Jessica

Williams
Informational Unit Plan

Grade: 9
Class Size: 22 Students
Unit Duration: 12 days
Time Frame: 40 minutes

1. Objectives
Students will be able to employ a hook that catches the readers attention in an
interesting way.
Students will be able to design an introduction that connects to the audience and
establishes the research question.
Students will be able to construct an introduction with important details that
introduce the tone and central focus of the essay.
Students will be able to illustrate a scene that relates to the topic through an
anecdote, event, or idea.
Students will be able to identify and state the claims being made by different
stakeholders.
Students will be able to question the contexts or ideas of the topic.
Students will be able to formulate a question that will be answered in the essay.
Students will be able to write topic sentence that will establish what the paragraph
will address.
Students will be able to construct topic sentences that connect to the main focus of
the essay.
Students will be able to report questions or conflicting ideas about the topic.
Students will be able to develop paragraphs that connect back to the main thesis of
the essay
Students will be able to develop a specific aspect of the central focus of the essay in
each paragraph.
Students will be able to construct paragraphs that provide multiple details in a
fluent sequence of sentences.
Students will be able to write a variety of transitional strategies to effectively clarify
the relationships between and among aspects of the issue.
Students will be able to write multiple transitional phrases that help ideas and
statements flow together.
Students will be able to employ transitions that clearly indicate a change in tone or a
shift in thinking.
Students will be able to design their writing so that the central focus of essay is
focused, clearly stated, and strongly maintained
Students will be able to assemble their ideas so that they follow an effective
sequence.
Students will be able to interpret and employ multiple data sources to examine
multiple contexts of the topic.
Students will be able to formulate a clear analysis of each piece of evidence as well
an analysis of how it connects to the central focus of essay.

Students will be able to examine and employ academic and domain-specific

language that is appropriate to the topic and audience.
Students will be able to choose multiple types of content in the forms of statistics,
historical documents, media, academic research, observations of trends in society,
field notes, and interviews.
Students will be able to employ and cite sources in their essay.
Students will be able to employ a variety of rhetorical strategies or moves in their
writing.
Students will be able to employ rhetorical strategies such as cause and effect,
characterization of an individual, group, or idea, How- to approach, or an
argumentative approach.
Students will be able to examine and question their personal biases or general
biases through rhetorical strategies.
Students will be able to employ a tone that compliments the topic.
Students will be able to construct a specific perspective or reaction from the
audience with the use of tone.
Students will be able to select certain parts or throughout the paper to employ tone.
Students will be able to write within a certain genre such as a satire, informative
genre through news reporting, or narrative using personal stories or interviews.
Students will be able to design their essay to follow a specific genre and employ its
features throughout the work.
Students will be able to employ multiple literary elements such as but not limited to
metaphors, similes, characterization, imagery, allusion, and analogies.
Students will be able to support connections between the reader and the topic
through the use of literary elements.
Students will be able to explain the central focus of the essay while incorporating
the major ideas examined or presented in the essay.
Students will be able to develop an opportunity for a response to the central focus of
the essay.
Students will be able to design a conclusion that provides a new outlook on central
focus of the essay.
Students will be able to employ sentence structures that are purposeful and vary
throughout the essay.
Students will be able to revise their writing for cohesiveness and clarity.
Students will be able to edit their writing to present an essay clear of grammatical
and structural errors.

2. Essential Questions
What are the features of informational writing?
What makes informational writing informative?
What information do you need to explore in order to understand multiple contexts
of the topic?
What kinds of genres should you explore to strengthen your perspective on the
legislation?
How do you do know a source is credible, accurate, and relevant to your topic?
How are your sources biased or framing specific ideas about your topic?


3. Final Writing Assignment
The central writing assignment for this unit is for students to research a piece of U.S
legislation and inform their audience about the multiple contexts of the legislation.
Students will collect multiple genres of sources in order to support their
examination of these contexts. They will look at the historical, political, social,
cultural, and ethical aspects of the legislation They will also determine how it affects
them personally, society, specific groups in the U.S. population, and the world.
Students will also need to consider if the legislation in terms of the public domain
and how the legislation is perceived by the public or by specific groups and
organizations. Students can also consider if it is effective and whether or not it
needs to be reformed.

4. Student Research Questions
Why or how is the legislation important? What purpose does it serve?
What are the historical, political, social, and cultural contexts of the legislation?
What is the ethical or moral context of the legislation?
Who does this legislation affect and how?
How does the legislation affect you?
How does the public, specific groups, and/or organizations perceive the legislation?
How is the legislation effective or ineffective?
Is there an opportunity to amend this legislation? How would the legislations be
reformed in order to better support citizens?

5. Targeted Audience
Students will be creating a presentation that they will share with the class but they
will also share with the eighth grade classes that are studying American History.
They will also have to submit it to our class page so that other members of the
school district have access to viewing their presentations.

6. Data Collection and Source Identification
School District Library Database: One of the most important databases that I will
show students is the school districts library database. Students are able to search
for print-based sources in the high school library as well as the public library and
neighboring town libraries. This database is also geared towards students and it
provide texts that are more appropriate for their reading levels as well as their
research assignments.

Google Scholar: Many students are going to resort to Google to find sources so I
want to show them how to use Google to fins credible sources. Not only can student
look up articles through Google Scholar but it also offers the option to look up
information about case law specifically.

Sweetsearch.com: This search engine is geared towards high students who are
learning to research. Each source offers a list of major ideas that the source covers.

Many of the sources that are located through this site are from academic databases
as well as popular media sources.

USA.gov: Students are able to get information about state and federal laws on this
website. It also provides links that show the complete statement of the law and
stipulations. This is a credible source since it is the official US web portal.

Picsearch.com: This website offers specific photos that can be used in formal
presentations. The website offers a selection of quality photos that are closely
associated to what is being searched. It weeds out many unrelated photos that are
offered on sites like Google.

Noodletools.com: allows for students to take notes, outline, cite, annotate, and
archive their sources. This website will help students organize their sources and
help them pull out what information is important in each source. It also helps them
to cite their sources appropriately. They are also able to share their sources
collaboratively with peers and myself.

7. Credible, Accurate, Sustainable Sources
These are the major aspects of research that I will have to teach students:
What language to use when searching for information.
The difference between primary and secondary resources.
Looking at multiple genres of texts such as speeches, news articles, magazine
articles, historical documents, government documents, music, photos, videos,
blogs, social networks, advertisements, political cartoons, etc.
The features of credible websites such as URLs (.gov, .edu, .org) and website titles.
Who the authors or publishers are of the text.
Organization responsible for maintaining website or information.
If the source is too one-sided or biased.

8. Genres of Writing
The main genres of texts that are necessary for this unit are:
Government documents: Students need to read legislation as a primary source.
Historical Documents: Speeches, letters, signs, photos, and other documents that
contextualize the historical aspect of the legislation.
Articles: that discuss the issues around the legislation as well as provide
different perspectives on the topic.
Popular Media: social networks, advertisements, music, photos, videos, and
other forms of texts that portray the legislation through the eye of the public and
how are people are viewing or responding to the legislation.
Students are limited to these categories of texts but are strongly encouraged to look
at these texts in order to have a foundation of research for their writing.

9. Model Texts
I will model the units process using the topic of The National Minimum Drinking
Age Act of 1984. I will model for students how to look for sources.

The genres of writing I have included are a magazine article, news report, and
legislation.
The features that I will help students identify and analyze are organization of
data sources, topic sentences, rhetorical strategies, integration of data, domain
specific language, characteristics of informational writing, developing detailed
outlines, sandwich quotes, and providing constructive feedback.
There is common language that every student will encounter that I will need to
assist them in defining such as: legislation, bill, act, appeal, common law,
prohibit, permit, amendment, initiative, bias, protest, and petition. There will
also be language that is specific to each students topic. Students will work in
groups to develop a collaborative definition of words they find in their research
in order to define the language.

10. Assessment
Students final writing piece will be assessed using a rubric that I constructed. It
will be including in the student packet so they know what they will need in their
writing piece. Students will also be given a checklist so that they can ensure that
their writing piece is properly formatted and cited.
Students will be provided with source sheets that ask them to question the
credibility of their sources. Once they have filled out these sheets, they can hand
them in to me so I can assess hat sources students are using. In the research
portion of the unit, I will have access to their Noodletools profiles and I can give
them feedback on their sources, annotations, notes, and citations.
In addition to being researchers and writers, students will take on the role as
editors of their peers. They will read each others work for clarity, detail, and an
overall cohesiveness. By having students look at each others work, they are able
receive encouragement for what they do well and suggestions on what they need
to improve. The students in the role of editor can see how their classmates are
organizing work and what rhetorical strategies they make in their writing. Peer
evaluation and feedback is essential for students to further develop his or her
writing. In addition to peer feedback, I will also conference with each student
throughout the process. During the writing process, students will be able to talk
to me about what progress they are making and what difficulties they are having.
This is an opportunity for students to assess their progress and determine what
they want me to help them with. Teacher-student conferencing will be student-
directed. There are a few aspects of writing that I may go over with individual
students but our time will be primarily determined by the students concerns.

11. Research/Writing Process
Students will have a checklist that shows where they should be approximately in
the research, writing, and evaluation process. This will allow students flexibility
to work at their own pace. They will also need my signature in order to advance
to the next stage of the unit so that I can assess whether they are ready or need
to work more on previous stages.

12. Grammar Instruction

I will need to address certain features of grammar that are going to be prevalent in
texts students will be looking at as well as student writing. Grammar instruction will
include:
Using action verbs opposed to passive verbs.
Using parallel structure
Using transitional phrases to better introduce ideas, quotes, and information.
How to properly quote or paraphrase information from sources in writing.


13. Culminating Activity
Students will create a multimodal presentation that compliments their
informational writing piece. Students will catalog the process in which they
found their information and how they integrated it into their writing. The
presentation will include photos, graphs, videos, and other texts. Students will
contextualize their thinking and the units process to illustrate their research
and thinking patterns throughout the unit. The multimodal presentation should
serve as a map that the student creates for the audience in order for both to
understand the multiple layers of the process.

Common Core State Standards
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.3: Analyze how the author unfolds an analysis or series
of ideas or events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
Craft and Structure:
CCSS.ELA-LITERACY.RI.9-10.4: Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are
developed and refined by particular sentences, paragraphs, or larger portions of a
text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a
text and analyze how an author uses rhetoric to advance that point of view or
purpose.
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in
different mediums (e.g., a person's life story in both print and multimedia),
determining which details are emphasized in each account.
CCSS.ELA-LITERACY.RI.9-10.8: Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-LITERACY.RI.9-10.9: Analyze seminal U.S. documents of historical and

literary significance (e.g., Washington's Farewell Address, the Gettysburg Address,
Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including
how they address related themes and concepts.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3
above.)
CCSS.ELA-LITERACY.W.9-10.5: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and
including grades 9-10)
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly
and dynamically.
CCSS.ELA-LITERACY.W.9-10.7: Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.ELA-LITERACY.W.9-10.8: Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.

Day 1
Subject: Introduction to Informational Writing Unit
Learning Context: This lesson will introduce the culminating writing assignment
and culminating writing activity. This lesson will put the research, writing, and
presentation process into perspective for students. They will be able to review each
stage of the unit and understand where the unit will take them and what roles they
will embody throughout the unit.
Background Knowledge/Skills: Students can use their background knowledge of
US laws and legislation in this lesson.
Essential Questions:
What are the features of informational writing?
What makes informational writing informative?
Learning Objectives and Understandings:
Students will be able to question the contexts or ideas of the topic.

Students will be able to formulate a question that will be answered in the essay.
Students will be able to report questions or conflicting ideas about the topic.
Rationale: The main focus of this lesson is to introduce students to informational
writing and prepare them for the work that they will do. Students need to know
where they are going in a unit as well as what they will need throughout the
process. Its imperative to build a foundation of interest, resources, and ideas in
order to prepare students for the work that they will be doing.
Standards:
CCSS.ELA-LITERACY.W.9-10.7: Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
Academic Language Needs (key vocabulary): legislation, bill, act, common law,
informational writing.
Procedure (sequence of activities):
1. As a class, we will collectively create a brainstorm of all the laws or legislation
that we identify in our everyday lives. Before we begin our list, we must come up
with definitions for the words legislation, bill, act, and common law. Next, we will
brainstorm all the contexts of the legislation. This will be the point in which I ask
students the essential questions that they will need to consider when they research
their topic. I will create a list of laws and legislation as well as essential questions on
the overhead projector so students can copy them down in their notebooks.
2. I will now introduce the culminating writing assignment and the culminating
activity for the unit. I will ask students what are the features of informational
writing? What is considered informational writing? Together we will develop a list
of characteristics of informational writing.
3. Next I will pass out the student packet for this unit and have students look
through the packet to view the resources, information, and guidelines that will assist
them throughout the unit.
4. For the last activity of the lesson, I will introduce the model texts that I have
collected on The Minimum Drinking Age Act. From here, I will refer back to the
beginning of class when we discussed the essential questions and show students my
essential questions that I have chosen for my research.
Differentiation for Students with Special Needs:
Printing the class notes for students in large print.
Repeating student responses for the whole class.
Rephrasing information that may be difficult to understand
Offering opportunities for students to ask questions.
Materials/Resources/Handouts:
Student Packet, Overhead projector, students will need their notebooks.
Assessment/Rubrics: Students will be assessed informally by my observations of
their notes they have taken in class. I will also be able to assess their understanding
of the lesson when they bring in their homework for the next day.

Reading/Writing Assignments: For Homework, students will begin the first stage
of the unit by determining what legislation they want to focus on. They will also
need to generate eight questions they want to explore about their legislation. They
can refer back to todays lesson in order to choose a topic and questions. However,
they are not limited to these lists.

Day 2
Subject: Introduction of Research
Learning Context: Students will be examining their questions that they created for
homework. We will review these questions together as a class before learning about
research and finding credible data sources through a demonstration by the
librarian.
Background Knowledge/Skills: Students can use their previous knowledge or
experiences with using technology to research. They are able to use their digital
literacy skills during this lesson.
Essential Questions:
How do you do know a source is credible, accurate, and relevant to your topic?
How are your sources biased or framing specific ideas about your topic?
How do your sources help you to answer your essential questions?
Learning Objectives and Understandings:
Students will be able to choose multiple types of content in the forms of statistics,
historical documents, media, academic research, observations of trends in society,
field notes, and interviews.
Rationale: It is imperative for students to learn how to find information to answer
questions they may have about issues relevant to their lives. It is also important that
students are able to distinguish between easily accessible sources and sources that
are credible, accurate, and relevant to their questions. The ability to research
effectively is a skill that students will be able to employ in multiple contexts.
Standards:
CCSS.ELA-LITERACY.RI.9-10.9: Analyze seminal U.S. documents of historical and
literary significance (e.g., Washington's Farewell Address, the Gettysburg Address,
Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including
how they address related themes and concepts.
CCSS.ELA-LITERACY.W.9-10.7: Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.ELA-LITERACY.W.9-10.8: Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
Academic Language Needs (key vocabulary): Credibility, Relevance
Procedure (sequence of activities):

1. The first part of the lesson will be to review last nights homework. I will model
for the class what makes good research questions using the topic of the minimum
drinking age. Once students have a grasp on what questions are deemed
appropriate, I will have them work in pairs as they give each other feedback on the
questions they have come up with. They are able to add or delete questions from the
list but they must come up with four solid questions. As they work together in pairs,
I will walk around and ask students what legislation they have chosen. This will also
allow me to see where they are in terms of establishing research questions.
2. The second activity will be the librarian teaching an instructional lesson on
research. The librarian has offered to assist students in learning how to use the
library database. Students are given several minutes to work with the database in
order to familiarize themselves with it.
3. The last part of the lesson is to show students the other databases and websites
they can use to find credible sources. I will ask them to refer to the packet where the
websites and their descriptions are located. Students have the rest of the period to
start finding sources while the librarian and myself walk around to answer
questions.
Differentiation for Students with Special Needs:
Restating directions, reading information from the packet.
Reviewing the librarians lesson with students because they may not be familiar
with how the librarian explains ideas or concepts
Have students sit next to students who are extremely familiar with computers
Materials/Resources/Handouts: Model texts, the computer lab, the assistance of
the librarian, and student packet.
Assessment/Rubrics:
Students will be assessed informally on how much they understood about creating
research questions and establishing their topic. They will also be assessed
informally on how well they were able to follow the directions of the librarian and
what databases and websites they use to find credible sources.
Reading/Writing Assignments:
For Homework, students will review what they learned about research in todays
lesson to fins at least four sources. They will also need to fill out the Source
Evaluation sheets in the packet for each source they find. They will need to bring
printed copies of their sources to class for tomorrow (or at least two)

Day 3
Subject: Source study for Rhetorical Strategies
Learning Context: Students are looking at rhetorical strategies employed by the
writers of their topic sources. They are also studying language and how it functions
in writing. Students will learn to define language using multiple features. Students
will also learn how writers establish claims, stakeholders, and ideas in their writing
through the use of rhetorical strategies.
Background Knowledge/Skills: Students will be able to use their background
knowledge of literary elements in todays lesson. They will also use inference to
investigate the meaning of language found in their sources.

Essential Questions:
How can words be defined without the use of the dictionary?
How does a writer frame a specific idea or concept?
What kinds of meanings does a writer develop for their audience?
In what ways does a writer establish their claim or argument?
Learning Objectives and Understandings:
Students will be able to interpret and employ multiple data sources to examine
multiple contexts of the topic.
Students will be able to formulate a clear analysis of each piece of evidence as well
an analysis of how it connects to the central focus of essay.
Students will be able to examine and employ academic and domain-specific
language that is appropriate to the topic and audience.
Students will be able to examine and question their personal biases or general
biases through rhetorical strategies.
Students will be able to identify and state the claims being made by different
stakeholders.
Rationale: It is important that students are able to recognize and examine the
rhetorical moves that writers make in their writing. Students are able to better
understand their topic when they are aware of the framing the writer is doing in
terms of the topic, the stakeholders, and the claims being made. Students can also
evaluate their biases as well as the biases of the writer through examining the
rhetorical strategies the writer makes. Students will also be reading as writers and
will be able to observe these rhetorical moves and employ them in their writing.
Standards:
CCSS.ELA-LITERACY.RI.9-10.2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.3: Analyze how the author unfolds an analysis or series
of ideas or events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
CCSS.ELA-LITERACY.RI.9-10.4: Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are
developed and refined by particular sentences, paragraphs, or larger portions of a
text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a
text and analyze how an author uses rhetoric to advance that point of view or
purpose.
Academic Language Needs (key vocabulary): Rhetorical strategy and language
specific to students sources.
Procedure (sequence of activities):
1. The first twenty minutes of the lesson will be devoted to students breaking down
the language of their sources. I will model what I want students to do by using the

term rhetorical strategies as an example. Students will fill in their Vocabulary Log
and we will answer the questions together in order to define rhetorical strategies.
Students will then go through their article and highlight any language they are
unfamiliar with. Next, they will work with a partner in order to establish a definition
of the word using the Vocabulary Log. Students are allowed to look up definitions on
their cell phones.
2. Once students are familiar with the language of their sources, I will model how to
locate rhetorical strategies for students using the model text. I will give students
different sections of the article Why is the drinking age 21? and with a partner,
they will write down what they notice about what the writer is saying and how they
are saying it. After a few minutes, we will go through the article and note the
rhetorical moves the writer is making. The features we will look closely at is the
literary devices, tone, language, phrases, data, stakeholders, and claims the writer
uses in each section.
3. Once we have gone over the model text as a class, students will read their articles
for rhetorical strategies. They will use the Rhetorical Strategies chart to organize the
Rhetorical moves of each source.
Differentiation for Students with Special Needs:
Print class notes for them so they can refer back to them.
Have them partner with students that are familiar with the lessons objectives.
Rephrase questions and repeat directions frequently.
Materials/Resources/Handouts: Vocabulary Log, Rhetorical Strategies Chart, and
Literary Elements sheet in the Student Packet. Overhead projector, model texts,
dictionaries, cell phones.
Assessment/Rubrics:
Students will be assessed informally by handing in their source sheets from
yesterday as well as how much they have filled out the log and chart for todays
lesson.
Reading/Writing Assignments:
For Homework, students will need to highlight the rhetorical strategies in their
sources by defining and labeling each strategy. They will have to answer the same
question on the chart to explain the purpose of the rhetorical strategies in each
source.

Day 4
Subject: Introduction to Noodle Tools/ Organizing Sources
Learning Context: Since today is the second day of students working with their
sources so they need to organize their data in a way that they can look at all their
sources collectively to see the patterns or trends they all share. They also need to
know how to use Noodle Tools in order to take notes, annotate, and cite their
sources. Most importantly, students need to organize their information in an outline
that will set them up for the writing stage of this process. They will also learn how to
properly prepare information to be integrated into their writing.
Background Knowledge/Skills: students will be able to use their digital literacy
skills today as they use computers to organize their research.

Essential Questions:
What information is essential to your questions?
How do you give credit to the writers of the sources you have chosen?
How do you incorporate these sources into your writing?
Learning Objectives and Understandings:
Students will be able to assemble their ideas so that they follow an effective
sequence.
Students will be able to interpret and employ multiple data sources to examine
multiple contexts of the topic.
Students will be able to formulate a clear analysis of each piece of evidence as well
an analysis of how it connects to the central focus of essay.
Students will be able to examine and employ academic and domain-specific
language that is appropriate to the topic and audience.
Students will be able to choose multiple types of content in the forms of statistics,
historical documents, media, academic research, observations of trends in society,
field notes, and interviews.
Students will be able to employ and cite sources in their essay.
Rationale: It is vital that students learn to organize information effectively using
digital tools to better categorize sources. It is also highly important that student
learn to incorporate sources in their writing and cite sources appropriately.
Students need to learn these skills in order to effectively employ multiple forms of
data to support their ideas or claims. The content and skills students will learn in
this lesson will prepare them for real world situations.
Standards:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.9-10.8: Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly
and dynamically.
Academic Language Needs (key vocabulary): Annotation, Citation, Plagiarism,
Quotation
Procedure (sequence of activities):
1. I will begin todays lesson with direct instruction on how to properly quote
information. I will go over quotes, block quotes, and paraphrases by explaining each
of their purposes as well as how each need to be formatted within a paper. I will also
elaborate on plagiarism.
2. Students will be spending the rest of the class period on the computers using
Noodle Tools. They will organize their sources so that they are annotating them and
pulling out quotes, block quotes, and paraphrases they can use in their writing. I will

be walking around and helping students set up accounts as well as assessing

whether they are pulling out valuable quotes and other information. They will also
create citations for each of their sources.
Differentiation for Students with Special Needs:
Students will have access to the notes because they are included in the Student
Packet.
Post notes on the board as well as repeat them orally.
Repeat directions multiple times.
Give these students more attention during independent work time.
Materials/Resources/Handouts: Plagiarism handout in Student Packet, overhead
projector, access to computer lab,
Assessment/Rubrics:
With Noodle Tools, I have access to every students account and I can track their
progress. I can also see what data they have chosen to support their writing
assignment. I will leave them comments in order to guide them.
Reading/Writing Assignments:
For homework, they will finish annotating and organizing their sources.

Day 5
Subject: Review of Research
Learning Context: Todays class will be an opportunity for students to review their
research one last time before entering the writing process. Since the first fours days
of the unit covered an extensive amount of concepts, this will be a day for students
to make up work, review or gather sources, alter questions, or ask for help. For
students who are in excellent shape, they have more time to organize their sources
or to begin their outline. Since students may be at different stages of the research
process, this day will serve as a class devoted to preparing all the students for the
writing process.
Background Knowledge/Skills: Students will be working with the content or skills
that they have learned so far in this unit. They will also use the previous knowledge
they have used in this unit.
Essential Questions:
How do you do know a source is credible, accurate, and relevant to your topic?
How are your sources biased or framing specific ideas about your topic?
How do your sources help you to answer your essential questions?
How can words be defined without the use of the dictionary?
How does a writer frame a specific idea or concept?
What kinds of meanings does a writer develop for their audience?
What information is essential to your questions?
How do you give credit to the writers of the sources you have chosen?
How do you incorporate these sources into your writing?
Learning Objectives and Understandings:
Rationale: The Purpose of this review day is to have students work on their
specific areas of improvement. Students can be at different stages of the same
process and it is important that their progress is valued. Students learn at different

paces and it is imperative to work with all students and allot time to allow them to
reach the same stages as other students. Students proximal zone of development
needs to considered before moving on to the next stage of a unit.
Standards:
CCSS.ELA-LITERACY.RI.9-10.2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.3: Analyze how the author unfolds an analysis or series
of ideas or events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
CCSS.ELA-LITERACY.RI.9-10.4: Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are
developed and refined by particular sentences, paragraphs, or larger portions of a
text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a
text and analyze how an author uses rhetoric to advance that point of view or
purpose.
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.9-10.8: Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly
and dynamically.
Academic Language Needs (key vocabulary): legislation, bill, act, common law,
informational writing, Annotation, Citation, Plagiarism, Quotation, Rhetorical
strategy and language specific to students sources.
Procedure (sequence of activities):
Todays class will be separated in two workshops. I will establish todays class as an
opportunity to work on any parts of the research process that students need to
work on. Since I have been assessing students progress or needs throughout the
process, I have identified each students area of improvement.
1. I will place students into groups of four and they will work on a specific aspect of
research. Two of the groups will work on the computers in the classroom. They will
work on Noodletools or looking through databases to look for more sources. The
other two groups will work on looking at their sources for rhetorical strategies and
language usage. Some students may take this time to finish Source Evaluation
sheets, Rhetorical Strategies chart, or the Vocabulary log.

2. After fifteen minutes, students will switch places and continue working on their
research. For students who have completed every stage successfully, they will be
working in a fifth group where they are getting a head start on their outlines. As
other students finish, I will get them started on their outlines.
Differentiation for Students with Special Needs:
I will be able to give a significant amount of one-on-one time to students with
special needs.
I will also pair them in groups that I know the other students will help them sty
focused on the workshop tasks.
Materials/Resources/Handouts: Student packet, classroom computers
Assessment/Rubrics: I will assess students progress while walking around the
room.
Reading/Writing Assignments: Students will create their outline for their
informational paper using the notes they have taken on Noodle Tools. They will
need to fill in the Outline template in the Student Packet.

Day 6
Subject: Introductions/Thesis Statements
Learning Context: Now that students have finished the research process and have
created an outline of their paper, they are now ready to start writing their essay.
By starting with their introductions, students will be able to identify the central
focus of their essay and from there, provide body paragraphs to support it.
Background Knowledge/Skills: Students can bring their background knowledge
about introductions and thesis statements to this lesson. Students can share their
ideas or experiences with writing introductions and thesis statements.
Essential Questions:
What does the audience needs to know first and foremost about your topic?
How do you pull readers into your topic?
How many ways can you introduce your topic?
Learning Objectives and Understandings:
Students will be able to employ a hook that catches the readers attention in an
interesting way.
Students will be able to design an introduction that connects to the audience and
establishes the research question.
Students will be able to construct an introduction with important details that
introduce the tone and central focus of the essay.
Students will be able to illustrate a scene that relates to the topic through an
anecdote, event, or idea.
Students will be able to identify and state the claims being made by different
stakeholders.
Students will be able to question the contexts or ideas of the topic.
Students will be able to formulate a question that will be answered in the essay
Rationale: It is important that students know how to write interesting and well-
designed introductions and thesis statements because these skills are transferable
to other subjects as well as to other aspects of students lives.

Standards:
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3
above.)
Academic Language Needs (key vocabulary): thesis, tone,
Procedure (sequence of activities):
1. I will share with students several introductory paragraphs from informative
essays that high school student have written. We will look at them together on the
overhead projector. I will ask students what they like about each introduction. As
they respond, I will make a list of all the features that make a good introduction.
2. We will look at thesis statements in the same manner. As I show students
examples of thesis statements, they tell me what features make them good thesis
statements. I will put the collective list on the overhead projector. Students will have
five minutes to write a thesis statement on a strip of color paper. As students write
down their thesis statements, I copy the list of what makes a good introduction.
3. Every student posts their thesis statement on the board when the finish. As I take
them off the board, I ask students whether it is a good thesis statement. If it is, the
students have to explain why. If it is not a good thesis statement, we will fix it
together as a class. By this point in the lesson, every student has received feedback
about his or her thesis statement.
Differentiation for Students with Special Needs:
Printing the class notes for students in large print.
Repeating student responses for the whole class.
Rephrasing information that may be difficult to understand
Offering opportunities for students to ask questions.
Materials/Resources/Handouts: strips of color paper, overhead projector
Assessment/Rubrics: Students will be assessed informally based on their
participation of thesis statement activity.
Reading/Writing Assignments: For homework, students will use the collective list
we created about the features of an introduction to write their own introductions.

Day 7
Subject: Body Paragraphs/Topic Sentences
Learning Context: Now that students have established their introduction, thesis
statements, and central focus of their essays, they are now ready to incorporate
information in their body paragraphs and topic sentences.
Background Knowledge/Skills: Students will be able to bring in their previous
knowledge about topic sentences and paragraphs. Since students have already
prepared the information they want to include through Noodle Tools, they can use
their knowledge of their sources to construct their topic sentences and body
paragraphs.

Essential Questions:
What is the purpose of a topic sentence?
What information can you introduce in your topic sentence?
What is the relationship between a topic sentence and the body paragraph?
What is the purpose of a body paragraph?
What does a body paragraph need to include?
How do you connect each body paragraph to the central focus of essay?
Learning Objectives and Understandings:
Students will be able to construct topic sentences that connect to the main focus of
the essay.
Students will be able to report questions or conflicting ideas about the topic.
Students will be able to develop paragraphs that connect back to the main thesis of
the essay
Students will be able to develop a specific aspect of the central focus of the essay in
each paragraph.
Students will be able to construct paragraphs that provide multiple details in a
fluent sequence of sentences.
Students will be able to write a variety of transitional strategies to effectively clarify
the relationships between and among aspects of the issue.
Students will be able to write multiple transitional phrases that help ideas and
statements flow together.
Students will be able to employ transitions that clearly indicate a change in tone or a
shift in thinking.
Rationale: It is important that students know how to write topic sentences and
body paragraphs because these abilities show that students know how to organize
thinking to create a clear and cohesive statement about a topic. These are skills that
students will use in school contexts but also in real world contexts. These skills are
transferable to other parts of students lives.
Standards:
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3
above.)
Procedure (sequence of activities):
1. First, I will teach students what a topic sentence is and its significance in a
paragraph. Using my model texts, I will ask students to help me develop topic
sentences from my research questions. We will come up with a list of ways to write
a topic sentence. Once we have established our list and we write my topic sentences,
I will ask students to complete the same process using their research questions.
They will then share their topic sentences with a partner.
2. Before students can write their body paragraphs, they need to learn about
transitional words and phrases. We will use the model text to find transitional

words or phrases that the writer uses. Students will then go through their texts and
highlight and transitional words or phrases.
3. Students will begin writing their body paragraphs in class using the transitional
phrases they found in their texts as well as the list from the student packet.
Differentiation for Students with Special Needs:
Printing the class notes for students in large print.
Repeating student responses for the whole class.
Rephrasing information that may be difficult to understand
Offering opportunities for students to ask questions.

Materials/Resources/Handouts: overhead projector, model texts, students texts,
student packet
Assessment/Rubrics: Students will be assessed informally of the lesson based on
how they develop their body paragraphs. I will walk around and see if students
grasped the lesson or if more instruction is needed.
Reading/Writing Assignments:
For homework, students will complete their topic sentences and body paragraphs
using what they learned in class today as well as their student packet.

Day 8
Subject: Grammatical Concepts
Learning Context: Since students are working on their first draft, it is important to
address some of the common errors or areas of improvement in terms of grammar.
Todays lesson will consist of students learning about how to use strong action verbs
in their writing as well as using parallel structure in their writing.
Background Knowledge/Skills: Students will have a basic understanding of
grammar and will be able to identify verbs and nouns.
Essential Questions:
What is the difference between active and passive verbs?
How does parallel structure change the writing?
Learning Objectives and Understandings:
Students will be able to revise their writing for cohesiveness and clarity.
Students will be able to edit their writing to present an essay clear of grammatical
and structural errors.
Students will be able to explain the central focus of the essay while incorporating
the major ideas examined or presented in the essay.
Students will be able to develop an opportunity for a response to the central focus of
the essay.
Students will be able to design a conclusion that provides a new outlook on central
focus of the essay.
Students will be able to employ sentence structures that are purposeful and vary
throughout the essay.
Rationale: It is important that students learn about different aspects of grammar
because knowing how grammar works will help students improve their writing.
Knowing how grammar works to influence meaning will help students better

understanding the relationship between words and the power that words have
when used effectively.
Standards:
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3
above.)
CCSS.ELA-LITERACY.W.9-10.5: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and
including grades 9-10)
Procedure (sequence of activities):
1. Todays lesson will begin with students learning about changing passive verbs
into action verbs. I will instruct students about examples of passive verbs and what
action verbs they could use to replace them. I will do before and after sentences to
shows how using action verbs strengthens the sentences impact.
2. Now students will create their own lists of action verbs. Working with a partner,
students will look through their texts and highlight action verbs. They will then
construct a collective list. Once students are finished, I will post these lists on the
board so students can see each groups list.
3. I want students to go through essays and find passive verbs and replace them
with action verbs.
4. The next part of the lesson is introducing conclusions. We will look at three
examples of conclusions that high school students have written. We will make a
collective list of the features of a good conclusion. Student will then look at their
texts to see the writers conclude their texts and write their conclusions. Students
will then have opportunity in class to write their conclusions.
Differentiation for Students with Special Needs:
Printing the class notes for students in large print.
Repeating student responses for the whole class.
Rephrasing information that may be difficult to understand
Offering opportunities for students to ask questions.
Materials/Resources/Handouts: overhead projector, student packet, student
writing samples, jumbo sheets of paper, markers, and highlighters.
Assessment/Rubrics:
Students will be assessed informally as I walk around and read their writing. I will
also assess them on their understanding of passive and action verbs based on the
lists they create and the words they highlight in their texts.
Reading/Writing Assignments:
For homework, students will be responsible for writing their conclusions. They will
refer back to their texts and the texts observed in class as a reference if they have
trouble.

Day 9

Subject: Evaluations
Learning Context: Now that students have a draft of their writing, it is important
for them to get as much feedback as possible for their second draft. Students will act
as editors in terms of evaluating their peers work for clarity, intrigue, and
cohesiveness. As students evaluate each others work, I will call students to my desk
one at a time to conference with them on their draft.
Background Knowledge/Skills: Students can use previous experiences from past
units where students peer evaluated each other.
Essential Questions:
Can you follow the writers thinking?
Is there a well-designed sequence of information and ideas?
What are the writers strengths?
What does the writer need to revise or improve to help the reader understand their
topic?
What are some of the powerful moves the writer is making?
Learning Objectives and Understandings:
Students will be able to design their writing so that the central focus of essay is
focused, clearly stated, and strongly maintained
Students will be able to assemble their ideas so that they follow an effective
sequence.
Rationale: It is important that students get feedback from multiple people in order
to know where they can improve their writing for clarity and cohesiveness. Students
are also able to value their peers writing and pick up ideas and strategies for
revising their paper. Students need constant feedback in order to be conscious of
their writing abilities. Peer evaluations can also assist students in addressing an
authentic audience.
Standards: CCSS.ELA-LITERACY.W.9-10.5: Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose and audience. (Editing
for conventions should demonstrate command of Language standards 1-3 up to and
including grades 9-10)
Procedure (sequence of activities):
1. I will begin the lesson with a prompt that students have to answer in their
notebooks. They have to assess themselves by answering the questions, What did
you do well in your essay? What are some parts or ideas that you feel you need to
work on? What kind of help do you need in order to strengthen you writing?
2. I will have students partner up and they will have to answer the essential
questions in order to evaluate their peers writing. Once students have read and
evaluated their peers essay, they can talk with them and offer suggestions for what
they could improve and encourage them on what they are doing well.
3. As students work with their partners I will call students up individually to
conference with me about their work. Students will be able to share their responses
to the prompt so that they know what they want to work on with me. From this
point, I can assess students progress and determine what other instruction they
may need or what other resources they will need to revise their writing.

Differentiation for Students with Special Needs:

Rephrasing information that may be difficult to understand
Offering opportunities for students to ask questions.
Materials/Resources/Handouts: overhead projector, student notebooks, student
packet
Assessment/Rubrics: Students will have to complete the peer evaluation slips and
assess their partners work.
Reading/Writing Assignments:
For homework, student will use what they learned during their conference with as
well as their peer evaluation slips to revise and edit their writing.

Day 10
Subject: Multimodal Presentation Preparation
Learning Context: Now that the writing process is finished, students will now need
to collect sources for their multimodal presentation.
Background Knowledge/Skills: Students will be able to use their abilities to use
computers and search engines to find different modes of texts.
Essential Questions:
How do you continue the same tone in your paper into your presentation?
What modes do you need to consider?
How will you present your topic to your audience?
Learning Objectives and Understandings:
Students will be able to employ a hook that catches the readers attention in an
interesting way.
Students will be able to report questions or conflicting ideas about the topic.
Rationale: It is important that students learn to present their writing through
multiple modes. Students need to be able to learn not only the discourses and
rhetorical strategies of writing but also the discourses and rhetorical strategies of
visual and audio texts as well.
Standards:
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly
and dynamically.
Academic Language Needs (key vocabulary): Multimodality
Procedure (sequence of activities):
1. Students will be working the computer lab today. The objective of todays lesson
is to collect different multimodal texts for the multimodal presentation.
2. I will instruct students on all the different genres of texts they could use in their
presentations. I will show them a slideshow of the images, clips, and sounds I found
to support my model text.
3. I will show student the website Picsearch to show students where to find
appropriate images that will compliment their multimodal project.
4. students works independently and the computer teacher and I will walk around
to assist students.

5. For the last part of the lesson, I demonstrate students how to upload their sources
to Noodle Tools.
Differentiation for Students with Special Needs:
Repeating student responses for the whole class.
Rephrasing information that may be difficult to understand
Offering opportunities for students to ask questions.
Giving students more individual attention.
Materials/Resources/Handouts: Computer Lab, the assistance of the computer
teacher, student packet.
Assessment/Rubrics: After students have uploaded their sources to Noodle Tools, I
will be able to comment on their sources and suggest more or less sources. I will
also use a rubric to assess their final draft.
Reading/Writing Assignments: Students will continue their multimodal research
for homework.
Day 11
Subject: Multimodal Presentation Preparation
Learning Context: Now that students have found multiple sources for their
multimodal presentation, I will show them how to create their presentation.
Background Knowledge/Skills: Students will be able to use their abilities to use
computers and search engines to find different modes of texts.
Essential Questions:
How do you continue the same tone in your paper into your presentation?
What modes do you need to consider?
How will you present your topic to your audience?
How will you attract viewers to continue watching your presentation?
Do the multimodal texts compliment your content?
Learning Objectives and Understandings:
Students will be able to employ a hook that catches the readers attention in an
interesting way.
Students will be able to report questions or conflicting ideas about the topic.
Rationale: It is important that students examine the rhetorical strategies of writing
and apply it to multiple modes.
Standards:
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly
and dynamically.
Academic Language Needs (key vocabulary): Multimodality
Procedure (sequence of activities):
1. I will introduce students to Flowboard and demonstrate how to create three clips
using my model texts. I will also show them two Youtube videos that show how to
create presentations using Flowboard.
2. Students will have the rest of the lesson to work on their presentations. I will walk
around and assist students if they have trouble.

3. During the last five minutes, I will have students upload their work to Noodle
Tools so they are able to access their presentation at home.
Differentiation for Students with Special Needs:
Repeating student responses for the whole class.
Rephrasing information that may be difficult to understand
Offering opportunities for students to ask questions.
Giving students more individual attention.
Materials/Resources/Handouts: Computer lab, student packet, Noodle Tools,
Model text, students essays.
Reading/Writing Assignments:
For homework, students will have to complete their presentations and have it
uploaded to Noodle Tools.

Day 12
Subject: Presentations
Learning Context: Now that students have finished their presentations, they will be
able to present it to their class and the 7th grade history class together. Students will
have an opportunity to briefly introduce their topic and the reason why they chose
this topic.
Background Knowledge/Skills: Students will be able to use their knowledge of
their research and topic. They will also be able to use their personal experiences as a
way to introduce their topic.
Essential Questions:
What do you appreciate about the presentation?
What is your favorite part of the presentation? Why?
Learning Objectives and Understandings:
Students will be able to choose multiple types of content in the forms of statistics,
historical documents, media, academic research, observations of trends in society,
field notes, and interviews.
Students will be able to support connections between the reader and the topic
through the use of literary elements.
Students will be able to explain the central focus of the essay while incorporating
the major ideas examined or presented in the essay.
Students will be able to develop an opportunity for a response to the central focus of
the essay.
Students will be able to examine and question their personal biases or general
biases through rhetorical strategies.
Students will be able to employ a tone that compliments the topic.
Students will be able to construct a specific perspective or reaction from the
audience with the use of tone.
Rationale: It is important for students to have real audiences in order to thinking
critically about the rhetorical strategies, texts, evidence, and other features of the
presentation. The presentation is important because it offers students the
opportunities to show what they have learned about informational writing in a
format that incorporates multiple forms and genres of texts. It also helps the student

as well as the audience better contextualize the topic. These are skills that are
transferable to multiple discourses that students are a part of.
Standards:
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in
different mediums (e.g., a person's life story in both print and multimedia),
determining which details are emphasized in each account.
Procedure (sequence of activities):
1. Before joining the seventh graders for the presentations, students are required to
write down the essential questions of the lesson in their notebooks.
2.. During the presentations, students will respond to the essential questions on
small slips of paper where they can leave positive feedback for the presenter. At the
end of every presentation, I will collect the slips in an envelope.
3. By the end of the presentations, I will give students the envelope that has the
feedback and words of encouragement that their peers wrote while viewing their
presentation.
Differentiation for Students with Special Needs:
Rephrasing information that may be difficult to understand
Allow them to sit closer to the front so they can see and hear better.
Ask them questions to help to write better feedback.
Materials/Resources/Handouts: auditorium, projector, computer, envelopes,
markers, strips of paper.
Assessment/Rubrics: Students will be assessed by their peers using the slips of
feedback they will write during the presentation. I will also apply the rubric to
assess the features of the presentation and how each student has progressed
throughout the unit.
Reading/Writing Assignments:
For homework, students will write a brief paragraph reflecting on their
presentations and the feedback from their peers.