Lesson Plan Guide

Teacher: Geralyn Holmes Grade and Topic: 7th ESL School: Ridgeway Middle School Date: 02/10-02/13 Length of Lesson: Four Days (50 min. each)

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: What information do I need to know? LESSON OBJECTIVE: Compare and contrast the language used in a narrative nonfiction text and an informative nonfiction text about the same topic. STANDARDS ADDRESSED:
0701.5.7 Compare and contrast evidence and conclusions between two or more arguments on the same topic. ISTE-T Standard 2: Design and develop digital age learning experiences and assessments

MATERIALS: Copies of The Woman Called Moses by Olesky and Mims Copies of Leaders of the Civil War Era: Harriet Tubman by Ann Malaspina Copies of TCAP writing Assessment Task 2 Prompt Dictionaries Paragraph Analysis Graphic Organizer Laptops/Desktops with Microsoft Excel (2007 or higher) or similar spreadsheet program . BACKGROUND and RATIONALE: What are the key concepts for the lesson? Students will determine the language of a nonfiction text reflects the authors purpose for writing a particular genre of nonfiction text (i.e., narrative vs. expository vs. persuasive). What is the critical academic language (general and technical) that must be addressed in this lesson? Compare, contrast, cite, evidence, analysis, conventions How does this lesson connect with and build on the previous lesson(s)? Students have done comparisons of fiction in previous lessons, but the nonfiction texts have more advanced language and require abstract thinking. Students have also discussed the three main types of authors purpose, but have only focused on entertainment. Nonfiction texts use the other types of authors purposes more explicitly. How do you expect to build on this lesson in subsequent lessons? In addition to introducing students to spreadsheets for R/LA content, the students will learn to identify authors purpose in text across multiple genres. Why will you need to plan differentiated activities or assessments?

Some students may have trouble reading silently, or pronouncing words themselves. The texts will be read aloud for these students. Students having difficulty typing into the spreadsheet can be paired with a capable partner. PROCEDURES AND TIMELINE: Introduction: These reading passages are being used a practice for the TCAP Writing Assessment, and also tie in with Black History Month. In order to become efficient readers and writers, students have to learn how to identify an authors purpose for writing a text, and how the language in that text reveals authors purpose. Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson. Day One 1. Do Now (7 min.) 2. The teacher will project and read the Task 2 Writing Prompt aloud. (1-3 min.)
3. The teacher will ask the students to identify any words they do not understand first, and then provide a list of any additional academic vocabulary the students should know in order to understand the prompt (5 min). Key Question: In what other class would you use (vocabulary word)? Ex. analysis-Science; citeHumanities 4. The students will use a dictionary to define the vocabulary. (10-15 min.) 5. Students will complete the Academic in Context Activity in pairs. (10 min.) Students will read short scenarios and decide which vocabulary word best describes them. 6. The students will rewrite the prompt in their own words to make sure they understand the meaning and purpose of the Task. (7 min.) Day Two 7. Do Now (7 min.) 8. Students will read The Woman Called Moses aloud as a whole class. (10 min.) 9. Teacher will guide the students with analyzing each paragraph for main idea, descriptive words/phrases, and features of nonfiction text using a graphic organizer. (25 min.) Students can choose to work individually or in pairs, but all students must complete the graphic organizer. Teacher will circulate among the students facilitating with pronunciation and comprehension. 10. Teacher and students will check graphic organizer for possible answers in each category. 11. Students will deduce the authors purpose using three details from the text. (7 min.) Day Three 12. Do Now (7 min.) 13. Repeat Steps 6-8 using Legends of the Civil War Era: Harriet Tubman (37 min.) Day Four 14. Do Now (7 min.) 15. Students will pair up and log in at an assigned computer. (2 min.) 16. Students will open spreadsheet program. (1 min.) 17. Students will type the following headings: 1. Title of Passage, 2. Number of Paragraphs, 3. Number of Descriptive Phrases (1-2 min.) 18. The students will use the information from their graphic organizers to fill in the columns of the spreadsheet. (10 min.) 19. Teacher will model how to create a bar graph in the spreadsheet program, including labeling the axes. (5 min.) 20. Students will generate their own graphs, complete with titles and labels on the axes. (10-15 min.) 21. Students will save graphs to class Flash drive using their last names and class period as the file name (ex. SolernoMartinezFirstClass.xlsx). 22. Teacher will open the graphs and project them onto an interactive whiteboard or projection screen. 23. Each student pair will present their graphs to the class and say what the authors purpose is for each passage, and how the number of descriptive phrases helped them come to that conclusion. (2 min/pair, 6-10 min)

Closure: Day One: Ticket Out the Door- Why is citing evidence important when analyzing a reading passage?

Day Two: Ticket Out the Door- Choose one adjective from the reading passage to describe Harriet Tubman and explain why you chose it. Day Three: Journal Reflection- Why do you think the author focuses on people who worked with Harriet Tubman?
Day Four: Journal Reflection- In your opinion, which text was more interesting? Explain what makes the text more interesting?

ASSESSMENT EVIDENCE:
Day One: The paraphrased prompt Day Two and Day Three: Paragraph Analysis Graphic Organizer for each reading passage Day Four: Adjective and Adjective Phrases Graph and Authors purpose explanation.

MODIFICATIONS: Intervention- Authors purpose activity Enrichment- .Venn Diagram for the reading passages