Date: 13 March 2020

Teacher’s Name: Caroline Adduci

Subject: English Language Arts
Grade level:11th
Unit: Evidence
Length of lesson: 50 minutes
Central Focus: The purpose of this lesson segment is to build upon students' knowledge of
research. The students will learn how to find scholarly evidence from credible sites that will
support their argument or thesis. This lesson segment will serve as a building block for finding
credible supporting evidence in future papers and classes. Using evidence to back up a claim is
essential in all writing, specifically research papers. Students will learn how to draw evidence
from both readings in class and informational texts in order to further support their paper. This
type of research and evidence is going to be taught in a Junior class because students are
expected to use scholarly sites and find creative evidence.
Lesson Title: QulP Strategy
For lesson: 2 out of 5
Essential Question(s): What makes evidence or a source credible vs. non creditable? What type
of sources can be used to support an argument or a problem?

Learning Standard:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.

Pre-Assessment: A Do Now asking students “What does it mean to define something? Why is
vocabulary essential to understanding informational text?”. Students are expected to answer this
in their notebook and share out to the class.
Differentiation: At the Academy of Mount Saint Ursula the class size is small so there is one
student who outwardly demonstrates a learning disability, for this student I would create a
seperate worksheet with more detailed instructions and hints. I will also put this student in a
group of gifted students in case the student with disabilities needs help. I observed two students
who were reluctant learners and constantly putting their heads down or distracting other students.
I would engage these reluctant learners by setting a goal with them privately at the beginning of
class while other students are doing the Do Now. If theses students are active in the class,
meaning I am able to call on them and they participate then they will get full credit for the class.
I would explain to them in order to complete the class work participation from all group
members is required. Also if one group member is not doing their fair share they will receive no
credit. I plan on pairing these two students with another two students who sometimes do not
work to their hardest. This is to ensure that not one person who is a hard worker gets stuck with
the work.

Academic Language Plan: The vocabulary needed for analysis includes Adaptation, Climate
Change, Community-based, Local-level and Homogenous. Students will learn and analyze these
throughout the lesson.
LESSON Plan
Day 1:

Learning Objectives: Students will: Assessments:

-Analyze key vocabulary within the
community based informational text using
the Frayer Model.
-Class work (teacher will walk around and
check off who completed the assignment)
-Group presentation (goes towards
participation grade)

Anticipatory Set- 5 minutes

-Students will go around rapid fire and say a word that has to do with their individual themes for
the paper. The student has to explain why that word is important and how it's used within their
theme. This is a segway into why students need to learn how to analyze vocabulary because it is
essential to comprehension.
Initial Phase-15 minutes
1. Explain what the Frayer Model is to students. Slide 2 (It is a way to help students
comprehend essential vocabulary words while analyzing the informational text.)
2. Cold call on 4 students to read each box on the projector. Slide 3
3. Emphasis to students that the Frayer Model will help them understand key vocabulary
that is necessary to understand the informational text used in today's class and for their
independent informational texts in the future.
4. Model how to use the Frayer Model
a. Draw the graphic organizer on the white board
b. Use terms from an example information text- Slide 4
c. When modeling make sure to explain out loud why you are writing what you are
writing (ex. I am writing this as my definition because...)
Middle Phase-15 minutes
5. For guided practice ask for student input and participation as you get to the example box.
Students can use prior knowledge for this box and this serves as a guided practice for
 when students have to complete the work independently. Slide 4 ( students can be reading
along).
6. Pass out worksheets to different groups of 4 students.
a. Each group will have a different word within their graphic organizer.
b. Pass out two black double sided sheets of the graphic organizer to be used for the
student presentations.
7. Students will work independently for 5 min filling out the worksheet on their own and
then they will work as a group to complete the worksheet. (Keep slide 3 on the board so
students can refer back to it)
Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap up lesson)
8. Students will present to the class by writing what they wrote on large sticky note poster
paper. The organizer will be drawn and students will fill it in.
9. Each member will be required to present about one of the boxes (definition,
characteristics, examples and nonexamples).
10. While this is going on students will be filling out the words on a blank graphic organizer
for each word.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
Students will be given a blank graphic organizer where they have to find a definition on their
own and complete it based on that definition.

Materials: (items, technology, etc.)

-Worksheet
-Smart board (projector)
-Power point
-White board

Resources

Anderson, Amy J., et al. “Social and Political Change.” Introduction to Community Psychology,
21 June 2019, press.rebus.community/introductiontocommunitypsychology/chapter/social-and-
political-change/.

“IRIS: Frayer Model Example: Science.” IRIS Center, Vanderbilt , 2020,

iris.peabody.vanderbilt.edu/module/sec-
rdng/cresource/q2/p07/sec_rdng_07_link_frayer_types_03/.
Schipper, Lisa F. “Expanding the Community of Community-Based Adaptation.” Jstor, 2009,
www.jstor.org/stable/pdf/resrep00332.pdf?ab_segments=0%2Fbasic_SYC-
5055%2Fcontrol&refreqid=search%3A4483b13772087b4f63a6776c2e2d77ce.