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UNLV Student: Maya Steinborn PSMT Name: Dr.

Chyllis Scott
Course & Grade: English 10 Lesson Topic: End-of-Course Exam
Date: February 20-22, 2018 Estimated Time: 90 minutes

1. State Standard(s)
a. CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
2. Teaching Model(s)
a. 2/20/18
Teacher explains and states expectations for four-corners debate. Students will
receive handouts containing three controversial prompts about topics related to
Persepolis. Students will first read the prompts and circle their opinion from the
list of four. Then students will record their reason(s) for holding that opinion in
bullet-point format. Teacher records abbreviated version of instructions on
whiteboard.
3. Objective(s)
a. SWBAT understand and utilize the writing type required for their End-of-Course
writing exam by writing an argumentative practice essay.
4. Materials and Resources
a. Prompt #2
b. Organizer #2
c. Sentence Starters #2
d. Four-Corners Debate Worksheet
5. Instructional Procedures
a. Introduction
i. 2/20/18
Go to the Pick Up box and get a “Four Corners Debate” worksheet.
Read each prompt on the front page.
Circle your opinion and write bullet points explaining your opinion.
Grade value: 15 points (practice)
ii. 2/21/18
Pick up the EOC Practice Assignment from the Pick-Up Box. Re-read the
EOC practice prompt. Read the text excerpt without annotating it. Re-read
the text excerpt and underline important quotes. Have three students share
out underlined quotes
iii. 2/22/18
Get your EOC packets from the pick up box. Finish bullet-pointing all the
evidence you want to use from the text excerpt. Fill in the next column:
take notes on the importance or meaning of each piece of evidence
b. Activities or Learning Experience
i. 2/20/18
One prompt at a time will be read out by a student facilitator. Students will
then go to the corner of the room labeled with each opinion sign (strongly
disagree, etc.).
Students will discuss their opinion with a peer at the corner. One
representative from each corner will share out a perspective with the class.
Students will record bullet-point notes on the back of their debate handout
– “My Peers’ Opinions.”
ii. 2/22/18
Independent Writing -- TIMED WRITE
Introduction -- students take a stance on how governments control
revolutionary societies and whether governmental decisions are positive or
negative
Body 1 -- Identify evidence, Contextualize evidence, Explain connection
between evidence and argument
Body 2 -- Identify evidence, Contextualize evidence, Explain connection
between evidence and argument
Body 3 -- Identify evidence, Contextualize evidence, Explain connection
between evidence and argument
Conclusion -- restate intro
c. Closure
i. 2/20/18
Preview prompt for Persepolis EOC practice and explain the connection
between the debate and the writing task: Write an argumentative essay in
which you answer the question below using evidence from Marjane
Satrapi’s memoir Persepolis, as well as your knowledge of the book and
film’s historical context. How do governments maintain control during
revolutions? Do the decisions governments make during revolutions
decisions typically have a positive or negative effect on society? Use
direct evidence from this passage to defend your response.
d. Extension and Contingency Plans
i. Students who finish early will conference with the teacher. Teacher will
read completed essay and make a recommendation about whether the
student has completed the assignment, should continue working, or is in a
position to re-read and revise independently.
6. Accommodations and Modifications
a. Students with writing-based IEP needs can complete two instead of three body
paragraphs
b. Elaboration techniques handout is stapled to prewriting organizer
c. Students can take essay home and turn in on Friday, 3/2
7. Assessment and Evaluation of Learning
a. Teachers circulate to check for completion and provide proofreading feedback.
b. After essays are turned in, teachers provide thorough narrative feedback in the
form of grammatical notes, syntactical advice, and evaluation of the student’s
claim and evidence. Essay is scored and entered into the gradebook.
8. Homework Assignment
a. Finish essay at home if absolutely necessary. Essays that are not turned in will be
marked missing until they are received. Essays received after Friday 3/2 will be
marked late.
9. Reflection
a. Turn-and-talk about writing progress -- students can help read over each other's
essays.