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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
SL.5.1.A: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

1. Use text evidence to support conclusions
2. Use text evidence to support opinions
3. Use text evidence to explore ideas under discussion

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Evidence

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do I use text evidence to support my ideas?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Introduce the Lesson Essential Question, underlining the word “evidence”.
Create a graphic organizer that has one large rectangle, surrounded by smaller squares. In the rectangle, write the title of the storybook – The Stranger (by Chris Van Allsburg). Read the story, pausing at specific points to let students discuss with a partner the story and record key pieces of evidence on sticky notes. Collect and sort sticky notes by similar group and record evidence on the squares.

Numbered Heads: 1’s use evidence to draw a conclusion about the story. 2’s may agree or disagree with 1’s conclusion, but must support their stance with evidence.
Key Vocabulary (for explicit instruction):
Examples (statistics, testimony, observations)
Non-examples (gossip, hearsay, contradiction)

Vocabulary Strategy:
Closed Word Sort for “Evidence”

Previewing (what, who, when):
Whole Group: Provide two scenarios explaining the same event, but provides different evidence. Students determine which is more credible and explain why to a partner.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

CER (Claim, Evidence, Reasoning)

Previewing (what, who, when):
Whole Group: Discuss claim. Have students generate claims based on real-life situations. Ask what is needed to make the claim more believable (evidence and reasons)? Write description and predictions in Vocabulary Notebook.

Scaffolding (what, who, when):
Struggling Students: Provide transition words and phrases for evidence and reasoning.

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Pose the question: Has the internet made life better or worse? Introduce the article, “20 Ways the Internet Has Changed Us.” The teacher will read a portion and Think Aloud a conclusion, stressing the importance of text evidence. Model highlighting evidence that supports a conclusion. Refer students to the anchor chart on how to cite evidence from a text. Partner read the remainder of the article.

Numbered Heads: 2’s use evidence to draw a conclusion about the article. 1’s may agree or disagree with 2’s conclusion, but must support their stance with evidence.

Previewing (what, who, when):

Scaffolding (what, who, when):
Provide examples of evidence that can be used to draw conclusions.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Build a Meaningful Summary: Explain why accurate text evidence is important when drawing conclusions. Use “text evidence, conclusions, and accurate” in the summary.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Using the CER organizer, the teacher will demonstrate how to use text evidence to support an opinion (claim). Students will form an opinion about whether life is better or worse because of the internet.

RAFT:
R (Role): Historian
A (Audience): 22nd century students
F (Format): Journal Entry
T (Topic): Using the CER organizer, write your opinion about whether the internet has made life better or worse? Your journal must clearly convey your opinion, use accurate text evidence, and explain how it supports your opinion.

Previewing (what, who, when):
Whole Group: Using real-world scenario cards, demonstrate using a Think Aloud how to use the transitional words and phrases for claims, evidence, and reasoning. Write description and predictions in Vocabulary Notebook.

Scaffolding (what, who, when):
Struggling Students: Choose from first two rows of the R.A.F.T. Audience and Formats are accessible for varied readiness levels. Role and Topic remained to grade-level learning expectations.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Say it in Six Summary: Students will write a six-word summary to share with a partner explaining why text evidence is critical when supporting an opinion.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Socratic Circle: Students prepare 2 questions for discussion: one that supports why the internet has made life better, and one that supports that it has made life worse. Students will ask and answer each other’s questions using text evidence to support their ideas.

Previewing (what, who, when):

Scaffolding (what, who, when):
Whole Group: Provide an example question of a question and answer.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Analogy (Choose a corner and decide as a group why your analogy is the best for understanding the importance of text evidence to discussion):

Text evidence : discussion :: ______________________
· flashlight : dark
· hammer : nail
· pencil : paper
· books : library

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

After reading the article “20 Ways the Web Has Changed Us,” gather additional text evidence to further support your claim about the impact of the internet on our lives. Write an editorial for a news organization’s online platform that states your claim, supports your opinion with text evidence, and clearly explains your reasoning.

Differentiated Assignment for Struggling Students:
Provide articles in a variety of reading levels and distribute according to students’ readiness levels.

More Challenge: Provide articles in a variety of reading levels and distribute according to students’ readiness levels.

Remediation: Students are provided two conclusions about an article. Students will highlight evidence in an article to support one of the conclusions. They will discuss their evidence and why it is important for the conclusion with a partner.

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