Ferris State School of Education

Lesson Plan Template

Name: Molly Simons

Date: October 3rd, 2016

Curriculum/Course: Education 438

Grade level: 11th Grade

Time/Period: 1st, 2nd, 5th

Standards: List the state or national standards that you are using in this unit/lesson.

- 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.
( CCSS.ELA-LITERACY.RI.11-12.1)
- Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
( CCSS.ELA-LITERACY.RI.11-12.6)
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence. (CCSS.ELA-LITERACY.W.11-12.1)
- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.( CCSS.ELA-LITERACY.SL.11-12.1)

Objectives: (I can statements)

The students will interpret the meaning and purpose in the provided informational
text, School Cancels Graduation for Cheaters, and support their claim by citing
four textual examples.
Within 1-2 minutes, students will formulate written arguments using the
informational text listed above. They will compare and contrast the view presented
in this article and their personal beliefs.
Assessment (Formative, Summative): thumbs up/down, exit ticket, quiz, chapter test, etc.
-Formative: Students understanding of the directions will be confirmed by thumbs up/down.
-Summative/Reflection: Students will complete a ticket-out-the-door expressing the
effectiveness of the lesson, the benefits they saw in the lesson, and what they would change.
Also, students will confront and discuss the reasons we spend time analyzing informational
texts.
Introduction/Hook: (Warm-up, review of previous days lesson, check for understanding of previous
knowledge)

Book Talk: Asylum Madeline Roux

Steps in the lesson: (Include ideas for whole-class instructions, if any; differentiated activities;
sharing, etc.)

1. Begin by opening the daily PowerPoint. We will confront the change of scenery
by the additional guest in the classroom. We will begin the hour with our book
talk of Asylum.
2. A planned presentation of the book will be given.
3. Questions posed after book talk: What is an authors purpose? Why do authors
create works?
4. Mandatory Reading & Conferences: 10 minutes.
5. Everyone will receive a copy of the informational article School Cancels
Graduation for Cheaters. Depending on average reading speed presented

today, they will have five to ten minutes to complete the reading.
6. In their pods (previously differentiated by ability and altered every three
weeks), students will begin the written conversation. In 1-2 minutes they will
write down any thoughts feelings or reactions they have to the piece. There is
NO talking and they must keep writing. (Prompt questions will be provided on
PowerPoint.)
7. After 1-2 minutes, or when it appears visually the majority has stopped writing,
they will pass the paper. The next person will write their name and write a
response.
8. Finally, the third person will respond for 1-2 minutes then return the paper to
the owner.
9. Each student will take pride in the conversation his or her thoughts created.
They will be urged to continue the conversation out loud. Then we will discuss
the story as a group.
Closure Activity/Wrap up: This may be in the form of independent practice, a chance to share, or
explicit restatement of the goals of the lesson.

As a class, after students have reviewed the conversation they each started, we will
join back together. Each group will have to express a topic that they found significant
in the story or spent time analyzing. The individual papers allow all students to have
a prepared comment to help them feel relief from pressure or judgment that may be
associated with full group discussion.
EX. A comment made in my group is
Questions for discussion:
-Why do authors enjoy facilitating controversial pieces?
-Did you agree with the choice of the school?
-What in the text made you agree or disagree with the author?
-Did the author have any noticeable biases in the work?
-Did anything cause a reaction within you? A reaction could be both positive and
negative.
-Did you relate to anything in the text?
Assessment (Formative, Summative): thumbs up/down, exit ticket, quiz, chapter test, etc.
Summative: Each student will leave his or her completed conversation form. By
assessing the conversation in class and the comments on the forms, the objectives
will be easily measured.

A similar activity was recently completed with the 10th grade class. Due to the
positive feedback of the lesson, I am incorporating a similar assignment into their
class with modifications of the text and expectations.