Date: 1/4/2018 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 use test results to adjust goals
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:

Thursday – 2018 word, chart analysis, Goal Sheets, Habits notecards

Thursday
Bell Ringer: Students will find their new seats and pick one word (from a teacher-provided list) that they want to
embody the year 2018. They will write this word and explanation for choosing it on a notecard, then share with two
others, writing their words and initials on the back of their notecards.
Lesson Sequence: The teacher will share the data from finals exams and show students charts that will remain in the
classroom to track growth. Students will take note of the results and collaborate with peers to analyze them. The class
will then brainstorm what they still need help with and what was helpful in the past.
Bell Ringer 2: Students will be given their individual results from finals exams. They will record the information in
their Goal Sheets, and then set new goals for the end of the year.
Lesson Sequence: The teacher will hand out descriptions of the 16 Habits of Mind, which students will read
independently. On notecards, students will then write: 1) A Habit they embody 2) A Habit they are curious to
understand better and 3) A Habit they want to work on. In the Germ Pile section of their binder, students will then write
about what having these habits means to them. After writing, students will share with a partner while the teacher
circulates and listens.

5. Resources/Materials:
Smartboard, markers, class binders, notecards, Habits of Mind packet

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:
Students will use the Word Wall and be grouped by reading level to improve comprehension.