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Lesson Day 3

This lesson plan introduces a summative assessment for a unit on short stories. Students will work on the prewriting portion by writing two claims and finding evidence from "Marigolds" or "A Sound of Thunder" to support each claim. The teacher will model the writing process and check for understanding. Students will then work independently and in pairs to develop their claims and evidence. For homework, students will write a rough draft following a claim, evidence, reasoning format. Accommodations are provided for diverse learners.

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180 views

Lesson Day 3

This lesson plan introduces a summative assessment for a unit on short stories. Students will work on the prewriting portion by writing two claims and finding evidence from "Marigolds" or "A Sound of Thunder" to support each claim. The teacher will model the writing process and check for understanding. Students will then work independently and in pairs to develop their claims and evidence. For homework, students will write a rough draft following a claim, evidence, reasoning format. Accommodations are provided for diverse learners.

Uploaded by

api-534628892
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Day 3

 
Lesson Rationale

Learning Standards:  
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. 

Lesson Objectives/SWBAT (Students Will Be Able To):  


 Students will be able to cite “Marigolds” by Eugenia Collier and/or “A Sound of Thunder” by Ray Bradbury in a two-
paragraph literary analysis essay.
 Students will be able to construct claim, evidence, and reasoning sections in their essays that demonstrate their
understanding of two lit terms from the unit.
 Students will be able to implement transitions, organization, and clear arguments into their writing to improve coherency.
 
Activities
(Instructional Strategies and Learning Tasks)

Whole I do / We Modeling: Teacher reviews the entire Check for Understanding: Okay, let’s
Opening Group do summative assessment and breaks up make sure we’re all on the same page.
the writing process into three stages: Student X, what part of the unit two
prewriting, rough draft, and final assessment should we have completed by
draft. the end of class?

Today, students will work on the


prewriting. This section requires that
students write two claims and find two
pieces of evidence to support each
claim. These claims are derived from
claim stems that are provided ahead of
time.

Informal/Forma Individual You do Writing Claims and Finding Check for understanding: Student X,
l Assessment: Evidence: Students work in do you have any questions?
Writing Claims and individual Zoom Breakout Rooms to
Finding Evidence find claims and evidence. These claims Assessing Questions: Can you write a
are derived from one of the four claim more specific claim? Can you elaborate
stems that are provided. Once upon that point? Can you explain what
students finish these stems, they you mean here?
should have clear arguments to begin
each paragraph. Students must find Advancing Questions: Is there another
two pieces of evidence to support each way you could state this? How is this
claim from their chosen short story. response similar to what we did on ____
They are encouraged to use previous assignment?
formative assessments for help.

Teacher checks in with students who


need extra help / accommodations.

Informal/Forma Pairs You do Writing Claims and Finding Advancing Questions: How is your
l Assessment: Evidence: Pairs work in Zoom answer similar/different to Student X?
Peer Review Breakout Rooms to check claims and Can you learn something from what
evidence. Claims must be specific and Student X is doing?
evidence should be geared to
supporting each claim.
Closing Whole We do Class reviews the following part of the Check for understanding: Can
Group Unit 2 Assessment: rough draft. everyone find the Unit 2 Assessment
Teacher assigns rough draft for Rough Draft on OneNote? Student X,
homework. This rough draft clearly what is due by the beginning of class
lays on the elements of the “claim, tomorrow?
evidence, and reasoning” format.
Students are familiar with such format
since their previous “Unit 1 Essay”
followed the same structure.

Accommodations and Modifications:


 Teacher checks in with students with IEPs and 504 Plans to ensure that the instructions are clear. Students with required
accommodations are provided with a timeline to complete this assessment. One-on-one explicit instruction is offered to all
diverse learners during their individual breakout groups.

Materials:
 Unit 2 Assessment: Prewriting and Rough Draft Handouts
 “Marigolds” by Eugenia Collier
 “A Sound of Thunder” by Ray Bradbury
Work Cited: Unit 2 Assessment is modified from materials provided by my mentor teacher, Matthew Malloy; however, the
materials found in this lesson have been adjusted for differentiated instruction, cultural relevancy, e-learning, and an alternative
short story unit.

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