Lesson Topic: 1 Introduction/Modeling Grade Level: 10 Length of Lesson: 45 Stage 1 - Desired Results Content Standard(s)

12/18/2018 Lesson Plans - Google Docs
Lesson Topic: 1 Introduction/Modeling Grade level: 10
Length of lesson: 45

Stage 1 – Desired Results
Content Standard(s):

● CCSS.RI.910.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.

● CCSS.W.910.2 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. (AF)

Understanding (s)/goals Essential Question(s):
Students will understand:
What if you and your family were locked
The realities faced by people living in out of your house despite never being
“bad” neighborhoods. convicted of a crime?

Some of the realities that minorities in How would banning a family member from
urban areas deal with on a daily basis. your home impact your life?

Some of the realities that police officers What differences do you notice in the
deal with on a daily basis. treatment of people based on their
ethnicity, race, neighborhood or economic
The impact that procedural logistics can standing?
have on real families.
Student objectives (outcomes):
Students will know:
How to familiarize themselves with the vocabulary words.
How to annotate for different types of information.
The the difference between objective writing (exposition) and commentary
(argumentative writing).

Students will be able to:
Define newly presented vocabulary words.
Recognize appropriate usage of new vocabulary words in provided texts.
https://docs.google.com/document/edit?hgd=1&id=1IHcOGmXiZNcArahmnzVDj1bMyWtn5bZTBonTWX6RwZc 1/24
Use expository writing and content organization strategies modeled during class.
collect data, information and organize it for the writing of an article or
expository essay.
Write an objective article (exposition) of information in the text.
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
Students will complete a Google Students will participate in a class
Form on the new vocabulary words discussion during the article
before class begins. (expository) writing model.
Students will read the provided text Students will be informally assessed
and will annotate and isolate as they continue with annotation
important information. and article (expository) writing.
Students will complete a Google
Form asking for details necessary to
write an article or expository essay.
Stage 3 – Learning Plan
Learning Activities:
The lesson will begin with a discussion about the most essential vocabulary words
and a review of the words most commonly misidentified on the Google Form
vocabulary homework.
Students will then be informed of the authentic aspect of the unit. Students will be
playing the role of a newspaper reporter. This reporter noticed a problem with
inner city families being wrongly evicted and came across the New York Daily
News report. The reporter saw similarities in the problem in New York and the
problem in his/her city and is looking to relay important details from a thorough
and comprehensive report to his/her readers. The goal is to complete an objective
article (exposition) that includes vital, pertinent, and contextual details that would
provide a reader with a complete understanding of the New York Daily News
report.
The lesson will continue with a readaloud of the provided text. Students will be
prompted to highlight important information (names, dates, statistics, etc.) during
the read aloud.
The lesson will continue with the teacher modeling how to collect data and
information of the provided text and organize it for the writing of an article or
expository essay.
Students will be prompted to raise their hands and suggest details that must be
included. The teacher will lead a discussion on vital, pertinent, and contextual
details.
Students will be asked to begin writing an article (expository essay) of the
provided text.
Students will complete a Google Form asking for the essential details of the
provided text necessary to write an article or expository essay. This will continue
for homework and must be turned in before class the next day.
Differentiation/ Enhancement
Students will each be given a full text to read.
The four (4) ESL students will receive list of additional vocabulary words to focus
on during reading. This will assist the students as they read the text and reinforce
their understanding of key words as they work toward their language goal.
The ESL students will also receive a copy of the text that has been coded
with hint boxes and vocabulary assistance to support their ability to access
the content.
The two (2) students with Autism Spectrum Disorder will be provided with
versions of the text that have been adapted using SymWriter.
The two (2) students with processing disorder will be given a copy of the text the
day before the rest of the class. This will ensure they have the ability to access and
process the content at a speed that works for them but will still be using the same
materials as the general population.
The advanced students in this course will be urged to provide a more thorough
article (expository essay) and will be prompted to begin conducting analysis if
their ability to read, annotate, and summarize objectively is already established.
All students will be urged to come to extra help during lunch, a free period, or
after school during this twoweek Journalism Social Justice unit.


Lesson Topic: 2 Guided Practice/Group Work Grade level: 10
Length of lesson: 45 minutes



● CCSS.RI.910.7 Analyze various accounts of a subject told in different mediums
(e.g., a person’s life story both in print and multimedia), determining which details
are emphasized in each account.
Students will understand: What if you and your family were locked
out of your house despite never being
The history of the Nuisance convicted of a crime?
Abatement Law.
The rate at which judges approve How would banning a family member from
Nuisance Abatement Law cases to your home impact your life?
support police.
The most relevant statistics required What differences do you notice in the
to create a comprehensive article. treatment of people based on their
standing?
Students will know:
How to decipher the tables presented in the reading.
The changes made to the Nuisance Abatement Law over time.
How to organize a summary that would inform the reader sufficiently.
Contribute responses to questions about the previous reading.
List, organize, and summarize the vital, pertinent, and contextual details from the
provided article and data tables.
Read and annotate provided article and data tables for vital, pertinent, and
contextual details.
Demonstrate an understand of the changes of the nuisance abatement law over
time.
Organize and prioritize the important elements and compose an objective
exposition.
Students will be assessed by Students will be informally assessed
reviewing the compiled and through questions the teacher
individual results of the Google designed based off the reflective
Forms completed for homework. responses in the Google Form
Students will be informally assessed completed for homework before the
by checking in while they read and lesson.
annotate the provided article and Student responses to the reflective
data tables. question will be analyzed by the
Students will be formally assessed teacher for themes.
by the completion of a Google Form
as an exit ticket.
Students will reflect upon the previous reading by answering questions as a class.
Students will be asked to discuss (turnandtalk) the most common misconception
from the homework. Students will share their thoughts as called upon.
Students will be given a second article with text and data tables to read and
annotate during class.
Students will have access to supports from one another and the teacher during this
process.
Students will begin annotating and writing an article (expository essay) of the
provided article and data tables. This process will be completed for homework if
necessary.
Students will complete a Google Form that asks for important details and a
reflective question for homework.
Students will each be given an article with data tables.
The four (4) ESL students will be given a copy of the text that has been coded
with hint boxes and vocabulary support.
The two (2) students with ASD will be given a copy of the text that has been
modified using SymWriter.
These students will have access to all supports listed in their IEP.
The two (2) students with processing disorder will continue to receive the texts a
day ahead of the class to ensure they have time to process the content adequately.
The advanced students in this course will be urged to provide a more thorough
exposition and will be prompted to begin conducting analysis if their ability to
read, annotate and summarize objectively is already established.
These students will also be provided with further readings on the topic to
ensure they are being challenged to work in the Zone of Proximal
Development throughout the entirety of the unit.

Lesson Topic: 3 Independent Research/Case Studies Grade level: 10


CCSS.W.910.2 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. (AF)

CCSS.RI.910.7 Analyze various accounts of a subject told in different mediums (e.g., a
person’s life story both in print and multimedia), determining which details are
emphasized in each account.

CCSS.W.910.5 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 on
page 55.)
Students will understand: What if you and your family were locked
The difference between an arrest out of your house despite never being
and a conviction. convicted of a crime?
Temporary Closing Order
Warrantless Searches How would banning a family member from
your home impact your life?

What differences do you notice in the
treatment of people based on their
standing?
Students will know:
The problems created by enforcement methods used by the NYPD.
The technicalities and logistic issues that have significant negative impact on
families affected.
How to decipher an outcome based on the review of a case study.
How to isolate and summarize the crucial elements of various cases.
Write an article (expository writing) of each of the first two provided readings.
Respond to questions regarding responses to reflection questions on previous
homework.
Identify nonconvicted case studies who were issued a Temporary Closing Order
or submitted to Warrantless Searches.
Identify vital and contextual details needed for an article (expository writing) from
the stories of two nonconvicted case studies who were issued a Temporary
Closing Order or submitted to Warrantless Searches
Students will be assessed by Student turnandtalk discussions
reviewing the compiled and will be monitored.
individual results of the Google Students will be provided with a
Forms completed for homework. researching model and will give a
Students will be informally assessed “fisttofive” signal to confirm their
by a brief turnandtalk about their understanding.
responses. Groups will be asked to
share the major issue they
discussed.
Students will be informally assessed
as the teacher monitors their
research.
Students will be formally assessed
when they complete a Google Form
for an exit ticket on the information
they researched.
Students will conduct a turnandtalk on their responses to the homework items in
as a do now.
Students will be given a brief review of the essential vocabulary words for the day.
Students will be given access to the interactive list of case studies regarding
parties affected by the Nuisance Abatement Law
The teacher will model a summarization of two case studies, including only the
necessary information.
Students will conduct research to identify two case studies of their choosing that
were not convicted yet received Temporary Closing Orders and were submitted to
Warrantless Searches.
Students will complete a Google Form requesting this information as an exit
ticket.
Students will be instructed to begin compiling a comprehensive objective
summary on the two articles provided and the two case studies they researched.
All students will be given access to the interactive list of case studies affected.
The four (4) ESL students may work together to identify these case studies or will
be provided with a refined (sorted) list of case studies.
The two (2) students with Autism Spectrum Disorder will be given an abbreviated
list that has been adapted using SymWriter.
These students will be encouraged to review the complete list is they are
capable.
The two (2) students with processing disorder will be given access to the
interactive list the day prior to this assignment and will be allowed to complete the
Google Form for homework.
All students with an IEP will have access to all indicated supports.
Advanced students will be urged to identify the case studies they feel best
represent unjust enforcement of the Nuisance Abatement Law.

Lesson Topic: 4 Independent Research/Original Source Grade level: 10




● CCSS.W.910.5 Develop and strengthen writing as needed by planning, revising,
demonstrate command of Language standards 1–3 up to and including grades 9–10
on page 55.)
Students will understand: What if you and your family were locked out
How to use the information they have of your house despite never being convicted
compiled to generate an original of a crime?
cohesive expository essay.
How further research can be used to How would banning a family member from
support findings. your home impact your life?

treatment of people based on their ethnicity,
race, neighborhood or economic standing?
Students will know:
Further contextual and/or statistical information to further their understanding of the
problem with the enforcement of the Nuisance Abatement Law.
What information must be included to create a comprehensive and cohesive article
(expository essay).
Recall information on the two case studies they researched.
Conduct further independent research.
Annotate their chosen articles for vital and contextual details.
Summarize the article they have chosen to research.
Compile information from various texts and begin to compose a comprehensive
expository essay.

Student summaries (Lesson 3 Teacher will circle the room asking
homework) will be reviewed, printed to see progress on article (expository
and returned with feedback to assess essay) draft.
student progress and provide Teacher will ask students to raise
opportunity to revise. their hands in response to which
Students will be called upon to addition article they have chosen to
answer questions about the most research.
frequently selected cases.
Students will be asked to work on
their articles (expository essays)
when they have completed the
reading and Google Form.
Students will play a game of ‘Guess Who?’ led by the teacher. Two rounds will be
conducted for each case study. The teacher will ask a few questions until the
majority of the class is sitting.
This will function to review the cases they chose, provide a kinesthetic
activity to review with, and will make similarities and differences between
chosen cases clear.
Students will be given access to the remaining New York Daily News articles and
will conduct research to select one they are most interested in.
Students will begin the article (expository) writing process modeled on Monday.
Students will read the article and fill out the Google Form to compile information.
This will be completed for homework if necessary.
All students will be given access to the remaining New York Daily News articles.
The four (4) ESL students will be provided with a translated copy of the articles to
aid in the choice of an article. All written responses must be completed in English
and display a control of conventions (consistent with the ELA Regents). Providing
onlyEnglish version of the texts may unfairly limit the ESL student’s ability to
conduct his or her research (choose and read an article). They will have a translated
version but will be required to provide information as stated in the English version.
The goal of this unit task is to improve and assess their ability to identify and
summarize important details. Providing a translated version of the text does not give
an advantage in these areas.
The two (2) students with Autism Spectrum Disorder will be provided with a
bulleted list of important details written using SymWriter to accompany the article
they choose. This will provide an aid to help these students identify important details
within the text but will still require them to compose their own article (expository
writing) .
The two (2) students with processing disorder will be given access to the articles the
day prior and will be prompted to choose and read one before class.

Lesson Topic: 5 Writing Workshop Grade level: 10




on page 55.)

Exactly what is expected in their of your house despite never being convicted
article (expository essay) draft. of a crime?
The content required from the four
articles to complete the article. How would banning a family member from
How to write objective, your home impact your life?
comprehensive expository style
summaries. What differences do you notice in the

Students will know:
A full history of the Nuisance Abatement Law.
The changes made to the Nuisance Abatement Law over time.
Various cases of the Nuisance Abatement Law’s usage.
Contextual information needed to create a comprehensive article (expository essay).
Understand the details of the four (minimum) required texts.
Compile and organize information from various texts.
Logically sequence information to create a cohesive and coherent essay.
Write objectively to convey complex ideas.
Students will be called up to answer Students may peeredit during the
questions about the different articles period.
they chose. Students may selfedit through the
Each student will be formatively use of their rubric.
assessed during brief (12 minutes) The teacher will function as a writing
conferences with the teacher. tutor throughout the period.
Each student will submit the draft of
his or her article (expository essay).
Class will begin with a brief discussion of each article chosen by students in the
class (max 4).
All new content has to be presented or researched. Students will be prompted to
review their rubric as they complete their article (expository essay) drafts.
Students will work independently in a newsroom (workshop) atmosphere to
complete their articles (expository essays).
Students will be encouraged to seek advice from peers (newsroom colleagues) before
coming to the teacher (newspaper editor).
Students will have the opportunity to ask any clarifying questions before the end of
class.
Students will be encouraged to attend the “Helping Period” if they have not finished
their article (expository essay).
The essay drafts are due by deadline (Saturday night at 10 p.m.) in order to
ensure they are ready to run as a headline story in the local Sunday morning
newspaper.
The four (4) ESL students may continue to use their translated version of the
researched text during the writing process. Their deadline will be 24 hours after the
general education students.
The two (2) students with processing disorder will be allowed to use this period to
continue researching the readings if they do not yet fully comprehend. It would be
recommended that they attend the “Helping Period” to finish their articles
(expository essays). Their deadline will be 24 hours after the general education
students.
The two (2) students with Autism Spectrum Disorder will be allowed to use the
writing center or any other supports to aid in the writing of their article. These
students may also continue to use their adapted versions of the text. Their deadline
will be 24 hours after the general education students.
All students will be graded on the criteria of proper use of English writing
conventions regardless of the method (translated, SymWriter, etc.) the text was
accessed.
Advanced students or general students performing well during the unit will be urged
work toward the inclusion of more thorough analysis, rather than summarization.
These students will also be prompted to use more sources and/or research
outside articles related to the topic.

Lesson Topic: 6 Writing Revision Workshop/Assign Groups Grade level: 10


on page 55.)

● CCSS.SL.910.1 Initiate and participate effectively in a range of collaborative
discussions (oneonone, in groups, teacherled) with diverse partners on grades 910
topics, texts and issues building on others’ ideas and expressing their own clearly
and persuasively. (AD)
The feedback presented by the of your house despite never being convicted
teacher on their article (expository of a crime?
essay) drafts.
The best practices for putting How would banning a family member from
feedback to proper use. your home impact your life?
How to ask clarifying questions of
one another and the teacher. What differences do you notice in the
The requirements of the collaborative treatment of people based on their ethnicity,
presentation. race, neighborhood or economic standing?
Students will know:
A direction to move forward in the revision of their summative article (expository
essay).
The stance or original claim (argumentative) taken by their group.
What they should begin researching and designing to create a presentation.
The general guidelines (directions) and requirements (rubric) for the summative
collaborative presentation.
Carefully review feedback on their article (expository essay) drafts.
Selfedit their articles (expository essays) using the rubric and comments provided
by the teacher as feedback.
Identify misconceptions or misunderstandings in their writing and in the feedback
presented.
Ask clarifying questions.
Participate in a newsroom (workshop) setting in which they may peeredit.
Plan a presentation with their assigned groups.
Students who scored low on their Students will respond to questions
draft will be called for a brief ensuring they understand the
conference to ensure the comments feedback.
(feedback) on their articles The teacher will assess students
(expository essays) are understood. informally as they begin their
Students will be prompted to seek revision of their summative article
advice from peers (newsroom (expository essay).
colleagues) who may have chosen Students will respond to questions
similar texts for editing help before ensuring the understand the
coming to the teacher (newspaper directions and rubric for the
editor). summative collaborative
Students will give a fisttofive signal (argumentative) presentation.
before leaving the room in response
to the question: Do you understand
what group you are in and what is
expected of your group?
Class will begin with distribution of the graded article (expository essay) drafts with
teacher (editor) feedback.
If a major theme, misconception or error is found in the student articles
(expository essays) a portion of this period may be used to remediate
instruction in that area.
Students in need of support will be called upon to have brief conferences with the
teacher to clarify individual misunderstandings and ensure feedback is clear.
Students will be given 20 minutes of class time to begin editing their articles
(expository essay) while the feedback and topic is fresh in their minds.
This will be the only class time dedicated to individual editing. All other
revisions must be made during the “Helping Period” or for homework.
The final draft of their article (expository essay) will be submitted by Friday
[lesson 10] at 5 p.m.).
Students will be instructed to put away all article related materials and clear their
desks.
Students will then be placed into carefully selected heterogenous groups for the
collaborative presentation portion of the unit.
Each student now in their groups (8 groups of 3 students) will be given the
collaborative presentations requirements (directions) and accompanying rubric.
The presentation asks students to take a stance on the topic in order to begin
using the skills needed during the argumentative essay portion of the ELA
Regents.
Students will be given an opportunity to ask clarifying questions.
Students will be urged to use the last five minutes of the period to choose a stance
(precise claim), reasons for choosing this stance (supporting evidence), and choose a
presentation format.
Each of the four (4) ESL students will be placed into a different heterogenous group.
Each of the two (2) students with processing disorder will be placed into a different
heterogenous group.
Each of the two (2) students with Autism Spectrum Disorder will be placed into a
different heterogenous group.
Each group will have one of the following (an ESL student or a student with
processing disorder or a students with ASD).
Students who received adapted versions of the text may continue to use them
throughout the unit.
Students will be encouraged to use their individual strengths to the best of their
ability in creating a unique presentation.

Lesson Topic: 78 Group Research/Presentation Design & Creation Grade level: 10
Length of lesson: 45 minutes (2x)





The requirements and design of your house despite never being convicted
elements needed to complete the of a crime?
collaborative presentation.
The content and evidence required to How would banning a family member from
support their stance or original claim. your home impact your life?

Students will know:
The argument their group will make during their presentation.
How to work as a group to complete the summative collaborative presentation.
How to divide labor throughout the group based on strengths, capabilities,
requirements, etc.
That evidence must be used from various texts to support any claim they wish to
make.
The ELA Argumentative Essay Regents style and language.
Work together in their heterogenous groups to make progress toward the completion
of their collaborative presentations.
Use technology, including the internet, to create a shared project.
Support one another in the use of technology and in clarifying content related issues
while creating their presentations.
Complete a Google Form inquiring about their stance, supporting evidence, and
presentation format.
Students will be monitored as they Each student group will participate in
continue to work on their projects. a conference, (i.e. the teacher will sit
Students will be prompted to in on work session with each group
selfregulate (each group) their for 510 minutes.)
direction referencing the Essential Each group will have the opportunity
question, presentation requirements to ask questions throughout the two
(directions) and provided rubric. collaborative group work sessions.
Students will complete a Google Each group will selfmonitor their
Form ensuring they chose a stance, progress through the examination of
supporting evidence, and a the requirements and rubric.
presentation format. ·
This class period will continue to simulate a newsroom experience.
Students will get into their groups, open their project materials as a donow, and be
prepared to share their initial plans.
Students will be prompted to open the Google Form (three short questions) they
must complete as an exit ticket.
Students would be unable to proceed with the creation of a presentation
before these items (stance, supporting evidence, presentation format) are
agreed upon.
Students may use all resources (e.g. previous Google Forms with notes, their article
drafts with feedback, the online articles, etc.) during the completion of this project.
Students will use the provided rubric and requirements (directions) to selfedit and
selfdirect in the creation of their presentations.
Students who have issues regarding their articles may visit the teacher for a brief
conference.
The teacher will provided technical, contentrelated, and language support to the
groups as they work.
Each student will be required to participate in some way during the presentation and
will be urged to collaborate with teammates on the division of labor.
The four (4) ESL students will may continue to use their translated texts for
reference along with the articles presented in English.
The two (2) students with processing disorder would be given the rubric and
requirements (directions) 24 hours ahead of time. These students would also be
invited to briefly chat with the teacher before class to ensure understanding of
collaborative presentation requirements.
The two (2) students with Autism Spectrum Disorder may continue to use their
adapted texts. These students would be encouraged to let their teammates know the
format (powerpoint, video newscast, roleplay, debate, etc.) they are most
comfortable with.
Advanced students would be prompted to include some of the analysis conducted for
the writing of their article (expository essay) into the presentation.

Lesson Topic: 910 Presentation Days Grade level: 10
Length of lesson: 45 minutes (2x)


● CCSS.SL.910.4 Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
The rubric used to grade the of your house despite never being convicted
presentations. of a crime?
How to use the rubric to grade
oneanother and to selfreflect. How would banning a family member from
The original stance and evidence your home impact your life?
used by each group.
Students will know:
A comprehensive understanding of the Nuisance Abatement Law enforcement issue.
The evidence that best supports their claim or stance.
How to complete a selfreflective rubric based on their presentation.
Present their findings to the class in a 58minute presentation that includes the listed
requirements.
Students will attentively watch the presentations by others and ask clarifying
questions.
Students will be able to peeredit by filling out a blank rubric (the same the teacher is
using) during each group’s presentation.
This will function to ensure students are paying attention to each other and to
get students thinking metacognitively about how they are learning through
the design process and presentation.
Students will be selfreflective in completing a Google Form (the same rubric) on
their own design and presentation of the collaborative portion of the unit.
This will ensure that students each thought metacognitively and reflectively
about the unit.
Summative Assessment: Students will have ask questions for
Collaborative Project Presentations two minutes after each (four) of the
Show growth in use of skills needed presentations.
to complete the Argumentative Essay Students will take notes during the
portion of the ELA Regents. presentations.
Students will peerreview by
completing rubrics and turning them
in.
Students will selfedit and reflect
through completion of a rubric on
their own work during the design and
presentation processes.
Students will get into groups and will present their collaborative presentations to
classmates and the 9th grade ELA class instructed by a cooperating teacher.
This will give students a more authentic sense of audience. They will be truly
trying to sway an objective audience with little knowledge on the topic.
Students will be required to fill out rubrics on each presentation.
Students will be prompted ask clarifying questions after each presentation.
Students will be required to reflect and think metacognitively by filling out a rubric
on their own work during the design and presentation processes.
The final draft of their article (expository essay) will be submitted by Friday [lesson
10] at 5 p.m.).
The four (4) ESL students may use notes during the presentation to assist with
language issues.
The two (2) students with processing disorder will be placed in groups that present
on day two (lesson 10) of presentations to provide extra time to process information
crucial to the success of their presentation.
The two (2) students with Autism Spectrum Disorder will be allowed to use notes
during their presentations.
Each student will be scored on a criteria of present ideas clearly and accurately,
making adequate use of specific evidence to support analysis.
Advanced students will be urged to bring more thorough evidence to support further
analysis during their portions of the presentation.


Lesson Topic: 1 Introduction/Modeling Grade Level: 10 Length of Lesson: 45 Stage 1 - Desired Results Content Standard(s)

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12/18/2018 Lesson Plans - Google Docs

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