Developing Perspectives Through Research

th
GRADE 11

SUBJECT English/American Literature

In this lesson series, students will:

1. Read and analyze a background text to develop an initial understanding of an issue.

LESSON SUMMARY
2. Read and analyze a second background text to expand and deepen their
understanding of an issue.
3. Students develop text-dependent questions and use them to refine their analysis.
4. Students develop and write an evidence-based claim about the nature of the issue.
1. Students are asked to engage in formal operational/abstract thought around the topic.
2. Students are asked to assimilate new information into their internal cognitive structure.
3. Students will be given multiple and diverse options in assessment, and the assessments
How is Theory applied will be graded/assessed in a non-unidimensional way.
in this lesson? 4. This lesson will probably be challenging/make some students uncomfortable some of
the time.

OBJECTIVE.
What will your students be able to do?

1. Students will be able to evaluate both sides of an issue, and develop their individual perspective on the issue.
2. Students will be able to support their perspective/argument with a solid claim that uses textual evidence as support.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?

I will know that students have made progress towards their objective when I read their finished products.

COMMON CORE
How will you address Common Core standards?
CCSS.ELA-LITERACY.WHST.11-12.2.E
Provide a concluding statement or section that follows from and supports the information or
explanation provided (e.g., articulating implications or the significance of the topic).

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.
I will allow students with IEPs extra time to complete the assignment.
For ELLs, I will provide a key vocabulary definition sheet.

OPENING (10 minutes suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?

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TIME TEACHER STUDENTS
8:00am Prior to starting the lesson, the teacher will
review the TRUMP article (attached
materials). Students will read, analyze and
discuss the article.

REPETITION/SPIRALING: Students wll

repeat the following lesson at least THREE
times, with three different articles (All
articles must contain both a PRO and CON
stance)

8:05
INTRODUCTION OF NEW MATERIAL (10 minutes suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS note-taking guide (graphic
8:10am The teacher will break up the class into two Students will dedicate the next class organizer) for organizing
groups: PRO and CON. Each group will period to reading each section of the notes.
read through the article twice and note article carefully and taking notes on
down any important details or words that each section.
stand out to them.

8:15 The teacher will bring the class together in
a whole-class discussion and create a
chart on the front board. The teacher will
note the annotation marker used and the
reasoning behind it.
Once students have finished
annotating the excerpts,three
students will share out using the
sentence frame: I placed the _____
annotation marker next to the phrase
________________________
because
______________________________.

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GUIDED PRACTICE (15 minutes suggested)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
8:35 The teacher will model how to create text- After listening to the teachers
dependent questions based on the article. questions, each group will try to come
The teacher will think aloud to the class up with five of their own text-
and model, on a document camera, how to dependent questions.
create appropriate, text-dependent
questions for both the PRO and CON
groups.

INDEPENDENT PRACTICE ( 25 minutes suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
Teacher will explain that students will use Students will highlight and annotate
8:40 the remainder of independent work time to parts of the article they think might be
work in small groups to answer the relevant to answering the questions.
questions they created.

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CLOSING ( 5 minutes suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?

TIME TEACHER STUDENTS

8:55 The teacher will ask students to share out The students will share out.
some of the evidence they gathered in
preparation for answering the questions
they created.
HOMEWORK (if appropriate). How will students practice what they learned?
Students will take the questions they wrote and the evidence they gathered and they will write a one-page explanation of their
perspective or how they see the issue, citing specific evidence from the article.

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