Title and/or Lesson Plan #: Analyzing Information, Extended – Lesson 6

L
Lesson Overview: In the previous lesson, students learned to differentiate between E
summary and analysis and attempted analysis in the follow-through activity. Today, students S
will review the difference between summary and analysis, experience a modeling of S
analysis, and work with others to make an assertion, find strong evidence, and analyze the O
connections between the two. N

Resources or Materials Needed: 6

 Video on analysis by Schmoop https://www.youtube.com/watch?v=4mRpavdlAeg

 Computer with internet and connection to projector/smartboard

 Follow-through activity from Lesson 5 – student version and teacher example

 Short story “Eleven” by Sandra Cisneros (digital or physical copy)

 Think sheet for analysis: Constructing a Response

 Index cards, sticky notes, or scrap paper for exit ticket

Performance Objective 6:

Given an assertion and supporting evidence, students will correctly analyze at least two
pieces of supporting evidence for an assertion.
Time: 60 minutes
Step 1: Pre-Instructional Activities: Review Video of Summary vs. Analysis

 Teacher shares the lesson’s objective with the students.

 Class will watch “Identifying between Summary and Analysis” video by Schmoop

 Teacher will reinforce information verbally

o Difference between summary and analysis

o Difference between analysis essay (from video) and analysis in a short

response

Step 2: Content Presentation: Review of Analysis by Teacher Modeling

 Students take out their follow-through activity from Lesson 5, analyzing “Nicki

Haley…”
  Teacher will model analysis as she does a think aloud of how she went from her
L
assertion to selecting evidence to connecting the two pieces (analysis) for the same E
S
activity. S
O
 Students will compare their analysis to the teacher example. N
6
Step 3: Learner Participation: Analyzing a Text (with class and partner support)

 Students receive thinking sheet and text “Eleven” by Sandra Cisneros.

 Teacher reads text aloud as students highlight and annotate the text (see Lesson 1)

 After reading, class works together to fill out the assertion and evidence section of

the thinking sheet in response to the prompt: What is the theme of Cisneros’ “Eleven”?

 Students partner to complete the analysis section of the thinking sheet.

Step 4: Assessment: Formative: Three Checks and You’re… Out of this World!

 Partners will signal the teacher when they are finished with analysis.

 Each partner will explain their thinking (Check 1 and Check 2)

 Teacher will affirm thinking (Check 3) or give them feedback for revision.

Step 5: Follow-Through Activities: Give It A Try and Exit Ticket

 Student pairs review what they know about concluding pieces of writing like essays.

 Student pairs fill out the last section of the think sheet, the conclusion, as pre-

thinking.

 Teacher collects “Eleven” thinking sheet to see that students logically analyzed two

pieces of evidence for the assertion as a micro summative assessment.

 Individually, students will complete an exit ticket asking them to rate their

understanding, 1-5, of content taught: determining importance, inference, finding

evidence, and analysis.