Date: 3/14/2020 Teacher’s Name: Ms.

Jenn Bueti
Subject: ELA Grade level: 11/12th grade
Learning Segment Topic: Reading a Source … Length of each lesson: 45 minutes

Central Focus:
In this lesson, students will identify strategies to read sources for their research paper.
The teacher will model a key of symbols that students will use every time they try to
comprehend a source. Students will gain an understanding in pre-reading strategies to analyze
possible sources and interpret different texts within the contexts of a research paper. This class is
to build on the overall lesson segments of developing a research topic; for any intended topic,
students will need research to back up their claims, which is the goal of this lesson. Students will
recognize key terms and tools used for source-reading comprehension.
Essential Question(s):
- How does a student realize if they are comprehending a source for their paper?
- Why is it important to have sources within a paper?
- How important is the analysis of a secondary source in a research paper?

Learning Standard: WHST 11-12.1a: Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.

Pre-Assessment: Entrance Ticket: Students will fill out an entrance ticket, answering the
following question: “How do you understand a passage when there are unfamiliar words in it?”
Differentiation: The example source that the teacher gives out to students for analysis can vary
based on reading level. When students break up into groups to work on the assignment, the
teacher will pair students with higher and lower reading levels together, and students with
average reading comprehension skills together. All the students in the class will be asked to write
down the answers to the questions the teacher asks before they call on someone, to try and
motivate reluctant learners. This is similar to Vygotsky’s Zone of Proximal Development
Theory: using scaffolding and other resources to support the student where they struggle so they
will soon learn how to do the task independently. The teacher and fellow classmates will serve as
scaffolds in this lesson.
Academic Language Plan:
Language functions: Identify, Support, Analysis, Claim, Create, Evaluate, Justify.
Language Demands: Read, Write, Discuss, Syntax
Vocabulary: Informational Text, Primary and Secondary Sources, Collecting Evidence,
Paraphrasing.

LESSON Plans
 Day 5: People Research

Learning Objectives: Students will: Assessments:

- Design a list of questions geared - Design a “People Research”

toward their research topic to ask
others
- Investigate outside opinions on their
research topic to use within their
research
- Examine answers from their questions
and use it within their research.
questionnaire based on the research
topic.
- Take turns asking each other
statements/questions from the
Recycling Questionnaire in partners
to practice getting answers.
- Create a questionnaire as a class

Procedure:

Anticipatory Set

- Entrance Ticket: “What are ways to gather research about a topic?”

- Students will turn-and-talk to their partners discussing their answers.

Initial Phase

- After students have shared their entrance ticket answers with their partners, the teacher
will ask for some examples. This will segway into today’s topic of using the public
writing strategy “People Research”
- The teacher will give students a presentation on the basics of People Research on a
PowerPoint presentation.
- The teacher will then ask students to take out the article they’ve been working on that has
to do with the topic Recycling
- On a poster board in front of the class, the teacher will ask students some statements that
could be said about recycling (ex: I believe recycling is important for future generations;
It is important for Paper, Plastic, and Cardboard to be separated…)
- The students will write down the statements in their notebooks

Middle Phase

- After the class generates around ten statements, the teacher will ask students to partner up
and take turns filling in the class made questionnaire interview. The students will get
their partners’ response to the statement and then write down a brief sentence explaining
their reasoning.
- The teacher will walk around and guide students on the task.
- After about 5 minutes, the teacher will bring it back to class and ask for student
contributions.
 - The teacher will tell students they will now need to come up with 10 statements or
questions that regard their own topic. These statements or questions should help the
student further answer their main central research question they have been developing to
this point.

Concluding Phase

- The teacher will hand out a fill in worksheet for students to write their own questionnaire.
The worksheet will include a space at the topic for the student to write the research
question they have been developing over the past 5 lessons
- The teacher will walk around to help students if they are stuck but this should be done
independently.

Follow up:

- HW: Find 3 community members, (family, friend, another teacher, the crossing guards
etc) and interview them on the questions the students generated. Then the students will
write up a small one paragraph summary about why People Research is important to
include when writing on a topic.

Materials:

Powerpoint presentation: https://docs.google.com/presentation/d/1WIU5-6PTzxKMdsmP8jf-

9qgwaPkRBiimtivyalcGMyc/edit?usp=sharing
Article: https://agupubs.onlinelibrary.wiley.com/doi/abs/10.1029/96RG01927
Worksheet: https://docs.google.com/document/d/1EhWNP4iK9HQuEs06ZDq0AJE1-
hkTjLhQl_-UUAbcGcA/edit?usp=sharing