Daily Lesson Plans

Teacher : Nickel
Unit : Outliers
Dates of Unit: 10 October - November 14
Class: English 10

Days: 1 & 2
Objectives:
Today students will use Malcolm Gladwells Outliers
So that they can read, comprehend, and analyze a nonfiction text.
Students will know they have it when they can summarize the chapters, identify the organization and
structure, and analyze the authors purpose
SOLs: *note my district uses the Virginia Standards of Learning.
10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.
a) Identify text organization and structure.
b) Recognize an authors intended audience and purpose for writing.
10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend
vocabulary development in authentic texts.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
Enduring Understanding: Malcolm Gladwell breaks down the commonly held myth of the self-made
man.
Gladwell uses his nonfiction work to push his readers to consider how culture plays a significant role on
an individuals story.
Gladwell prompts his reader to see what the story of success is made up of for individuals who have
reached tremendous success.

Essential Questions:
What is culture?
How does culture impact an individuals life?
What do people like Bill Gates, The Beatles, famous hockey players, etc. all have in common?

Before: Students have discussed the American Dream within our unit on Of Mice and Men. They also
have experience using Dialectical Journals. Students know the difference between fiction and nonfiction.
Students have read the introduction to Outliers. They have also begun their annotations with the
Dialectical Journal.
During: We will begin class with beginning their work with the vocabulary packet. I have pulled 10
words that will be crucial to their understanding of Gladwells argument. They will begin by writing their
guess for the definition, then define the words, and identify the words parts of speech.
We will then go through the presentation I have put together outlining the unit.
We will then look at a Gatorade commercial that conveys a message about the power of hard work. We
will discuss the message of the commercial.
We will then begin reading part of chapter one of the text. Students will continue their work with the
Dialectical Journal.
After: Students will share their reactions and responses to the text in a think-pair-share format.

Assessment: The vocabulary packet (formative), the Dialectical Journal (formative), and the student
responses (formative).

Day: 3
Objectives:
Today students will use Malcolm Gladwells Outliers
So that they can read, comprehend, and analyze a nonfiction text.
Students will know they have it when they can summarize the chapters, identify the organization and
structure, and analyze the authors purpose

SOLs:
10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.
a) Identify text organization and structure.
b) Recognize an authors intended audience and purpose for writing.
10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend
vocabulary development in authentic texts.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
Enduring Understanding: Malcolm Gladwell breaks down the commonly held myth of the self-made
man.
Gladwell uses his nonfiction work to push his readers to consider how culture plays a significant role on
an individuals story.
Gladwell prompts his reader to see what the story of success is made up of for individuals who have
reached tremendous success.


Essential Questions:
What is culture?
How does culture impact an individuals life?
What do people like Bill Gates, The Beatles, famous hockey players, etc. all have in common?
Before: Students have discussed the American Dream within our unit on Of Mice and Men. They also
have experience using Dialectical Journals. Students know the difference between fiction and nonfiction.
Students have read the introduction to Outliers. They have also begun their annotations with the
Dialectical Journal. They have started their work in their vocabulary packets. They also have read the first
few parts of chapter one.
During: We will begin with a brief vocabulary matching quiz.
After the quiz, I will ask students to respond to a brief question on Google classroom. They will use their
background knowledge to define culture.
We will then look at a presentation of DR. HAGGLES to define culture and the various aspects.
We will finish reading chapter one. Students will continue working with their Dialectical Journal.
Students will also write a discussion question.
After: Students will share their reactions and responses to the text in a think-pair-share format.
Assessment: The vocabulary quiz, their verbal responses and questions, and their Dialectical Journal (this
first journal will be collected next week as part of the first nine weeks).
Daily Lesson Plan
Day : 4
Objectives:
Today students will use Malcolm Gladwells Outliers
Students will also use Mackelmores 10,000 Hours lyrics
So that they can read, comprehend, and analyze a nonfiction text.
Students will know they have it when they can summarize the chapters, identify the organization and
structure, and analyze the authors purpose and synthesize their analysis of the text and the song.
SOLs:
10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.
a) Identify text organization and structure.
b) Recognize an authors intended audience and purpose for writing.
10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend
vocabulary development in authentic texts.
10.2 The student will analyze, produce, and examine similarities and differences between visual and
verbal media messages.

Enduring Understandings: Malcolm Gladwell breaks down the commonly held myth of the self-made
man.
Gladwell uses his nonfiction work to push his readers to consider how culture plays a significant role on
an individuals story.
Gladwell prompts his reader to see what the story of success is made up of for individuals who have
reached tremendous success.
Great works are not great simply because we all agree with what the author is saying, but because he
starts a conversation that we need to have.
Essential Questions:
What is culture?
How does culture impact an individuals life?
What do people like Bill Gates, The Beatles, famous hockey players, etc. all have in common?
Before: Students have discussed the American Dream within our unit on Of Mice and Men. They also
have experience using Dialectical Journals. Students know the difference between fiction and nonfiction.
Students have read the introduction to Outliers. They have also begun their annotations with the
Dialectical Journal. They have started their work in their vocabulary packets. They also have read chapter
one.
During: We will begin by viewing John Greens Regional Slang. We will tie that into our discussion of
DR. HAGGLES from our last class.
We will then move on with an activity where students will outline the DR. HAGGLES elements of culture
for the Rosetan people in the introduction. This will serve as practice for when they begin their research
project next week.
We will move into reading chapter two of Outliers.
Students will continue their Dialectical Journals. We will be especially looking at how Gladwell is
structuring his argument. We will also be looking at new topics hes addressing-- especially the 10,000
hour idea.
We will then move into analyzing Mackelmores song lyrics. Students will read, annotate, and then
identify main ideas and move to theme. They will conclude this activity by synthesizing what they believe
Mackelmore is adding to the conversation.

After: Students will share their reactions and responses to the text in a think-pair-share format.

Assessment: Their group work identifying the elements of culture for the Rosetans, their annotations, and
their dialectical journal.
Daily Lesson Plan
Day : 5
Objectives:
Today students will collect, evaluate, and organize information for a research project.
Students will use technology as a tool to research an individual who has reached tremendous success in a
given field.
Students will verify the accuracy, validity, and usefulness of information by utilizing the CRAAP test.
SOLs:
10.8 The student will collect, evaluate, organize, and present information to create a research product. a)
Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. b)
Develop the central idea or focus. c) Verify the accuracy, validity, and usefulness of information. d) Make
sense of information gathered from diverse sources by identifying misconceptions, main and supporting
ideas, conflicting information, point of view or bias. e) Cite sources for

Enduring Understandings: The research process is complex, but having the appropriate lens and asking
the right questions provides a strong foundation.
Technology is a powerful tool that we can use to research, organize, evaluate, synthesize, and then
communicate our findings.
The research process requires critical thinking; it is crucial that we identify misconceptions, conflicting
information, and bias.
Essential Questions:
What is the research process?
How can we ensure that what we read is helpful?
How can technology be used to support the research process?
Before: Students have read the introduction and chapters 1 and 2 of Gladwell. They know at this point
that Gladwell says outliers are people who reach success because 1. Arbitrary and hidden advantages, 2.
Extraordinary opportunities, 3. Cultural legacies. Students have also taken their first vocabulary quiz,
reading quiz, and have completed the first Dialectical Journal for the unit.
During: The school librarian will introduce students to the Destiny Database. She will demonstrate for
students how to find the database. She will also stress the importance of generating the proper questions.
She will then introduce them to the CRAAP test with a video. Following the video, she will have students
try the CRAAP test with a few resources as a group activity.

After the librarian leaves, students will be given the Outliers Research Project Day One worksheet. They
are responsible to begin researching an individual who has reached tremendous success in a field that
interests them. By the end of the class period, students should have a minimum of three articles to use for
their project. All of these articles must pass the CRAAP test.
After: Students will submit their work for day one of the project.
Assessment: Students Day One Outliers Project worksheet.
Day 6:
Objectives:
Today students will collect, evaluate, and organize information for a research project.
Students will use technology as a tool to research an individual who has reached tremendous success in a
given field.
Students will verify the accuracy, validity, and usefulness of information by utilizing the CRAAP test.
SOLs:
10.8 The student will collect, evaluate, organize, and present information to create a research product. a)
Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. b)
Develop the central idea or focus. c) Verify the accuracy, validity, and usefulness of information. d) Make
sense of information gathered from diverse sources by identifying misconceptions, main and supporting
ideas, conflicting information, point of view or bias. e) Cite sources for
10.6. f) Revise writing for clarity of content, accuracy, and depth of information.
Enduring Understandings: The research process is complex, but having the appropriate lens and asking
the right questions provides a strong foundation.
Technology is a powerful tool that we can use to research, organize, evaluate, synthesize, and then
communicate our findings.
The research process requires critical thinking; it is crucial that we identify misconceptions, conflicting
information, and bias.
Essential Questions:
What is the research process?
How can we ensure that what we read is helpful?
How can technology be used to support the research process?
Before:
Students have been introduced to the CRAAP test. Students have chosen their subject for the research
project. Students have also completed the Day One worksheet. Students have also been introduced to DR.
HAGGLES that identifies the 9 essential elements of culture.

During: Students will begin with a Grammar practice. The Grammar practice will be a paragraph that
requires some editing. 5 points of the practice will be multiple choice. The other 5 points will be
justification. Following individual work, we will discuss as a class the best answers and why.
Students will then be broken into groups and given a few different articles and resources to read and
analyze using the CRAAP test. This will be a review of Ms. Cooleys presentation from the previous
week. Students will score their assigned reading or resource and must explain each score.
Students will then delve into Day Two of the Research with the next worksheet. They will be looking at
the elements of culture that have impacted their individuals story of success.
After: Students will submit their Day Two worksheets.
Assessment: The Grammar practice, the CRAAP test activity, and the worksheet.
Day 7:
Objectives:
Today students will collect, evaluate, and organize information for a research project.
Students will use technology as a tool to research an individual who has reached tremendous success in a
given field.
Students will verify the accuracy, validity, and usefulness of information by utilizing the CRAAP test.
SOLs:
10.8 The student will collect, evaluate, organize, and present information to create a research product. a)
Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. b)
Develop the central idea or focus. c) Verify the accuracy, validity, and usefulness of information. d) Make
sense of information gathered from diverse sources by identifying misconceptions, main and supporting
ideas, conflicting information, point of view or bias. e) Cite sources for
10.6. f) Revise writing for clarity of content, accuracy, and depth of information.
Enduring Understandings: The research process is complex, but having the appropriate lens and asking
the right questions provides a strong foundation.
Technology is a powerful tool that we can use to research, organize, evaluate, synthesize, and then
communicate our findings.
The research process requires critical thinking; it is crucial that we identify misconceptions, conflicting
information, and bias.
Essential Questions:
What is the research process?
How can we ensure that what we read is helpful?

How can technology be used to support the research process?

Before:
Students have completed worksheets for Day One and Day Two.
During: Review as a class Gladwells understanding of success. Watch brief video that addresses some of
Gladwells main argument points.
Students will then begin the day three worksheet. For this class period, students will be focusing their
attention on whether or not their subject fits with Gladwells understanding of an outlier. They will be
careful to consider their findings from the previous days of research.
We will begin Peer review as well. Students will begin by assessing their progress. They will be given a
rubric as a reference. This will feed into the next lesson when students will be anonymously assessing
each others progress.
After: Students will submit their Day Three Worksheet. They will also submit their assessment of their
own progress.
Assessment: Day three worksheet.
Days: 8 & 9
Objective:
Students will use technology as a tool to evaluate, synthesize, and communicate information.
Students will develop the central idea or focus of their project.

SOLs:
10.8
a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. b)
Develop the central idea or focus.

Enduring Understanding: The research process is complex, but having the appropriate lens and asking
the right questions provides a strong foundation.
Technology is a powerful tool that we can use to research, organize, evaluate, synthesize, and then
communicate our findings.
The research process requires critical thinking; it is crucial that we identify misconceptions, conflicting
information, and bias.

Essential Question(s):

How can we evaluate and synthesize our findings when it comes to research?
How can technology be used to support the research process?
What does developing a central idea or focus for a research project look like?
How does an intended audience or purpose shape the meaning of a work?

Before: Students have read the introduction and chapters 1 and 2 of Gladwell. They know at this point
that Gladwell says outliers are people who reach success because 1. Arbitrary and hidden advantages, 2.
Extraordinary opportunities, 3. Cultural legacies. Students have also taken their first vocabulary quiz,
reading quiz, and have completed the first Dialectical Journal for the unit. The school librarian has
introduced the students to the CRAAP test. They have also completed work sheets 1, 2, and 3 for the
project. They have created their Google Slides Presentation.
During: Students will present their Google Slides Presentation. The Presentation will include their work
from days 1-3 of the worksheet.
After: Peers will take a few minutes following the presentation to ask questions regarding the students
project.
Assessment: The Presentation.