Writing On-Demand Informational Essay on Author's Claim and Evidence in "Why We Keep Losing Our Keys”

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Objective

SWBAT write a clear, complete, and accurate explanation of the techniques used to improve your memory by writing an informational essay which includes relevant and specific information from the article “Why We Keep Losing Our Keys”

Big Idea

Comprehension of Informational Text mixed with some background information on the Common Core State Standards.

Activator

10 minutes

Looking backwards before moving forwards

Before the previous day's lesson I explained the importance of citing evidence as "required by the Common Core State Standards."  A student asked after class, "What was so important about these Common Core State Standards?"  This was a great question and one that I wanted to address during today's activator as a whole class.  I realized that I've been assuming students understood the what and whys of the Common Core but evidently more explanation was necessary before writing their open responses (aka on-demand in class informational essays).

For the activator I begin by asking the question, "What does the word standard mean and how does it pertain to what you are expected to learn?"  I then ask them to share their answers with a partner before I pick on a few students to share with the whole class.  Next I facilitate a short discussion of what standards are in education.

My simple explanation is that a standard is a written description of what students need to know and be able to do in different content areas.

 

Building Knowledge

20 minutes

I begin by teaching and reviewing using a power point presentation: What are the Common Core Standards - Why are they....

•Why are they important to you?
•Review of Citing Evidence
•Open Response

Slide #2 brings you to the The Council of the Great City Schools (CGCS) website that is a national organization representing the needs of urban public schools. I show them a 3 minute video that explains how the Common Core State Standards will help students achieve at high levels and help them learn what they need to know to get to graduation and beyond.  I then facilitate a short discussion on what they heard and saw by answering any questions they may still have.

Slide #3 reviews what CCSS.ELA-Literacy.RI.9-10.1 is and why it is relevant to answering the open response prompt.  I then show slide#4 which is a review of the author's purpose in writing the informational article they read during the previous days lesson, RI.9-10.1.

Slides #5-6 addresses text dependent questions and asks students to demonstrate their skill in citing evidence from the article they read with a true/false assessment.

The last slide, #7, shows the open response prompt that they will be answering during today's lesson.

 

Student Learning Activity

35 minutes

I ask students to take out their article "Why We Keep Losing Our Keys" by Sumathi Reddy as I pass out the Open Response and Rubric. I breifly review the rubric by reading it out loud as students read silently to themselves and ask what is needed for a 4, 3 and 2. 

I also provide the P.E.E. Organizer for those students who request using them.  At this point in the year some students prefer using an organizer while working on open response and others use it as a reference for writing their open response but do not write on it.

As my students are engaged in writing their responses (W.9-10.2) I circulate among them to ask clarifying questions while reminding them to use sufficient evidence to support their response as required in standard W.9-10.2b and to keep them focused on the task. 

Wrap Up

10 minutes

1 Piece of Evidence

During this Group Share I select a few students to share 1 piece of textual evidence they used to answer the prompt.  As they give the piece of evidence I ask them to explain in their own words why this is accurate and specific to the prompt? This closing task helps me to do an informal check of whether students were able to find relevant and sufficient evidence (W.9-10.2b) as well as allow other students who may have struggled to find evidence to hear some examples from their peers.