Name: Addison Bartkowiak Grade/Subject: English 1 (9th Grade) Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2)

Standard: 5C for English 1: Use text evidence and original commentary to support a comprehensive
response.
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Students will be able to identify relevant text evidence and create commentary in order to support a comprehensive
response.

3. SMART
Objective(s): (C3) Objective #1: In small groups, students will work together to select appropriate text evidence to
support their answer to the provided prompt. By the end of class students should have 3-4 pieces of
relevant text evidence selected.
Essential Question: EQ: How does the author show the characters feelings?

Objective #2: In small groups, students will work together to create original commentary that will
explain their text evidence and support their response. By the end of class, students should have at
least one piece of original commentary for each piece of text evidence that they have.

EQ: How does your text evidence support your answer to the prompt? Why does it support your
answer?

Objective #3: In small groups, students will work together to put their text evidence and commentary
together to create one comprehensive response. By the end of class, students should have one
paragraph created using two pieces of text evidence and two pieces of commentary. 

EQ: How can language conventions improve our writing?

4. Central Focus The purpose of this lesson is to build the students skills in text evidence and commentary in
(C4) terms of creating a comprehensive response. The students will first learn how to select text
How will this lesson link evidence and format it in the appropriate way. Then, students will learn how to create
with other lessons in the commentary that explains their text evidence and shows how it supports their claim. Lastly,
unit? students will put these elements together to create one comprehensive response. This lesson will
serve as a building block for their writing as it will develop their critical thinking skills as well
Learning Targets as their reasoning skills. Evidence based writing is used in a variety of subjects and careers,
I CAN statements that students will need to know how to write using evidence that supports their argument and/or
Clearly show alignment
claim.
with TEKS
I can identify relevant text evidence and create commentary to support a comprehensive
response.
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Explain- Students will explain how their chosen text evidence is relevant and how it supports
represents the language their claim.
of the discipline that
students need to learn Vocabulary (words, phrases, and/or symbols that are used within disciplines):
and use to engage in the 1. Commentary- The student’s original words that explain their text evidence and how it
content area in supports their claim.
meaningful ways. 2. Analyze- Students will need to use their analysis skills in order to understand their text
evidence and apply their knowledge in order to create correct commentary.
There are 4 language 3. Text evidence- Evidence from the text that supports the writer’s claim. Text evidence
demands to consider as should be in quotation marks and should be introduced.
you require students to Discourse (Structures of written and oral language, how will they talk, write, and participate in
read, write, speak, listen, knowledge construction: discussions, reports, essays, multi-media presentations, performance):
demonstrate and perform. Students will use group discussions to talk about what they know about the text, what text
evidence choices might be best, and why they think they are most appropriate. Students will
write about what they know in their completed comprehensive response.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Students’ language use will be supported through a graphic organizer that they will fill out
throughout the writing process. This will help students break down the writing process piece by
piece and allow them to reflect on their work and edit as they go.

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Through lecture, class discussions, and graphic organizer notes, students will be able to build
The resources, their skills, confidence, and background knowledge that will allow them to correctly identify
representations, and relevant text evidence and create commentary to support their comprehensive response.
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. Word wall for literary terms/devices that could help students identify elements in their
practice the concepts and reading and utilize devices in their own writing.
language they need to
learn within the 2. Use a Frayer Model to define vocabulary.
discipline
Discourse strategies - (GO TO Page)
Site the researcher’s -Write: Write a comprehensive response with relevant text evidence and original commentary
name as you refer to the analyzing how the author’s use of diction shows the tone of the passage.
strategy.
-Talk: After reading, discuss with your table what the passage was about. After you have talked
about the main points, discuss the tone of the passage and examples of diction that stood out to
you.

Syntax - (GO TO Page)

1. Create a QVCS graphic organizer to guide your reading and annotate as you go. These
notes will help prepare you for writing your response.
2. Use a writing process graphic organizer to draft your response. After you have
completed your organizer, review and edit your draft before writing your final version.

Making Content Comprehensible (R9)

Creating and using graphic organizers, Before reading have students create their QVCS Graphic
Organizer, which will allow them to create and keep track of questions they have before, during,
and after reading, unfamiliar vocabulary and their meanings, commentary (comments, opinions,
interpretations, and/or inferences that they make), and at the end of reading they have a place to
create a summary for what they’ve read which will allow the student to reflect on their progress
and the teacher to monitor their comprehension.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be - Small group discussions
aligned to the TEKS, - Graphic organizers
and objectives.
Summative:
- Final draft response

Assessment of your language demands:

Formative:
 - Assessing the student’s ability to clearly communicate their ideas through their writing.

Summative:
- End of unit test having students correct comprehensive responses which measure their
ability to identify relevant text evidence and corr

8. Hook (C7) Hook activity (make connections to prior learning)

Blooket activity that will also act as a baseline assessment. Blooket will provide students with a
fun game to play while measuring their knowledge about what we will be learning/practicing in
Closure (C7) the lesson. This can activate the students background knowledge and allow them the opportunity
to build knowledge as well.

Closure Activity: (make connections to prior learning)

Student Assets (C7) Class poll asking about confidence in skills, along with exit ticket that asks about what
questions that they still have, if they would like more practice and/or examples.

Personal assets: Students come from all different backgrounds, putting them in groups allows
for them to collaborate and share their knowledge and experiences through this exercise.
Cultural assets: By choosing a diverse text, this can draw upon students’ cultural assets to
support their learning.
Community assets: Understanding the surrounding community.
9. Body of Lesson/
Teaching Strategies and I DO – This will include explaining and modeling. This will provide students with a
Learning Task(s) scaffold to refer to during their independent practice. I will use a PowerPoint in order to
(C9) have students visualize the process of selecting text evidence, and how to create evidence
that explains their choice and supports their response.
Be sure to include:
How will students learn WE DO – This will include a whole class discussion and participation. Slides will still be
and use academic used with the inclusion of polls that students can participate in. This can also act as a
language? formative assessment. As passages are shown, we will read together and refer to the
prompt. Think, pair, share will be used for students to work together and select text
evidence from the passage and create commentary. We will come together, share, and
Three higher order discuss how we did. This allows for students to build their skills and confidence.
thinking questions.
YOU DO – Students will now be given a passage to work with for their comprehensive
response. They will work independently to select their text evidence and create their
Marzano Strategy commentary to support their very own comprehensive response.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Visuals, Graphic Organizers, Anchor

Charts, etc.

o Gifted / advanced learners: Independent work, ability to move ahead.

Technology: -(GO TO page)

Students will be using their laptops to type out their response. Slides will be made available on
their class page to reference throughout the lesson if they need to go back or review.

Marzano Strategy - (GO TO page)

 Higher Order Thinking Questions (GO TO page)
- Identify two examples of relevant text evidence from the passage.
- Analyze the text in order to identify the relevant evidence.
- Write one piece of commentary for each piece of selected text evidence.
- Modify and rewrite your draft as needed to create your completed comprehensive
response.

Grouping / Partnering Technique: (Hattie)

- Small group discussions/practice
- Whole class discussion

Potential misconceptions and your plan to address it:

- Students may require more guidance on making sure their text evidence is relevant to
their claim and to the provided prompt. Making sure that students are engaged during
our “I do” and “We do” can help make sure that they have the tools they need to
succeed. Additionally, floating throughout the classroom and monitoring student
progress can allow me to redirect any students, and review concepts, or work through
concepts with them in a small group setting.

10. Resources and (How might you differentiate materials and resources for learners with various needs?)
materials needed (C9)
Technological materials: Laptop, slides, class polls, Blooket games.
(E7)
Materials for everyday: pen, pencil, paper, erasers

Materials specific to this lesson: Graphic organizer for writing process, graphic organizer
for notes while reading (QVCS), copy of passage for students to annotate.

E7: I could use resources such as pen/pencil grips to help students with their notetaking,
visual timers to help students manage their time for their writing sessions, and graphic
organizers to help guide students through their writing.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom #1 Raising hand for answering a question instead of calling out. This ensures that
Management Strategies students have equal opportunity for participation.
(CBM5)
What procedures will you #2 Collecting needed material upon entering the classroom.
employ to manage
transitions, behavior, #3 Call Back. Students need to be ready to answer with the call back that was created for class,
passing out materials, and refocus their attention.
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Outline of the writing process for a comprehensive response.
strategies and planned
supports, will you employ to 2. Ability to write out response on lined paper instead of type.
meet the needs of each
student that has identified
3. Preferential seating
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Shortened assignment (1 TE and 1 CM instead of 2 each)
 2. Alternative simplified passage

3. Grading based on completion

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Explicit vocabulary instruction

2. Post content and language objectives

3. Have students practice reading and writing in academic English

4. Graphic organizers that break down assignments and concepts into the basic parts

5. Pair Advanced High ELLs with lower level ELLs