HEADING

Sophia Renda Date: January 22, 2017

English 1, 9th Grade: 47 minutes, 2nd period
Choosing the Right Quote in Night Unit

OVERVIEW/ RATIONALE
In this lesson, students will practice choosing quotes that serve as strong evidence for a thesis statement.
Students will have the rest of the period to continue to work on their graphic organizers and prepare for
their essay test on Thursday and Friday.

Enduring Understandings
The arguments we form in writing must be supported with clearly related textual evidence.

GOALS/OBJECTIVES
Students will be able to write a strong thesis statement to craft a successful essay.
Students will understand what makes a quote a strong piece of evidence.
Students will be able to find textual evidence in order to support their thesis statement.

STANDARDS
CC.1.4.910.D Organize ideas, concepts, and information to make important connections and
distinctions; use
appropriate and varied transitions to link the major sections of the text; include formatting when useful to
aiding comprehension; provide a concluding statement or section.
CC.1.4.910.E Write with an awareness of the stylistic aspects of composition. Use precise language and
domain-specific vocabulary to manage the complexity of the topic.

MATERIALS
-student notebooks -slides -essay topics/overview
-Night -graphic organizers

PROCEDURES
OPENER
9:17-9:37 Do Now: Choosing the Right Quote Mini-Lesson

-Volunteer will read thesis to whole class, then small groups consult to decide which quote best
supports the thesis claim
-I will check in with groups, then call on students to explain their choice
-Ask students to explain choices by pulling out words and that directly connect back to
the thesis argument
-Ask why other choices are weaker (not necessarily wrong, but not as strong)
-Repeat for second example (third if time)

BODY OF THE LESSON

(9:37-10:01) Students continue to fill in graphic organizers with supporting quotations.
-I will consult one-on-one with students whose thesis statements need work or who need help
finding quotes.

CLOSURE
(10:00-10:02): Remind students that they can work on their organizers at home for homework, and re-
emphasize that students will not be allowed ANY time outside of the class period to complete the essay
test.
 ACCOMMODATIONS

Small groups in the quote activity will allow students to check their answers first and work
together I will be circulating to help students if they have questions then, and I will also check in with
individuals as they prepare for their essay test. Students who need additional guidance with writing are
encouraged to pre-write part of essay (hook, for example) and check with me or peers for feedback.
Students may work on completing their organizer/note-catcher at home.

ASSESSMENT/EVALUATION

Student discussion in small groups and in whole class discussion during the quotes mini-lesson
will allow me to gauge understanding of choosing supporting evidence. Individual check-ins during
workshop time will further this assessment. In terms of essay prep, I can visually check to see how
students are completing their organizers, and check whether they have turned in/revised their thesis.
Ultimately, their essay will be graded and their preparedness in part assessed through that final product.

PERSONAL GOAL

Take stock of how students are working during the workshop time (for inquiry), and strive to
maintain a quiet in the room. Note students who may not be actively soliciting my help but are showing
less completion than others and check in with them.