and supported in a text through textual evidence.
Essential Vocabulary / Argument, Claims, Textual evidence, Counterargument, Delineate, Evaluate, Evidence, Conclusion, Validity, Relevant
Materials/Resources / Texts
Article, “Woman Warrior” springboard p. 44
Resources
Argument Organizer
Assorted colored highlighters
Jigsaw summarizing materials springboard pp. 42-43
Parking space for reflections
Word Attack Strategies – Holt Elements of Literature pages 32, 192, 264, 297, 467, 728, and 878
“Learning Focus: Supporting Your Ideas”, SpringBoard Level 3 page 139
Activating Strategy/ DOK Thinking and Investigating Strategy / Day One: Students should create a Circle Map for the term Argument in which they list all the things they know about this term.
Day Two: Students will create a list of directions for other students to follow when using the reading strategy called “Question the Text”.
Day Three: Students will critique the work they have completed thus far on their article analysis. Students should construct a list of things they should still locate in their article to properly cite evidence to support their themes/arguments.
Common Core Anchor Standards Addressed:
X Reading
X Writing
X Language
X Speaking & Listening / Instructional Plan Modeled(ME):
Teacher will use the article “Quake in Indonesia” from Readworks.org (see attachment below) to model for students how to “Question the Text”, as well as locate central theme. Teacher will explicitly teach argument, claims, reasons, evidence, counter-argument and response to the counter. Teacher will also model how to highlight and locate each of these things in a non-fiction text using the “Quake in Indonesia” article. / Language Instruction:
Teacher will explicitly teach unit vocabulary before beginning unit.
Students should keep a vocabulary notebook as they are working through their texts. They should show evidence of using contextual redefinition to define unfamiliar terms in their readings. (5 – 10 words per student)
Minute-by-minute Assessment:
Oral Questioning of Students –
How would we cite evidence to support our central theme?
Assess how each of the parts of an argument work together to create the argument as a whole.
How could we synthesize the parts of an argument to create a central theme for a text?
Shared (WE):
· Students will read various articles dependent upon grouping. Green groups will use the article “Woman Warrior” Springboard p. 44. Yellow groups will use the article “An Everyday Hero” Springboard p. 48. Red groups will use the article “A Child in Hiding” from Readworks.org (see attachment below). Each student will read his or her article twice. First using the jigsaw method, students will read, summarize, share and take notes to better understand the content of the article. Students will use “Question the Text” strategy as they read to help direct note taking.
· As they read their sections in their expert groups, students will discuss the meaning of new or confusing words or concepts encountered to ensure that all have a common understanding.
· Once they have the notes from the entire article, groups will work to identify the central theme of the piece and analyze how this was developed throughout the text.
Minute-by-minute Assessment:
Teacher will work with red group on reading and jigsaw strategy, in addition to reading strategy. During this time, teacher will also move about the classroom to question students about work and problems/concerns.
Guided Practice (FEW)/Independent (You):
· Next, students will reread the article with a partner for the purpose of identifying the argument and evaluating the components of the argument presented as well as how specific sentences and paragraphs contributed to the argument.
· As students read they will highlight the major components of the argument using a different color for each category including: claims, reasons, evidence, counter-argument and response to the counter. Additionally, students will complete a thinking map to further delineate the claims, reasons, evidence, counter-argument and conclusions.
THINKING MAP: Students should use a tree map to delineate their notes/highlighting from the text into an organized method of delineating claims, reasons, evidence, counter-argument and conclusions.
· Pairs will square to collaborate with others to refine their notes and draw conclusions about the effectiveness of the argument. Students will share and discuss their Tree Maps with their peer groups.
Closing/Summarizing Strategy / Students will do a quick write to answer the question: Which reason is best supported in your article? Why?
Differentiation Strategies / Extension / Intervention / Language Development
Leveled Text.
Students will be provided DOK Level 3 and 4 words. Students should create a self-extension activity using examples of DOK level 3 and 4 activities and words. This will help students own their learning. Options could include creating a text analysis, developing an argument based on the text; connect the text to another text with which they are familiar.
Use this group of students to move about the room to help assist other students with their articles and assignments. They should be able to locate central theme and argument as well as textual evidence. / Leveled Text.
Teacher will work directly with this group in reading strategy work and jigsaw.
Teacher will provide different colored highlighters for highlighting activity.
Teacher will provide explicit, written directions for each part of the assignment.
Teacher will provide guiding questions to assist students in their work to cite evidence.
Students will be expected to locate central theme and argument, with moderate evidence to support ideas. Teacher focus will be theme and argument location. / Leveled Text.
Teacher support in all aspects of the reading.
Students will focus on key vocabulary in reading selection provided by the teacher to define and interpret before reading the text.
Depending on level of independence, students may be encouraged to read independently using a translator or to work in a small group with a peer leader or the teacher.
Students will be expected to locate central theme and argument, with moderate evidence to support ideas. Teacher focus will be theme and argument location.
Assessment(s) / Tree Maps, Article work, Extension activity
Reflection / Do students understand the concepts of central theme and argument?
Are they able to independently identify these in a text?
Are they able to teach others how to locate these?
A Child in Hiding Passage.pdf
Quake in Indonesia Passage.pdf
Enrichment Region 2012