Name: Kelley McDonald Subject/Course: 9th Grade Honors EnglishUnit: Central Idea Essay Grade Level: 9 Lesson: 1 of 3

Stage 1—Desired ResultsGoals:

Analyze the articles “Love and Hatred” by unknown and “Inside the Teenage Brain” by unknown.

Develop a central idea for the selected article. Discover and develop textual evidence to support the central idea. Analyze the author’s work and make an inference on the strongest writing strategy used. Develop a graphic organizer to sort all the material gathered.

NY’s Common Core Standards: RI 9-10.1: Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text. RI 9-10.2: 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.

W 9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

NCTE Standards:5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Understandings: Students will analyze an assigned

article. Students will develop a claim for that

assigned article. Students will analyze the article and

make an inference on the strongest writing strategy used.

Students will analyze evidence to support that claim.

Essential Questions: How can love and hatred affect one’s life? How can love and hatred be similar

emotions? How can love and hatred be opposite

emotions? How can a teenager’s developing brain

affect his or her actions? How do parents affect a developing

teenage brain?Objectives:

Students will be able to read his or her article silently. Students will be able to develop a central idea within an assigned group. Students will be able to analyze various writing strategies and make an inference on which

is strongest. Students will be able to develop supporting evidence for that claim with his or her

assigned groups. Students will be able to disagree with group members, as long as he or she is able to

support his or her claim. Students will be able to make a graphic organizer to organize materials found.

Prior Academic Learning & Students’ Personal/Cultural/Community Assets:The students have written multiple Central Idea essays and are clear of the standards. They will be assessed in the future and must write a Central Idea essay; therefore this lesson is excellent practice for them to develop the skills needed to do well on future assessments. The group setting enables students to share ideas, which instills confidence if he or she struggles with central writing assignments. This is the ideal situation for a student who struggles with central writing assignments because he or she is able to listen to a stronger student’s ideas and incorporate those into his or her own.

Stage 2- Assessment Evidence

Performance Tasks: Students will read their assigned

article individually and silently. Students will work together to

analyze the author’s work and develop possible central ideas.

Students will work together to analyze the author’s work and develop possible writing strategies.

Students will work together to complete a graphic organizer to organize the material found and needed to complete the writing assignment the following day.

Other Evidence: Informal assessments will be made

throughout the class. I will be observing the various activities revolving around the class.

The formal assessment will be made through the central idea writing the students wrote in lesson two of this lesson sequence.

Stage 3—Learning Plan

Instructor (will…) Students (will…) Approx. Time Review the requirements to

complete a central writing assignment.

Listen to the directions of the central writing assignment.

5 minutes

Circulate around the classroom while remaining available to answer questions that need clarification

Read the selected article silently.

5 minutes

Circulate around the classroom while remaining available to answer questions that need clarification.

Analyze the article and develop possible central ideas and writing strategies used by the author.

33 minutes

Collect all the material used during class.

Write down any reminding ideas and hand in all the material used..

2 minutes

Instructional Resources and Materials:Instructional Materials & Resources:

Central Idea Writing Worksheet “Love and Hatred” article “Inside the Teenage Brain” article

Graphic OrganizerStudent Materials:

Pen/pencil Copy of Central Idea Writing Worksheet Assigned article Graphic Organizer

Supporting Diverse Student Strengths, Needs and Interests: There are no students in this particular class that require state-mandated accommodations.

Relevant Research & Theories that Inform Effective Pedagogy and Justify Your Instructional Design:Albert Bandura’s Social Cognitive Theory emphasizes the importance of “student’s frequent access to models of knowledge, skills and behaviors that are expected of them.” Allowing the students to work in predetermined groups enables the higher performing students to take a lead role and become a model for those whom is less performing. It is my job as an instructor to encourage positive behavior and put bad behavior to a stop, so students are able to model what is correct and incorrect behavior within my classroom.