AUTHORS NAME: Jennifer Strawser

DATE: 8/29/14

SINGLE SUBJECT LESSON TEMPLATE

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1.

TITLE OF LESSON:
a. Recognizing Sources and Making Predictions
b. Unit 1: PreReading Strategies
c. 4th lesson in a 3-week unit on PreReading Strategies.

2.

CURRICULUM AREA & GRADE LEVEL

a. English 12 (ERWC for Seniors/12th grade)

3.

DATE OF LESSON/TIME NEEDED

a. Friday, 8/29
b. Periods 2 (10:00-10:50) and 3 (10:57-11:47)
c. 50 minutes

4.

RESOURCES: Attach materials needed to implement the lesson - e.g., power point presentation, text, graphic organizer
a. Articles either printed or accessed by students via computer, depending on availability
b. Projector or PowerPoint to show visual learners example of what the assignment will look like

5.

CA CONTENT STANDARD(S): Address the content area and/or common core standards
a. Students practice reading as they read titles of articles
b. Students use research skills and context reading skills as they find where the article was taken from (New York
Times, National Geographic, excerpt from a novel, Union Tribune, Etc.)
c. Students think critically as they consider what type/category of source each article comes from (Newpaper, Journal,
Opinion/Editorial, fiction, etc),
d. Student analyze as they consider what goals each source has depending on what type it is (newpaper = inform,
Opinion = persuade, etc)
e. Students use research skills if they find it necessary to do a quick Google search in order to learn more about the
Souce.
f. Students consider perspective as they consider how the type of source and its goals may give clues to an authors
intention or bias for the article.
g. Student apply these skills to real world contexts as they use these findings to help them predict what the article might
be about.
h. Students reflect on how prereading strategies such as considering source and prediction may help them to
understand an article more clearly as they know what to expect.

6.

CA ELD STANDARD(S): Address how this lesson helps develop language

a. Students listen to the instructions
b. Students read the title of article and source in which it was published
c. Students speak and listen as they work with partners
i. Teacher should attempt to nonchalantly group stronger English speakers with ELD students to create a
bridge
d. Students write their predictions

7.

BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit
a. Students learn to recognize some of the clues they can use to help them make predictions about the content of a
reading assignment.
b. Students learn to consider the source and recognize perspective/bias within their readings

8.

ESSENTIAL QUESTIONS: Open-ended, arguable questions that organize the purpose of learning
a. How does the source of an article affect the content of the article?
b. How does recognizing the source of an article give us clues to the authors perspective/attitude/bias towards the
topic/content?
c. How can we use these clues to make accessing a text for the first time easier?

9.

OBJECTIVE(S) OR LEARNING GOAL(S): Choose one: Cognitive, Affective, Psychomotor or Language Development
a. Cognitive Finding information (source for reading) and applying their knowledge of that source to make predictions.
i. Some students may need to use research skills (cognitive) to find information about the source
b. Cognitive learning to consider the connection between the source of a reading and the authors perspective
towards the content
c. Language Development Listen to instructions, read articles titles, read during any research on the source,
speaking and listening to partners or groups, writing predictions.

10. ASSESSMENT(S): Choose one: Diagnostic - entry level, Formative - progress-monitoring or Summative evaluative
a. Formative students write predictions in a journal that is collected at the end of class. Teacher checks off based on
completion credit (check-plus), no credit (check-minus), or partial credit (check). Students will be encouraged to
check back on predictions after examining the article further to monitor their own progress in prediction skills.
11. INSTRUCTIONAL STRATEGIES: What the teacher does
1. Anticipatory Set
Present students with articles and ask them what the purpose of
the title is. Facilitate discussion exploring the ability of a title to
both hook the reader and inform the reader of the subject.
Teacher guides students towards narrowing discussion to article
presented and asks them to predict the content of the article
based on the title.

12. STUDENT ACTIVITIES: What the students do

1. Anticipatory Set
Students answer teacher and discuss reasons for a title. Students
begin to discuss the title of the article presented and how the title
clues them in to the subject of the article making predictions
based on title.

2. State Objective
Students will learn a new prereading strategy that can help them
access the text more quickly/make it easier to jump in. More
specifically students will learn how examining an articles source
can help them to predict and evaluate the authors attitude
towards the content.

2. State Objective
Students listen to why it is important to learn prereading
strategies.

3. Input - Modeling
Teacher returns attention to the article on the projector and asks
students how they might find where the article is from. Teacher
asks students what they know about the source. Teacher
facilitates discussion about what genre the source belongs to
(News, Journal, etc), and any other information students may
have about the source. Teacher can ask what type of attitude an
article from this source might have about the content.

3. Input - Modeling
Students take part in discussion: seeking out where they might
find the title of the source and calling out their answers, they might
tell the teacher the source is a newspaper for a local town.
Students debate/discuss the various attitudes the newspaper may
have towards the content of the article. Students write down their
predictions (which may be their own, not decided as a class no
right answer to prediction) in their journal.

4. Check for Understanding

Ask for one student to volunteer to tell the class in their own words
what their instructions are. Teacher confirms that students may
work in pairs or as individuals.

4. Check for Understanding

One student volunteers to repeat instructions while class listens.

5. Guided Practice
Teacher puts another article on the projector, repeating step three,
this time allowing students to tell the teacher what to do. For
example, students read the title and make a prediction, the
teacher writes the prediction. The students find where the source
is stated, etc.

5. Guided Practice
Students inform teacher of the steps, demonstrating they know
the instructions and how to complete the tasks assigned.

6. Independent Practice
Instructor monitors students as they work independently of in
small groups. The lesson has been differentiated (see below), so
as students who are in higher tiers complete the first task, the
instructor sets them about their next task. This avoids confusion or
feeling of being different for students who are at lower tiers.

6. Independent Practice
Students work independently or with a group to complete the task.
Students move on to challenge of next tier as their abilities allow.

7. Closure
Teacher asks students to conclude their entry in their journal with
a reflection as to why it is important to examine the source of the
article, and how this strategy might help them when they go to
college or enter their career.

7. Closure
Students respond to the reflection prompt.

Teacher may also ask students to share their responses to the

reflection question with the class as a whole. If students are

Students may volunteer to share their reflections with the class or

a partner.

reluctant to share, the teacher may offer the option to share their
reflection with a student sitting nearby.

11. DIFFERENTIATION BY CHALLENGE THROUGH TIERS:

Tier 1: Students locate where the source of the article is named, and determine the genre of the source
Ex: New York Times: Newspaper
Youtube: Video blog
National Geographic: Journal/magazine.
Tier 2: Students seek information about the source either through prior knowledge or quick Google search Ex: conservative leaning/left leaning, creative writing, humourous, about current events, local events, politcs, music etc.
Tier 3: Students identify how the type of source will affect the style of the excerpt
ex: New York Times: News/Creative Writing: might take a creative approach/perspective to a controversial/current
issue
ex: Video Blog: may be personal, informative, educational, biased, total freedom.
ex: National Geographic: Journalism - informed bias, May present a current issue such as immigration reform or coal
mining from an individual's perspective. Interested in culture, politics, and environment, etc.
Tier four: Students use the source of the excerpt to help them consider/predict the author's opinion/perspective/thesis
regarding the topic/content of article.
ex: Honor Code: "How would Shakespeare's Henry V have been received in American High Schools Today?" New
York Times, may critique the current "honor code" or cultural norms that are praised in high schools today, examine
how our concept of a "hero" has changed etc.
ex: Nat Geo: Hunger in American Schools: explore trends across America or world, informative, encourage a change.

One student I think would benefit from differentiated content is Fabian because he is an ELL and may have difficulty understanding the
vocabulary in the lesson. One way I can help him is by taking special time during the instruction/lecture part of the lesson to highlight
these words and discuss their meaning with the class. I also know that Fabian is a visual learner, so in addition to getting class input for
definitions, I might also ask different students to write each word on the board with a definition. Another thing I could do is create a short
lesson plan in support of this lesson, and present it the day before we go over this lesson. This shorter, supporting lesson could include
a PowerPoint with 2-4 images that illustrate each of the words. Students can examine the images and discuss what they have in
common before I present them with the official definition. In this way, students will be prepared to encounter the vocabulary in the
lesson, and the lesson will help to reaffirm that these words are, in fact, useful to know. I will be able to identify if the support was
effective by asking students to remind me, whats this word mean again? and see if they are able to tell me.
Differentiation based on process is very important when considering the many learning styles in a single classroom. For visual learners,
a graphic organizer can be very helpful; One graphic organizer we frequently encourage students to use in class is the Cornell note
taking system. This allows students to put the main idea on one side, keeping that side clutter free, and making it easier to find what
students are looking for, while the explanations, details, and definitions are written in on the other side, providing for an expansion of the
ideas referenced. A second graphic organizer that could be used is a flow chart to help visually represent the connections between the
author, the publication for which they write, and the final product the author creates. One way I could evaluate the effectiveness of the
flow chart is by having students explain their flow charts to each other, either in small groups or pairs, or to the whole class as a
presentation. I have seen that Clarissa is a visual learner, and would benefit from this type of differentiation to the lesson.
Special Considerations: pair Fabian with Osvaldo during student activities to help bridge my ELs closer to fluency
Provide special copy (labeled) of articles to Kenya, who needs larger print. Pair Kenya with Francisco so that he can improve his
English fluency skills and take notes for Kenya whos dyslexia inhibits her ability to take her own notes. Kenyas assessment will be
explaining verbally rather than written to the teacher in the last five minutes of students work time.