MR.

ADRIAN DUARTE’S ENGLISH 8 LESSON PLAN 1

Expository / Research-Based Writing

Adrian E. Duarte

November 23, 2017

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Identification of Standards

According to Clark County School District Performance Level Descriptors, the district
categorizes their Computer and Technology Education Standards based on grade level. The grade
levels include: 3rd, 5th, 8th, and 12th. Furthermore, depending on students’ mastery and growth,
students’ performances are classified as one of the following:
Exceeds Standard; Meets Standard; Approaches Standard; or, Below Standard.
Students who are considered “Exceeding Standards” for Content Standard 3.0 (Research Tools:
Students use various technology tools to research information and evaluate its accuracy and
appropriateness in order to solve problems and make decisions) are expected to be able to:
*   With minimal assistance select a research topic or develop a statement of a problem and
identify its elements, scope, and expected outcomes.
*   Can generate a precise list of keywords to conduct a comprehensive search using
electronic-based sources.
*   Successfully use hyperlinks to expand search parameters adding accurate details to
information collected.
*   Can select an appropriate organizational tool and accurately place collected information
within the format.
*   Differentiate between the various types of information and make refined selections of
most reliable, authentic and timely sources.
*   Compose a standard bibliography.

Moreover, The Interstate Teacher Assessment and Support Consortium (InTASC)

standards focus on learner/learning and content include:

Standard #1: Learner Development: The teacher understands how learners grow
and develop, recognizing that patterns of learning and development vary individually
within and across the cognitive, linguistic, social, emotional, and physical areas, and
designs and implements developmentally appropriate and challenging learning
experiences.
Standard #4: Content Knowledge: The teacher understands the central concepts,
tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.
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Procedures / Materials and Equipment

Name of lesson: Expository and Research-Based Writing

Grade Level Appropriateness: 8th Grade

*Other Content Standard(s) Addressed:

Nevada Academic Content Standards for ELA (English Language Arts):
Writing Standards 6-12: Grade 8 (page 78)

WS8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for citation.

WS9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
9b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

WS10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

• Objective:
Students will be able to understand how to use their computer web-engine (Google, Yahoo!, etc.)
to research credible evidence and how to use a word processing software (Microsoft Word,
Google Docs, etc.) to write an expository (research-based) writing piece. Students will also be
able to demonstrate an understanding of how to assess and evaluate all credible evidence of
online resources. Utilizing the web and a word processing software recognizes the student’s
knowledge of basic computer skills and the ability to operate a computer and its integrated
software(s), identify reputable sources of written works (such as periodicals or news articles),
and demonstrate knowledge of the writing process.
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• Materials needed to facilitate the lesson:

Needed:
1.   Computers/Laptops (Full computer classroom; Check out laptop cart; scheduled
day(s) in school computer lab). For students who did not sign Acceptable Use Policy
(in accordance with CCSD Regulation 3991), or prohibited of technology privileges
(based on disciplinary action) will need to use hard-copy text (from school library).
2.   Internet access with installed web browsers (Google Chrome, Firefox, Safari, etc.)
3.   Storable Active Directory Account / USB Flash Drive (Used to save documents)
4.   Word Processing software (Microsoft Word, Google Docs, Apple Pages, etc.)
5.   Projector connected to Computer (Used to demonstrate lecture videos, samples and
completion process).

• Suggested group size: Assignment will be conducted individually (unless otherwise noted
through Individualized Education Program (IEP) or other accommodation).

• Procedures:
Who: Mr. Adrian E. Duarte; OR, English Department Staff/Substitute (Temporary CCSD
network login will be given).
Location: Room #808 with full-computer class or laptop cart; OR, Room #800 (Computer Lab).
When: Periods 1, 3, 5, 6 (Grade 8 ELA classes) [REF: Bell schedule posted on bulletin board].
Assignment Completion Time-Frame: In-class 2-5 days. Students can also work on
written section of assignment at home as homework.
• Instruction (Teacher Activity) / Closure (Student Activity):
1. Teacher(s) will present “How to Write a Research Paper” YouTube videos (to address varied
learning styles), instruct students to access published written works/credible sources, either
online (if available) using an Internet search engine (Google, Yahoo!, Bing, etc.) or in the
school’s library (students will already have selected books, in the event of a substitute), and write
a summary and evaluation to the published piece.
2. Instructor will provide an overview on how to access these programs on an overhead projector
displayed for the class.
3. Students will logon to the district’s network using their AD logins.
4. Focus will be emphasized on the student’s ability to conduct research online and/or
referencing school’s resources, creating a Microsoft Word document/file that satisfies the
requirements of the lesson, and the ability to follow assignment requirements.
5. All published, written works chosen by students must be reviewed and approved by instructor.
6. Students will then be required to use a combination of online credible resources to draft an
expository, research paper on any topic approved by instructor. Students should show mastery of
skill in conventions of standard English, knowledge of language, vocabulary acquisition, and
technology skills.
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Assessment
• Assessment: Students will be graded and assessed on the following rubric that I created.
(shown below)
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Resources:

CCSSO. (2013, April 01). InTASC Model Core Teaching Standards and Learning Progressions

for Teachers 1.0. Retrieved November 24, 2017, from

www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_and

_Learning_Progressions_for_Teachers_10.html

State of Nevada Department of Education. (2017, March 28). English Language Arts (ELA).

Retrieved November 23, 2017, from

www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/ELA/

Teaching Without Frills. (2017, June 21). How to Write a Research Paper for Kids - Episode 1-

Brainstorming Topics. Retrieved from URL

www.youtube.com/watch?v=h5HM8GjQwP8