Lesson Plan Monday ~

Date: 09/16/13	Course: ELA 7th Grade	Teachers:
Mirenda ~ Monday
Padilla   ~ Tuesday
Walker ~  Wednesday
T. Cortez ~ Thursday/Friday	
 
Performance Objective:
 
 	RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2 Determine two or more central  ideas in  a text and analyze their development over the course of the text; provide an objective summary of the text	
Key Vocabulary:
 	No new vocabulary today due to a test	

Webb’s Depth of Knowledge: DOK Level	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

*Framing Questions/Essential Questions :
 	What is a text dependent claim you can make using paragraphs 20-29? What three pieces of evidence will you cite in order to support the the claim? 	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work
Add the following vocabulary words to the Vocabulary PowerPoint.
Session 1: dependent (text dependent)
Session 2: justify

Last week, you were introduced to Evidence Based Claims. Quietly think to yourself what parts must be included when forming  an EBC? (Hint: remember the organizers titled Forming and Making EBC.)  Think, think, think (allow 7-10 seconds for wait time). Now, tell your should partner one or 2 parts that must be included in an EBC. If you mentioned that details do not have to be cited from a text, show me a thumbs down sign.  If you mentioned that details must be cited from the text, then show me a thumbs up sign. If you mentioned that text details must be connected, show me a thumbs up sign...thumbs up if claims are conclusions you made based upon your reading. Today you will use all these skills to create your own EBC.
 	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

   Guided Practice

  Independent Practice

 
 	Today’s lesson is a mid-point assessment because you will show me the skills you learned so far.  You will independently read paragraphs 20-29 of Cesar Chavez’s Commonwealth Club Address.  Next you will complete Forming and Making EBC Worksheets (organizers). Afterward, you will write a paragraph that states:
    a new claim (1 thesis sentence)
    3 supporting, textual evidence based claims
    3 sentences, at least, to explain how the evidence supports the claim
    1 concluding sentence.

To help you succeed, you may use your notes as examples  to guide you through the process to create your new  claim. 

By the end of the second class, you will email  your electronic version of the Forming and Making EBC Worksheet, or you  will turn in your handwritten forms. Plus, you will turn in your test (paragraph).  Remember to persevere as you read!

Teacher will read aloud paragraphs 20-29 as students follow along with their finger. As Teacher reads, students will select interesting, related details to include in the Forming EBC Worksheet (Organizer). 

Students will scan paragraphs 20-29 to find 3 related details if they did not finish during the guided practice.  Students will complete the Forming and Making EBC Worksheets to prepare for their test. Finally, students will write a paragraph that includes a claim thesis, 3 correctly cited pieces of text evidence, 3 sentences that explain how the evidence connects to the claim and a concluding sentence. 	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: On a sheet of paper, or sticky note, write a statement to describe the easiest part of the test and the hardest part of the test.

Homework:

Exit Ticket: Turn in the sheet of paper, or sticky note,with the statement that describes the easiest and hardest parts of the lesson.
 	
*Resources/Material/Technology
 
 	Unit 1.2 Evidence Based Claims 
Learning Task 6
Text #1 Cesar Chavez’s Commonwealth Club Address Paragraphs 20-29
Previous examples of Forming EBC Worksheets (as a model for the test)
Cornell Notes 	
*Modifications and Accommodations
 
 	Students who struggle with reading will listen to the speech, first, and then answer the questions.  These students will use their earphones so the class remains silent.  The students will click the multi-media link on page 2 of the downloaded lesson plan.
 
1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list

Lesson Plan Tuesday ~ Planning/Typing Time ______

Date: 09/15/13	Course: ELA 7th Grade	Teachers:
Mirenda ~ Monday
Padilla   ~ Tuesday
Walker ~  Wednesday
T. Cortez ~ Thursday/Friday	

Performance Objective:	RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELPs: IV-R-S4-HI-4: answering literal, inferential and personal response questions about text.
IV-S4-R-HI-14: drawing conclusions from information implied or inferred in a literary selection.
IV-S3-R-HI-1: reading aloud passages from unfamiliar content area text, observing phrasing, punctuation and expression.	
Key Vocabulary/ concepts:	hypothetical questions, possibilities, justify opinions and ideas	

Webb’s Depth of Knowledge Level: DKL	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

*Framing Questions/Essential Questions :
 	Learning Task 7: 
How do you create a claim based on evidence from the text?
What are the parts of a claim?
How do you organize supporting evidence in a logical sequence?
How do you plan the reasoning that will substantiate (prove your claim)?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work: Add to Cesar Chavez Vocabulary PPT hypothetical questions, justify opinions and ideas
Discuss what the word “possibilities” mean and the phrase “It is possible that…”
Yesterday we...Today we…	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

  

Guided Practice

  

Independent Practice	 Teacher read aloud paragraphs 20-29 of Chavez's Commonwealth Club Address aloud to the class while students follow along. When teacher stops the  students choral read to the end of sentence.

Teacher models how to write a claim using graphic organizer Organizing EBC Worksheet after viewing PPT.

Teacher will present PPT  with the following descriptions of what students need to consider as the create their claim.  The final slide with all of  the questions will be projected as students work in collaborative groups.

• What do I mean when I state this claim? What am I trying to communicate?
• How did I arrive at this claim? Can I “tell the story” of how I moved as a reader from the literal details of the text to a supported claim about the text?
• Can I point to the specific words and sentences in the text from which the claim arises?
• What do I need to explain so that an audience can understand what I mean and where my claim comes from?
• What evidence (quotations) might I use to illustrate my claim? In what order?
• If my claim contains several parts (or premises), how can I break it down, organize the parts, and organize the evidence that goes with them?
• If my claim involves a comparison or a relationship, how might I present, clarify, and organize my discussion of the relationship between parts or texts?

Teacher begins by orienting students to the new worksheet and will use provided teacher version   to establish the idea of breaking down a claim into parts and organizing the evidence accordingly.

Students follow think aloud and write in own Organizing EBC Worksheet.

●	Organizer should not be presented formulaically as a “how to” for developing a claim, but can  be used to support the learning process.
●	Note: 1st few questions might be used with younger or less experienced readers, the latter questions with students who are developing more sophisticated claims.

Students work in collaborative groups to establish a claim based on the evidence found in Text 1.2 Cesar Chavez’s Commonwealth Club Address using Organizing EBC Worksheet  while teacher moves around supporting and checking for understanding.

Student groups present claims and supporting evidence using projector. 

Use the examples as a basis for a discussion and to help clarify points. and hone the claims.	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	●	Closure: List the steps needed to create an Evidence Based Claim.  Suggest a sentence starter or two for reluctant writers.
●	Exit Ticket: Hand in Closure list as student is dismissed
●	Homework: Make sure you have completed and email me your compare and contrast essay from the last unit. It will be part of your quarter grade.
	
*Resources/Material/Technology
 
 	Unit 1.2 Evidence Based Claims: Learning Task 7
Text #1 Cesar Chavez’s Commonwealth Club Address
Cornell Notes
PPT of questions to think of when Organizing EBC
laptops and projector
Organizing EBC Worksheet and teacher copy 	
*Modifications and Accommodations
 
 	Students who struggle with reading will listen to the speech, first, and then answer the questions.  These students will use their earphones so the class remains silent.  The students will click the multi-media link on page 2 of the downloaded lesson plan.
 
1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list

Lesson Plan Wednesday~ Planning/Typing Time ______

Date: 09/16/13	Course: ELA 7th Grade	Teachers: 
Mirenda ~ Monday
Padilla   ~ Tuesday
Walker ~  Wednesday
T. Cortez ~ Thursday/Friday	
 
Performance Objective:
 
 	RI.1:  Students will cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2:  Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.	
Key Vocabulary:
 	Evidence Based Claims,   Offer and justify opinions, express probabilities, academic discourse	

Webb’s Depth of Knowledge: DOK Level	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

*Framing Questions/Essential Questions :
 	How do ideas influence individuals or events, or how do individuals influence ideas or events? 	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work:  In complete sentences please answer the following question:  What was Cesar Chavez’s primary purpose in delivering his speech at the California Commonwealth Club?  Please explain and justify your answer based on what you are able to infer from the text.

*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

 

Guided Practice

 

 Independent Practice
 Homework

 
Closure Ticket Out/ 

*Resources/Material/Technology
 
	Teachers can show this 4-minute clip about a claim.  The actors claim a lady is a witch and they offer supporting evidence to prove their claim. (Monty Python’s The Holy Grail Witch scene) 
http://youtu.be/zrzMhU_4m-g

Review from Tuesday:  How to write a claim lesson 
Teacher will write a thesis statement on the board:  
“Twelve and thirteen year-old stuents love to wake-up 
early Monday-->Friday in order to get ready for school  In fact, they wish they could go to school even earlier then they do 
now.” 
Teacher models a think-aloud. 
 She elicits five pieces of evidence to support her 
claim from the students.  This may be difficult and
 involve a lot of silly facts and anecdotal 
information or misinformation.  She identifies these facts as support for her argument. Next she garners five pieces of 
evidence that refutes her thesis (this should be 
much easier. 
Finally, with student help the teacher writes her 
claim with supporting evidence on the board

Next teacher think aloud:
1.  Is each piece of evidence a fact or an opinion?
2.  Is each piece of evidence relevant or irrelevant?
3.  Are the facts adequate to support the claim?
4.  Is each piece of evidence accurate or inaccurate?
5.  Is there enough evidence to support the teacher’s 
     claim?
6.  Is the evidence presented in a logical manner?

Teacher will assign collaborative pairs a
section of the Cesar Chavez text.  Each pair must
must organize and develop a claim using the 
“Organizing EBC worksheet” (Learning Task 8).

Have the student pairs present their claims and 
evidence to the class.

For Homework:  Have the students review the Chavez 
address.  Have them use the Organizing EBC worksheet 
and make a claim supported by evidence. 

Have students write on a 3x5 card an answer to the 
following?
When would a person use an EBC claim?

Unit 1.2 Evidence Based Claims 
Learning Task 8
Text #1 Cesar Chavez’s Commonwealth Club Address
Cornell Notes

*Framing Questions/Essential Questions :
 	
How do ideas influence individuals or events, or how do individuals influence ideas or events? 	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	
Bell Work:  In complete sentences please answer the following question:  What was Cesar Chavez’s primary purpose in delivering his speech at the California Commonwealth Club?  Please explain and justify your answer based on what you are able to infer from the text.

*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

 

Guided Practice

 

 Independent Practice
 Homework

 
Closure Ticket Out/ 

*Resources/Material/Technology

Review from Tuesday:  How to write a claim lesson 
Teacher will write a thesis statement on the board:  
“Twelve and thirteen year-old stuents love to wake-up 
early Monday-->Friday in order to get ready for school  In fact, they wish they could go to school even earlier then they do 
now.” 
Teacher models a think-aloud. 
 She elicits five pieces of evidence to support her 
claim from the students.  This may be difficult and
 involve a lot of silly facts and anecdotal 
information or misinformation.  She identifies these facts as support for her argument. Next she garners five pieces of 
evidence that refutes her thesis (this should be 
much easier. 
Finally, with student help the teacher writes her 
claim with supporting evidence on the board

Next teacher think aloud:
1.  Is each piece of evidence a fact or an opinion?
2.  Is each piece of evidence relevant or irrelevant?
3.  Are the facts adequate to support the claim?
4.  Is each piece of evidence accurate or inaccurate?
5.  Is there enough evidence to support the teacher’s 
     claim?
6.  Is the evidence presented in a logical manner?

Teacher will assign collaborative pairs a
section of the Cesar Chavez text.  Each pair must
must organize and develop a claim using the 
“Organizing EBC worksheet” (Learning Task 8).

Have the student pairs present their claims and 
evidence to the class.

For Homework:  Have the students review the Chavez 
address.  Have them use the Organizing EBC worksheet 
and make a claim supported by evidence. 

Have students write on a 3x5 card an answer to the 
following?
When would a person use an EBC claim?

Unit 1.2 Evidence Based Claims 
Learning Task 8
Text #1 Cesar Chavez’s Commonwealth Club Address
Cornell Notes

Teacher will review the expectations for Socratic Seminar. The furniture must be quietly moved within 2-minutes.  The inside circle must be a LONG, NARROW OVAL with the seats tightly together.  The outside circle must be a WIDER, LONG OVAL with students sitting between the shoulders of the person in front of them.  Students MUST have their Forming EBC Worksheet and Making EBC Worksheets in their hands. Only the inside circle can talk while the outside circle makes notes on the Text Centered Discussion Checklist to evaluate their assigned partner.  Outside circle may write notes to remind themselves of what they want to respond to in the future.  The outside circle must sit quietly. Only 1 person speaks at a time and all students must make eye contact with the speaker.  Students will discuss their claims and evidence and determine if they meet the Checklist Criteria. Inside circle students will use the Bounce, Sum it up and Inquire Guide to respond to speakers.
 
Students need time to gather their materials and receive copies of the Checklists. Then, set the timer for 2-minutes so the furniture can be moved quickly and quietly.  If students do not move the furniture correctly, and in time, they will owe teacher 10-seconds after class for each additional second they surpass the 2-minutes.
 
GUIDED PRACTICE:  Teacher will facilitate the Socratic Seminar to assure students are following the expectations. Students will respond to EBC created throughout the week and evaluate if they met criteria. Students will add commentary about any of the information presented during the discussion. Students can use phrases like:
           	I see your point, but what about ____.
           	I’m not sure I understand ____.
           	I like how you said ____.
           	True! Another example is ____.
           	I understand your point, but I disagree because ____.
           	You said ____ and it makes sense because ____.
 
INEDPENDENT PRACTICE:  Students complete a Socratic Seminar Evaluation Form.  They will refer to their notes and or text as they share their claims and evidence.  Students will bring their Forming Evidence Based Claims and Making Evidence Based Claims graphic organizers to the circle
	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	
Closure:

 Homework:

Exit Ticket: 
 	
*Resources/Material/Technology

Unit 1.2 Evidence Based Claims 
Learning Task 8
Text #1 Cesar Chavez’s Commonwealth Club Address
Cornell Notes
 	
*Modifications and Accommodations

Students who struggle with reading will listen to the speech, first, and then answer the questions.  These students will use their earphones so the class remains silent.  The students will click the multi-media link on page 2 of the downloaded lesson plan.
 
1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list

  

Teacher will review the expectations for Socratic Seminar. The furniture must be quietly moved within 2-minutes.  The inside circle must be a LONG, NARROW OVAL with the seats tightly together.  The outside circle must be a WIDER, LONG OVAL with students sitting between the shoulders of the person in front of them.  Students MUST have their Forming EBC Worksheet and Making EBC Worksheets in their hands. Only the inside circle can talk while the outside circle makes notes on the Text Centered Discussion Checklist to evaluate their assigned partner.  Outside circle may write notes to remind themselves of what they want to respond to in the future.  The outside circle must sit quietly. Only 1 person speaks at a time and all students must make eye contact with the speaker.  Students will discuss their claims and evidence and determine if they meet the Checklist Criteria. Inside circle students will use the Bounce, Sum it up and Inquire Guide to respond to speakers.
 
Students need time to gather their materials and receive copies of the Checklists. Then, set the timer for 2-minutes so the furniture can be moved quickly and quietly.  If students do not move the furniture correctly, and in time, they will owe teacher 10-seconds after class for each additional second they surpass the 2-minutes.
 
GUIDED PRACTICE:  Teacher will facilitate the Socratic Seminar to assure students are following the expectations. Students will respond to EBC created throughout the week and evaluate if they met criteria. Students will add commentary about any of the information presented during the discussion. Students can use phrases like:
           	I see your point, but what about ____.
           	I’m not sure I understand ____.
           	I like how you said ____.
           	True! Another example is ____.
           	I understand your point, but I disagree because ____.
           	You said ____ and it makes sense because ____.
 
INEDPENDENT PRACTICE:  Students complete a Socratic Seminar Evaluation Form.  They will refer to their notes and or text as they share their claims and evidence.  Students will bring their Forming Evidence Based Claims and Making Evidence Based Claims graphic organizers to the circle
	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure:

 Homework:

Exit Ticket: 
 	
*Resources/Material/Technology
 
 	Unit 1.2 Evidence Based Claims 
Learning Task 8
Text #1 Cesar Chavez’s Commonwealth Club Address
Cornell Notes
 	
*Modifications and Accommodations
 
 	Students who struggle with reading will listen to the speech, first, and then answer the questions.  These students will use their earphones so the class remains silent.  The students will click the multi-media link on page 2 of the downloaded lesson plan.
 
1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list

  

Lesson Plan Thursday

Date: 09/19/13	Course: ELA 7th Grade	Teachers: 
Mirenda ~ Monday
Padilla   ~ Tuesday
Walker ~  Wednesday
T. Cortez ~ Thursday/Friday	
 
Performance Objective:
 
 	R1.7.1:  Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
.  Drawing conclusions from information implied or inferred in a literary selection.	
Key Vocabulary:
 	Argument, claim, thesis, support, reasons, evidence, logic, propaganda	

Webb’s Depth of Knowledge: DOK Level	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

*Framing Questions/Essential Questions :
 	 What is Argumentative Writing and what elements must be included? 	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work:

Prepare Cornell Notes:
Topic: Argumentative Writing
Essential Question: What is Argumentative Writing and what elements must be included?
Questions:
What is Argumentative Writing?
What elements are used in Persuasive Writing?
What elements are used in Argumentative Writing?
What is a counterclaim?
What are 3 techniques used in Argumentative Writing?
What is logical appeal?
What is ethical appeal?
What is emotional appeal?
 	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	MODEL: Teacher will share a PowerPoint about Argumentative Writing. (created by Mirenda) Students will use these notes to organize their summative assessment: Write a claim and cite evidence from the text to analyze the interactions between Cesar Chavez and the events in the text Commonwealth Club Address.

GUIDED PRACTICE:  (Trisha, since this is the first time students have to write an argumentative piece, Mirenda will guide students through paragraphs 1 and 2. Students will independently complete paragraphs 3-5.)
As Teacher shares the PowerPoint about Argumentative Writing, the students will write Cornell Notes.

Students can independently review the PowerPoint by Ms. Mirenda, titled The Write Stuff Text Structure of an Essay (slides 5-30), to remind them about what elements must appear in an essay. (Teachers should have already uploaded this PPT to their Learn site.)	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure:
Write a paragraph about the importance and purpose of making evidence based claims writing skills.

 Homework:
Any unfinished classwork, so students can be on task the following day.
Exit Ticket: 
 Students’ work paragraphs 1 and 2.	
*Resources/Material/Technology
 
 	Unit 1.2 Evidence Based Claims 
Learning Task 9
Text #1 Cesar Chavez’s Commonwealth Club Address
Cornell Notes
 	
*Modifications and Accommodations
 
 	Students who struggle with reading will listen to the speech, first, and then answer the questions.  These students will use their earphones so the class remains silent.  The students will click the multi-media link on page 2 of the downloaded lesson plan.
 
1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list

 

  

Lesson Plan Friday

Date: 09/20/13	Course: ELA 7th Grade	Teachers: 
Mirenda ~ Monday
Padilla   ~ Tuesday
Walker ~  Wednesday
T. Cortez ~ Thursday/Friday	
 
Performance Objective:
 
 	R1.7.1:  Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
.  Drawing conclusions from information implied or inferred in a literary selection.	
Key Vocabulary:
 	Argument, claim, thesis, support, reasons, evidence, logic, propaganda	

Webb’s Depth of Knowledge: DOK Level	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

*Framing Questions/Essential Questions :
 	 What are the benefactors of skillfully writing an evidence- based claim writing piece?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work
 Students’ independently review their EBC Worksheets to prepare and organize their writing process. 
Read over their 1st and 2nd paragraphs from Thursday.  	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	 (This lesson continues from yesterday.)
Depending on students ability, students can be assigned to read and complete assessment. It’s essential that students have an opportunity to read the text independently. All students must develop the habit of perseverance in reading. 
Assessment:   Independent Writing of Final Piece
.   Students’ independently write a final evidence-based writing piece using their new claims.
.   This evidence-based writing piece should be used as a summative assessment to evaluate acquisition of the reading and writing skills.
Summative assessment will be in two parts:  Making an evidence-based claim, and writing an evidence-based claim.
.   At this stage teachers can assess students’ reading and writing skills. Their worksheets should demonstrate mastery of the reading skill. Their final evidence-based writing piece can be seen as a summative assessment. 	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure:
Read over your work thus far, decide if your argument is weak or strong. Tell me why?  Share out
 Homework:
Any unfinished classwork, so you can be on task the following day.

Exit Ticket: 
Show the teacher their work.
 	
*Resources/Material/Technology
 
 	Unit 1.2 Evidence Based Claims 
Learning Task 9
Text #1 Cesar Chavez’s Commonwealth Club Address
Cornell Notes
 	
*Modifications and Accommodations
 
 	Students who struggle with reading will listen to the speech, first, and then answer the questions.  These students will use their earphones so the class remains silent.  The students will click the multi-media link on page 2 of the downloaded lesson plan.
 
1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list