Courtney Rae Ricks 12/30/22

LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

110.38 After reading and examining “The Children of
Texas,” students will compose a one to two
paragraph response either agreeing or disagreeing
Specific Measureable Attainable Relevant _Time
Grade: 9 Subject: English I

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must
Exposition, be
render,
infamous Learning vocabulary words before reading
taught:
What is a point of view the text.
Composing a paragraph/response

Assessment: (C5)
Vocabulary quiz which includes creating a sentence with the word and a daily grade on the content of the paragraphs
produced

Strategies for Success: (C6) Element of Technology: (C6)

Advanced organizers, notetaking computer

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Looking at the pictures Article

Organizer
Auditory –
Reading aloud
Kinesethic –
writing

Higher Order Questions to ask: (C6)

1. Identify the purpose of the article?

2. What persuasive techniques did the author employ? Critique the techniques.
3.
Explain why you think the author chose these techniques.

Hook: (C7) Closure: (C7)

Video on the Cotton Bowl Pair and Share thoughts on article
 1. Teacher Input / Direct Instruction / Modeling: (C6)
I am going to talk about what Texas means to me. I will discuss/teach unfamiliar words they will see in the lesson. I
will give them a synopsis of what the article is about and what we will be looking for.

2. Student Activities / Guided Practice: (C6)

We are going to read the passage together (whole group). We will break down confusing portions and generate
questions based on the reading.

3. Independent Practice: (C6)

The students will answer the generated questions and provide evidence for the answers. Then, they will complete
the objective.

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)
1. Level of support: allow EBs to complete Appropriate speech
practice with peer groups Explanation of academic tasks
2. Output: allow EBs to vocalize questions Use a variety of techniques
instead of generating and writing
3. Quantity: allow EBs to generate and explain 1
question instead of 3

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: Discuss the expectations of the day, what we will learn, and the desired end goal (After reading and
Rigor examining “The Children of Texas,” students will compose a one to two paragraph response either
agreeing or disagreeing with the author’s point of view)

OPENING:
Retrieval Video and video discussion/ what do we know about the Cotton Bowl

TEACHER INPUT:
Relevance Vocabulary and my thoughts on topic

MODEL:
Routing Types of questions to ask/things to look for in persuasive writings

GUIDED PRACTICE:
Retaining / Rehearsing
Reading together and generating questions and desired answer types

INDEPENDENT PRACTICE:
Re-reading/Scanning to answer generated discussion/ text- dependent questions

CHECK FOR UNDERSTANDING:

Recognizing
Thumbs up or thumbs down

ASSESSMENT:
One to two paragraphs agreeing or disagreeing with author (objective)

RESOURCES / MATERIALS:
Computer, article, graphic organizer, video

CLOSURE:
Re-exposure
What did we learn today/ Pair and share