English10

UNIT:
SynthesisUnit
LESSONTOPIC:
Annotatingsourcesandmakingclaims
AIMQUESTION:
HowdoItakenotesandmakeclaimsaboutsourcesthatanswermyinquiry
question?
SCAFFOLDING:
Studentswillusegraphicorganizerstomakeclaimsandorganizeevidencefortwo
sources.
CENTRALFOCUS:
Instructingstudentsonhowtotakenotesandannotatesourceswillimprove
understandingofsourcesandpreparethemtosynthesizethesourcesinordertotakeapositionintheir
finalassessment.

A.LEARNINGTARGETS

Studentswillbeabletoposegeneralandspecificquestionstodirectinquiryanddeepen
understandingoftheirresearchtopic.

Studentswillbeabletofindandtakenotesonsourcesthatwillhelpthemanswertheirinquiry
questionsanddefinethescopeoftheirinvestigation.

Studentswillbeabletoprovidesupportingdetailsfortheirclaimandevaluatehoweachdetail
supportstheclaim.

B.COMMONCORESTANDARDS
RI.2:
Determineacentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext
RI.7:
Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmediaorformats
W.7:
Conductashortaswellasmoresustainedresearchprojecttoanswerorsolveaproblemnarrowor
broadentheinquirywhenappropriate,synthesizemultiplesourcesonthesubjectanddemonstrate
understandingofthesubjectunderinvestigation
W.8:
Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,assessthe
usefulnessofeachsource,integrateinformationintothetextselectivelyandcitesources
W.9:
Drawevidencefrominformationaltextstosupportanalysis,reflectionandresearch
SupportingStandard:
RI.10

C.VOCABULARY
Credibility,Relevance,Accessibility,InquiryPath,Analyze,Synthesize,Areaof
Investigation,ResearchFrame,Assessing,EvidenceBasedClaims,Details,Paraphrase

D.MATERIALS

TakingNotesOutline,WhySchoolsNeedaLiteratureCurriculum?andANewAssignment:Pick
BooksYouLikearticles,SMARTboardpresentation,FormingEvidenceBasedClaimsHandout,
DocumentCamera

E.MOTIVATION
Inthesurveyconductedonmyfirstday,oneofyourclassmatessaidthattheirmainconcernwiththeir
Englishclasswasthis:
WhatisthepurposeofwhatIdoinmyEnglishclass?
Keepinginmindthe
activitieswevedonethepastfewdays,whatdoyouthinkthepurposeofwhatwearedoingis?Willit
helpyou?

A
researchedunderstandingmayleadtodevelopingapositiononacontroversialissue,
givingpresentations,informingcommunityandpersonaldecisionmaking

F.DONOW
GrammarActivity:Itisimportanttovarythestructureofyoursentencesinyourwriting.Combinethe
followingsimplesentencesintoonesentence:
Thisoccurredhighupthetree.
Thereclimbedsomegirls.
Theywerelittleadventurers.
Theyimaginedagreatescapade.
TheescapadewasofnearlyEverestproportions.

G.ACTIVITIES
1) Studentswilltakeoutthearticlesandtheirnotesthatwashomework.Teacherwillposethe
question:
a) Whatisthepurposeofannotations?T
omarkkeyinformation,words,concepts,record
initialimpressions,identifyareasforpossiblefurtherexploration,andtomake
connectionstoothersourcesforyourwriting.
Usingtheirannotations,studentswillmakeaclaimaboutWhyShouldSchoolsHavea
LiteratureCurriculum?
Whatdoyouthinkaclaimmusthave?Evidencefromthetext.
The
organizerwillhelpleadstudentstoaclaim.First,studentsmustwritetheirinquiryquestion,a
questiontheyoutlinedyesterdayintheirResearchFrame.
Cananyonerecallwhatthequalities
ofagoodinquiryquestionare?

2) TURN&TALK:Studentswilldiscusstheclaimsandnotestheytookonthesecondarticle,Why
ShouldSchoolsHaveaLiteratureCurriculum?withapartner.
Explainhowthissourcecanbe
usedtoansweroneofyourinquirypaths,ifitcan.Drawuponyournotesfromlastnights
homework,theclaim,anddiscussthereasoningbehindyourannotations.
a) AfterTurnandTalk,classwilldiscussthearticle.Teacherwillposequestions:
Wouldthisarticlebeaneffectivesource?Why?Whatdoesthearticlesayaboutthe
schoolcurriculum?Whereinthetext?
Whatisaclaimyoumadeaboutthearticle?Whatareyoursupportingdetails?Whats
theconnectionbetweenyourdetails?Whereistheevidencethatsupportsyourclaim?
Askanotherstudentiftheyagreeordisagreewiththeirpeersclaim.Why?Wouldthe
authoragreewiththeclaim?Why?
Forthosewhodisagreewiththearticle,howcanyouusethisarticleasasourceinyour
writing?Lookingbackatthearticle,doestheauthoracknowledgecounterclaims?What
isthecounterclaim?Whatdoesthecounterclaimdofortheauthorsargument?
Arethereanystudentswhoareagainstastructuredcurriculumthatdisagreewiththis
article,butcanuseinformationinthisarticleforacounterclaim?Whereistheevidence?
Whatdidyouallnoticeabouttheclaimsyourclassmatesmadeaboutthearticle?
Sourcescanhavemultipleclaims.
3)Thearticlespresenttwodifferentviewpointsonthecurriculuminschool.Studentswillsignuponthe
boardwiththesidetheyagreewith.Inpartners,studentswillformanevidencebasedclaimonthe
opposingarticle.

H.DIFFERENTIATEDINSTRUCTION

Duringgroupwork,teacherwillmeetwithgroupstoreteachanidea/skilland/orextendthe
thinkingofadvancedlearners.

Astudentintheclasshasadeficitinprocessingspeedthatcanimpactstudentperformance.
Studenthasdifficultywithpentopapertasks,whichimpactsabilitytotakenotesstudentwillbe
providedwithcopyofclassnotesandPowerPointPresentationwillbeuploadedtotheclasss
websiteonGoogleClassroomforstudentreference.

Advancedlearnersmaypursuethetopicingreaterdepththroughresearchfindingsourcesthey
canusefortheiressay.

Accommodation:Passagesanddirectionsforassignmentsarereadaloudtostudents

Strugglingreaderswereprovidedwithvocabularytoassisttheirreadingofthearticle.

Samplenotetakingandclaimsaredoneinclasstoprovidestudentswithanexampleofthetask
theyaretocomplete.

Visuallearnersusedifferentcoloredpenstoorganizeresearch

Strugglingreadersareprovidedwithparaphrasesofdifficultsectionsofthearticle

I.H.O.T.(KEY)QUESTIONS

WhatquestionsmightIaskmyselfifIamtryingtoanswermyinquiryquestion?

Whereistheevidencethatsupportsmyclaim?Howdoesthisevidenceanswermyinquiry
question?

Explainhowasourcedoesordoesnotsupportitsclaimsandargumentswithvalidorsubstantial
evidence.Wheredoestheauthormakeacounterclaim?Whydoestheauthormakea
counterclaim?Whatdoesitdototheargument?Wouldthisarticlebeaneffectivesource?

Whatwasthereasoningforthegroupingofthedetails?Whatistheconnectionbetweenthe
detailsyouselected?Howdoeseachdetailsupportyourclaim?Evaluatethedetailssignificance
toyourclaim.

J.ASSESSMENT
InformalAssessment:Teacherwillcircleroomasstudentsworkingroupsandindependently,
annotating,takingnotesandworkingonclaims.Teacherwillassesshowstudentsarehighlightingthe
passageandtheirabilitytoselectdetails/keyideasthatarerelevanttotheirresearchpurpose.
FormalAssessment:FormingEvidenceBasedClaimshandoutandtheTakingNoteshandoutformally
assesseshowstudentsmakeinferencesanddrawconclusionsfromthetext.Basedonhowstudents
analyzesourcesandmakeclaims,teacherwilldetermineifstudentsneedmoreguideddirectionin
analyzingsourcesbeforetheymustsynthesizethesourcesintoawrittenproduct.

K.CLOSURE
Studentswillanswerquestiononanexitslip:
Youallreadthisarticleforhomework.Didoneofyour
classmatesmentionsomethinginthearticlethatyoudidntpickupon?Likethisarticle,therewillbe
somesourcesthatrequireclosereadingtoextractimportantdetailsandtoanalyzetheperspectivesof
thetext.KeepthisinmindasyoulookforsourcestobringintoclassonFriday.

L.HowwillIreinforceandextendstudentlearning?

1.

CLASSROOMAPPLICATIONS:SMARTboard,Documentcamera,Googlepresentationforlesson,the
sources,andhandoutsadaptedfromJudsonOdellssynthesisunit.Learningisreinforcedwiththe
repetitionofvocabulary,andinthedonowwherestudentspracticesentencecombining.Learningis
extendedinhowstudentshavealreadyreadarticlesbeforetheyhavetomakeevidencebasedclaims.
2.ENRICHMENTACTIVITIES:StudentsmaycompletemultipleFormingEvidenceBasedClaimsfor
thesourcestheyfindontheirowntodeveloptheirsynthesispapers.
3.HOMEWORK:Studentswillmaketwoclaimsaboutthearticletheywillbeusingintomorrows
debate.

M.Whattopicscomenext?
1.TOMORROW:SynthesisLesson4EvaluatingSourcesandMakingClaims
2.DAYAFTER:SynthesisLesson5OrganizingClaimsandTakingaPosition