Tiered Lesson Plan #/Name: Thea Meyer 215

* Scored Artifact

CHOOSE A MN Common Core BENCHMARK FOR INFORMATIONAL TEXT

In the row below, copy and paste a MN ELA (See
D2L: 8C) that will serve as the objective for the tiered lesson youll be making. Informational
text does not include fiction or biography. DO NOT use a benchmark that deals with
either the main idea or a benchmark that deals specifically with vocabulary.
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a
text.
The ELA Benchmark stated above is at the grade level of (Delete all but one): 4th

PART A. TIERED TASKS AND TIERED INSTRUCTION

Ready to Processing Complexity (DofK) Teacher Inputs Application & Materials
Tier 1: Learn DofK 1: Recall, Restate T. Demo & and F: teacher-guided practice
steps on bookmark with leveled reader
Tier 2: Apply DofK 2: Basic Processing T. Demo & F: peer-assisted practice
suggested steps with grade-level reading
Tier 3: Extend DofK 3: Synthesize, Justify T. Demo & F: independent practice w.
Evaluate (good/bad) student-suggested multiple challenging texts
options

Tier 1 Script of Teacher Directions to Students:

Write a teacher script for a lesson that addresses the learning objective that you chose based on a
MN ELA benchmark. Please write using our, you, and I language, as if you were speaking the
directions directly to students. IMPORTANT: Info text does not include fictional stories or
biographies. Do not use fiction-related terms such as story, character, plot, conflict/resolution..
Ready to Depth of Knowledge Teacher Inputs Practice & Materials
Tier 1: Learn DofK 1: Recall, Restate A-E & F: teacher-guided practice
with leveled reader
A. Target Stated: I can Recall 3 reasons that the author used to support particular
(Tier 1: recall, restate) points in the text.
B. INPUT: Teacher script: Recall- bring (a fact, event, or situation) back into one's
Key Vocab Defined mind, especially so as to recount it to others; remember.
Identify- find or locate
C. INPUT (I DO): Teacher Watch as I read the book and identify supporting evidence
script to be said as for points the author makes. (Teacher reads a book aloud,
procedure is demonstrated pausing to explain thoughts about the book and personal
connections. Then the teacher verbally and visually
represents 3 points that support a claim or point in the text)
D. INPUT: Teacher script Notice there are three steps to use:
to introduce bookmark 1) Read the sentences
with numbered steps of 2) Identify a point or idea that the author is making
mental task 3) Identify reasons that support or proves the point is
true
Here is a bookmark for you to look at with the steps.
E. INPUT: (WE DO) Teacher Now lets use the steps to work together to identify a main
script directions for point and supporting evidence from our leveled reader. You
teacher-assisted guided read along silently as I read this next paragraph aloud. (
practice

F. INPUT: (YOU DO) Teacher
script directions for
independent practice /
application including
needed materials
Teacher guides and assists students as they work through
the 3 steps with the new paragraph)
Now, use the 3 numbered steps on our own to find a main
point and supporting details from the next two paragraphs
of our leveled readers.

Tier 2 Script of Teacher Directions to Students:

In space below, explain the teacher directions given to Tier 2 students using our, you, and I
language Bold & Color-code text that shows adjustment for each of the tiering factors.
Ready to Depth of Knowledge Teacher Inputs Practice & Materials
Tier 2: Apply DofK 2: Basic Processing A,B,C,E & F: peer-assisted practice
with grade-level reading
A. Target Stated: I can Explain how the author uses evidence and reasons to
(Tier 2: basic processing) support two different points.
B. INPUT: Teacher script: Evidence- facts or information that prove an idea is true.
Key Vocab Defined Identify- find or locate Main point- a main or idea that is
important to the topic of the book
C. INPUT (I DO): Teacher Watch as I read the book and compare the use of evidence
script to be said as to support two main points (Teacher reads a book aloud,
procedure is demonstrated pausing to explain thoughts about the book and personal
connections. Then the teacher verbally and visually
represents 3 points that support a claim or point in the text)
D. INPUT: Teacher script What did you notice me doing? What are some steps I used
for suggested steps of to compare the evidence that supports two claims? (teacher
mental task complies a list with help of student suggestions )

E. INPUT (WE DO): Teacher
script directions for guided
practice
F. INPUT: (YOU DO) Teacher
script directions for
independent practice /
application including
needed materials
Now lets use the steps to work together to compare the
evidence used to support two different points. You read
along silently as I read this next paragraph aloud. ( Teacher
guides and assists students as they work through the steps
with the new paragraphs)
Now you can use the steps on our own and the reasons
and evidence T chart to find a point and reasons and
evidence from the next two paragraphs of our grade-level
texts.
Tier 3 Script of Teacher Directions to Students:
In space below, explain the teacher directions given to Tier 3 students using our, you, and I
language Bold & Color-code text that shows adjustment for each of the tiering factors.
Ready to Depth of Knowledge Teacher Inputs Practice & Materials
Tier 3: Extend DofK 3: Synthesize, Justify A-C & F: independent practice w.
Evaluate (good/bad) multiple challenging texts
A. Target Stated: I can I can evaluate and justify which author supports their ideas
(Tier 3 justify, evaluate) with better evidence and reasons.
B. INPUT: Teacher script: Evidence- facts or information that prove an idea is true.
Key Vocab Defined Evaluate- to judge or determine the significance, worth, or
quality of something.
Justify-
C. INPUT (I DO): Teacher Watch as I read the book and evaluate supporting evidence
script to be said as and reasons for points the author makes. (Teacher reads a
procedure is demonstrated book aloud, pausing to explain thoughts about the evidence
that the author provides to support main points. For
example, this evidence is good because it connects to the
main point and tells us more about why it is true)
D. INPUT: Teacher script How can we evaluate the evidence used to support points?
to invite student- Explain some steps/ suggestions you could use. ( Students
suggested options for would make a list to reference if they need suggestions)
approaching the mental
task
E. INPUT (WE DO): Teacher NA
script directions for guided
practice
F. INPUT: (YOU DO) Teacher Chose at least two books from the challenging bucket in the
script directions for reading area. Evaluate the evidence that the author uses to
independent practice / support point/s in the book. Then decide which author you
application including believe does provides the best evidence and reasons and
multiple challenging texts create a presentation of your choice to present to your
classmates.
PART B TIERED PRE-TEST to determine readiness for the 3 tiered tasks
Write a three question pre-test to determine readiness for the chosen benchmark. Remember:
Question 1 should directly relate to readiness for your planned Tier 1 task, Question 2
indicates readiness for your planned Tier 2 tasks, etc.)
Level 1: Recall Write a question directly related to readiness for this level
- Requires shallow understanding Tier 1 Question about selected benchmark:
- Simple recall from text Explain three reasons that supports the idea that sharks are
- Slight paraphrasing dangerous.
Level 2: Basic Processing
- Inter-sentence inferences Tier 2 Question about selected benchmark:
- Organize information Explain with evidence and reasons feeding behaviors of
- Compare/contrast basic info sharks and dolphins.
Level 3: Evaluate or Justify
- Asks students to support thinking Tier 3 Question about selected benchmark:
- Justify, evaluate, argue logically Justify and explain which reading uses evidence and reasons
- Make connections between texts better to support the idea that sharks are dangerous.

PART C. THINKTRIX FOR INDEPENDENT STUDY

In the 2 rows below, provide the author and title of 2 books that could be used to address AND have
a Flesch-Kincaid Grade Level of 1- 2 years above the grade level of your chosen ELA
benchmark. Use https://www.perrymarshall.com/grade/ for the Gr Level.
Interest Topic to be explored: tornadoes
Title of Books students could use to explore the interest Gr Lvl
1 Inside Tornadoes by Mary Kay Carson 6
2 Chasing the Storm: Tornadoes, Meteorology, and Weather Watching 5

Frank Lyman constructed the Thinking Matrix as a way to support discussion and inquiry for
students working independently of a teacher. Fill in the last column as if you were one of the
advanced readers in your classroom. (See D2L: 8C Think Trix)

ICON ICON MEANING Real question dealing with benchmark & 2 books
RECALL Retell what happens when a tornado forms.

SIMILARITY How are tornados and thunderstorms similar?

DIFFERENCE How are tornadoes and thunderstorms different?

CAUSE / What are the causes of tornadoes? / What are the

EFFECT results of tornados?

IDEA TO Can you give 2 examples of evidence explaining why

EXAMPLE tornadoes are dangerous?

EXAMPLE TO What is the bigger idea that tornadoes and

IDEA thunderstorms are examples of?
EVALUATE Is meteorology important for everyone to
understand? Justify your answer using reasons and
evidence.
PART D DESIGN A CHOICE BOARD

Multiple Intelligence
Choice Board for Informational Text

Restate your chosen MN ELA Standard from MN CC :

4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a
text.

- Create a multiple intelligence choice board items for the chosen standard.

MUSICAL KINESTHETIC INTERPERSONAL

Create a song using a main
point and supporting evidence
from two informational texts.
Be prepared to share in class
with a partner.
Use your body to act out the
main point and supporting
evidence of the informational
text for your partner OR create
a movement game for your
classmates to teach them
about a main point and
supporting evidence from the
texts.
Survey or interview two other
classmates about the
importance of supporting
points with evidence. Then use
your findings (what they told
you) to evaluate the
effectiveness of main points
and evidence found in two
informational texts.

VISUAL / SPATIAL LOGICAL VERBAL-LINGUISTIC

List a main point from the text
and three pieces of supporting
evidence. Draw a picture for
the main point and each of the
pieces of evidence.
Create a mind map or graphic
organizer explaining the
connections between main
points and supporting
evidence of two informational
texts.
Retell the main points and
supporting evidence of your
two informational texts to your
partner.

DOUBLE CHECK:

Are all 6 choice activities pertain to NONFICTION?

Did you avoid using any of the following (fiction) words?
- character
- plot
- problem/solution