Date: 23 February 2020

Teacher’s Name: Caroline Adduci

Subject: English Language Arts
Grade level:11th
Unit: Evidence
Length of lesson:45 minutes
Central Focus: The purpose of this lesson segment is to build upon students' knowledge of
research. The students will learn how to find scholarly evidence from credible sites that will
support their argument or thesis. This lesson segment will serve as a building block for finding
credible supporting evidence in future papers and classes. Using evidence to back up a claim is
essential in all writing, specifically research papers. Students will learn how to draw evidence
from both readings in class and informational texts in order to further support their paper. This
type of research and evidence is going to be taught in a Junior class because students are
expected to use scholarly sites and find creative evidence.
Lesson Title: Reading Strategies to Find the Best Source
For lesson: 3 out of 5
Essential Question(s): What makes evidence or a source credible vs. non creditable? What type
of sources can be used to support an argument or a problem?

New York Common Core Literacy Standards

CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words in order to address a question or solve a problem.

Pre-Assessment:
Do Now on the board saying, “Re-read your source briefly and get ready for rapid fire exercise”.

Learning Objectives Assessments

Students will:

-Annotate using “Coding The Text”
reading strategy on a possible source
for their argument or problem they
are trying to solve.
-Classwork (Students will fill out
a point system chart to assess
whether the source they brought in
for class would be good to use for
their argument or problem they
plan to solve)
Differentiation: Students who are ELL’s will be able to use a source in their native language.
Students with learning disabilities will be given extra help by the teacher checking in on them
during classwork. Gifted students will be expected to have a source that is above grade reading
level.

Academic Language:
This lesson will address the specific vocabulary word and phrases: credible evidence, annotating,
pre-reading strategy and “Coding The Text”.

Procedure:
Anticipatory Set: 2 minutes
-For an Admit Slip students will take out the paragraph on your information text. Now take 2 minutes
and exchange paragraphs with your partner to be read. Students will then go around and present what
they wrote (answering the questions “Why did you choose this source? How do you plan on using this
source to talk about the issue in your community? How is this source credible?”).
-After each student goes, 2 students from the class will verbally respond. Each student has to respond to
a peer's informational source and paper topic as well as presenting their own.

Initial Phase: 10 minutes

-Teacher will begin explaining the classwork instructions and pre-reading strategy of “Coding
The Text”. The Teacher will explain what “Coding The Text” is by informing students it’s a
reading strategy that helps students annotate for understanding or meaning of passage. It also
helps determine if the source they brought in for homework is going to be suitable to support
their argument or problem. Teacher informs students “Coding The Text” requires students to go
through the reading and make symbols with different meanings next to each paragraph or main
point.
-The teacher will inform students they are expected to take notes and write down symbols in
order to utilize them later in class and for future assignments.
Middle Phase: 20 minutes
-Students will be given a short passage that will be read as a class. The teacher will go along
demonstrating “Coding The Text”, using the symbols within each paragraph. (The symbol
meanings will be projected on the board throughout the class)
-The teacher will explain each step. For example, “I put a question mark here because I think this
raises the question of what's ethical and what is not?” or “This is an unknown word to me so I
am going to put a box around it”.
-As the teacher is demonstrating how to use “Coding The Text” students are expected to be
following along writing their own symbols.
-Students will take their source they found for homework from the night before and follow the
“Coding The Text” steps by drawing symbols next to each piece of information. Students will
only do this for one page so the teacher knows they understand the reading strategy.
-Teacher will be walking around room taking note if students are doing it correctly
Concluding Phase: 10 minutes
-Students will do an end of the classwork sheet with a point system. This will help students
determine if the source is good for them depending on their score. This is to teach students that if
they have too many symbols that don't support their argument or problem, the source is not
suitable because they know understand it. This activity and classwork require students to read
and understand the material.

Follow up:
Students will be given another classwork sheet with the point system to be used in reading the
rest of their source. They will annotate using the “Coding The Text” and fill out the worksheet.
When students get to class the text day they will hand in the homework so the teacher can see
how well they choose their source.

Materials:
-Powerpoint
-Worksheet

References and Resources:

Phillips, N., & Nogrady, B. (2020, January 23). The race to decipher how climate change
influenced Australia's record fires. Retrieved from https://www.nature.com/articles/d41586-020-
00173-7