Date: 1/5/2018 Subject(s): English Grade: 11th

Teacher(s): Hess School: LHS

LESSON ELEMENT
1. Arkansas ELA Standard(s) Addressed:
RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.2 Examine a grade-appropriate informational text. a) Provide an objective summary. b) Determine two or
more themes or central ideas of a text and analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account.

2. Learning Target(s):
SWBAT evaluate their academic and personal needs

3. Relevance/Rationale:
Academically, students will be reading an informational text and pulling out the main ideas from it, which is a
necessary career and college skill. They will also practice taking notes, which is a necessary skill in college. As
public speaking and presenting is an important skill in both college and careers, students will begin to practice this in
front of a supportive peer group.

4. Formative Assessment Criteria for Success:

Friday – paragraph grades, personal paragraph, life map

Bell Ringer: Students will read a paragraph and assign it a letter grade (A-F), marking why that paragraph is worth that
letter grade.
Lesson Sequence: The teacher will then hand out rubrics to the students and instruct them to check what grade the
paragraph deserves according to the rubric. Students will share out how the rubric made a difference with the grade,
and in this case the rubric determined that a poorly written paragraph earns a good grade because of very specific
features, like word count. Students will then be given a different rubric and told to write their own paragraph.
Afterward, they will check off the things they did to earn the highest possible grade.
Bell Ringer 2: The teacher will hand out life maps to each of the students and explain how to draw and label in them.
Lesson Sequence: Students will fill out their life maps. The teacher will then ask students to find someone they have
something in common with and share their map; students will then find someone they have nothing in common with
and share their map. On the back of their maps, students will write 1) how what they are doing now is helping
themselves and 2) ways that the school or the teacher can help them along their map. The teacher will project a list of
ideas to help students determine what they need.

5. Resources/Materials:
Smartboard, markers, class binders, Chromebooks, worksheet and rubrics

6. Access for All: (Consider all aspects of student diversity.)

Students will work in groups and engage with the material through hands-on close-reading strategies to ensure
comprehension.

7. Modifications/Accommodations:
The Word Wall and grouping by reading level will provide academic supports for students who need visual aid and
collaborative support.