Teachers: Subject:

Azucena Garcia Informational Text

Standards:
9-10.RI.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
9-10.W.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

Objectives (Explicit):
Students will read and analyze “The Complexity of Fear” to define what the author is saying.

Evidence of Mastery (Measurable):

Students will write a short response defining what the author is saying through citing textual
evidence.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will examine what fear is to them and collaborate with their peers to choose one word
or phrase that best defines it.

Students will read and analyze “The Complexity of Fear.”

Students will analyze the informational text to determine what the author is saying.
·

Key vocabulary: Materials/Technology Resources to be Used:

Fear Pencil
Paper
Google Classroom
Google
“The Complexity of Fear” by Mary C. Lamia
Opening (state objectives, connect to previous learning, and make relevant to real life)
Students will write a short response regarding fear in The Complexity of Fear.
Students will be able to develop connections with the text using evidence and individual
experiences.

Instru Teacher Will: Student Will:

ction Introduce the lesson topic of Fear and play short Watch the short clip and make
al clip from a video evoking fear while asking observations.
Input students to watch and observe the clip.
When the video is finished playing, the teacher
will go over how the director depicts fear.

Co-Teaching Strategy/Differentiation
For any students who may not be strong audio or visual learners, a script of the
video will be provided for them to have while the video plays.

Guid Teacher Will: Student Will:

ed Use strategy: Think Pair Share with students. Write down as many words or
Practi The teacher will pass out a piece of lined paper for phrases they can think of that
ce students and ask of them to write their names. they use to define fear.
She will then move on and ask students to write Collaborate with peers to
words or phrases that define fear for them in a choose one word or phrase that
matter of 60 seconds. When the timer stops, best describes fear.
students will pair up to share their words and
phrases they came up with. Furthermore, the
teacher will assign for them to choose one word or
phrase amongst the group. To help narrow down
words or phrases, each group member will pick
one word or phrase from their favorites and pick
from four.

Co-Teaching Strategy/Differentiation
Students who may struggle with the pressure of time will be allowed to “steal” a
word from their peers.

Indep Teacher Will: Student Will:

enden Assign “The Complexity of Fear” for students to Read “The Complexity of
t read, and guide them to find the article through Fear” while annotating if
Practi google classroom. When the students open up the necessary.
 ce article, the teacher will go over the Individual
Assignment while clarifying any questions that
come up.
Think Pair Share extension: In either option 1 or
2, students will utilize the word from the Think
Pair Share strategy to see if it fits within the
information article.
Choose either option 1 or 2 for
to complete the individual
assignment, which requires for
them to write a short response
that is a minimum of 1
paragraph.
Option 1: According to Mary
C. Lamia, what is fear? Is your
chosen word or phrase
supported through the text?
Write a short answer
(minimum 1 paragraph) to
support your answer and make
sure to cite evidence from the
text.
Option 2: Is fear a “good”
emotion, a “bad” emotion, or
both? Does your chosen word
or phrase apply? Why, or why
not? Write a short answer
(minimum 1 paragraph) using
evidence from the text and your
personal life.

Co-Teaching Strategy/Differentiation
Students who may have trouble seeing the instructions on the board will be provided
with a printed sheet with the individual assignment instructions. Other students who
may be given the option to type if handwriting is illegible.

Closing/Student Reflection/Real-life connections:

Students will be able to grasp the informational text in their own unique way. They will be
able to find informational text that can connect to their own experiences and personal life.

Presentation used:
https://docs.google.com/presentation/d/1EdapmK0y5mxm1fYOp5DOYM9REoGiFHb5vfnkd1np
mes/edit?usp=sharing