TNT 800.4PBP Planning Instruction Part 2 – Lesson Plan 22026 Update with complete solutions.

INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, include the following required elements, and identify them by highlighting or underlining in the lesson plan as indicated below: Element Identification Method Use of Groups Highlight in Blue or Aqua Critical Thinking or Problem Solving Highlight in Pink or Magenta Learning Modalities used Underline You will notice 6 components are repeated from the previous project. You may copy these from TNT 800.3PBP. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (OR PRE-K GUIDELINES): Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B. (Grade 7) (9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: (A) explain the author's purpose and message within a text PERFORMANCE MEASURE/ASSESSMENT Aker the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance? Students will read an informational article about Texas school cell phone policies and complete a short-constructed response with at least 80% accuracy. In their response, students will explain the author’s purpose and message and support their explanation with at least three pieces of relevant textual evidence from the article. Performance will be measured using a teacher created rubric that evaluates the accuracy of the explanation, use of textual evidence, organization of ideas, and written communication. LEARNING OBJECTIVE(S): Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure. The student is expected to explain the author’s purpose and message within a text by reading an informational article about Texas school cell phone policies and completing a short-constructed response with at least 80% accuracy. Students will explain the author’s purpose and message and support their response with at least three pieces of relevant textual evidence from the article. STUDENT FRIENDLY OBJECTIVE STATEMENT (must include performance measure) This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure) Today, we’re going to learn how to identify an author’s purpose and message in an informational text. As we read about Texas school cell phone policies, you’ll think about what the author wants readers to understand and why the article was written. You’ll show what you’ve learned by writing a short-constructed response that explains the author’s purpose and message and supports your ideas with at least three pieces of evidence from the text. PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives. Have you ever read an article or watched a video and wondered what the creator was really trying to tell you? Today, we’re going to learn how to identify an author’s purpose and message so we can better understand the ideas being communicated. This skill will help you become a stronger reader, improve your ability to analyze texts in school, and prepare you for assignments and state assessments. It will also help you think critically about the information you encounter every day, whether it’s in news articles, social media posts, advertisements, or online videos, so you can make informed decisions and recognize an author’s intent. EXPLICIT CONNECTION TO PRIOR LEARNING This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. Before we begin, let’s think about what we’ve already learned. In previous lessons, we practiced identifying main ideas, supporting details, and making inferences based on evidence in a text. We also learned how to cite textual evidence to support our thinking and explain our ideas clearly in writing. Today, we’ll build on those skills by analyzing an informational article about Texas school cell phone policies to determine the author’s purpose and message and support our conclusions with evidence from the text. You will add to the lesson plan that you developed in TNT 800.3PBP to include the following new components: ENLGISH LANGUAGE PROFICIENCY STANDARDS (ELPS): Copy the one ELPS standard that you will focus on for this lesson word for word beginning with, “The student is expected to…” Make sure to include the type of standard, the number, and the letter associated with the standard. For example: Listening 2C The student is expected to learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions Writing 5G: The student is expected to narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. LANGUAGE OBJECTIVE: This should begin with, “The student will… It should be derived from ELPS standard you chose and be connected to the content objective. It should address how students are using language in the lesson. Are they listening, speaking, reading, and/or writing to master the TEKS? The student will explain the author’s purpose and message in writing by using academic vocabulary, sentence stems, and at least three pieces of relevant textual evidence from the informational article. MATERIALS and SETTING What materials do you need for this lesson? What is the seṄng? Are students in pairs, groups, stations, floor, library, science lab? The lesson will take place in the classroom. Students will begin in a whole group setting for the focus activity and teacher modeling. The classroom will then be arranged into evidence investigation stations where students work in small groups to analyze different sections of the article to identify clues about the author’s purpose, message, word choice, and supporting evidence. Students will then return to their seats to independently write a short constructed response explaining the author’s purpose and message with textual evidence. Materials needed for this lesson include copies of the informational article about cell phone policies, an author’s purpose and message graphic organizer, highlighters, academic sentence stems, teacher created slides, chart paper, a teacher-created rubric, student devices, and access to Google Docs for collaborative evidence collection and response submission. KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? **Include specific method for working with vocabulary ex: Marzano, Frayer model, Greek/Latin roots Vocabulary: Author’s purpose, message, informational text, evidence, analyze, explain, support, perspective, policy, claim Academic language: Students will use academic language to discuss and write about the author’s purpose, message, and supporting evidence. Students will practice using sentence stems. Students will use the Marzano Six Step Vocabulary Process to build understanding of selected academic vocabulary. The teacher will explain each word in student friendly language, model an example from the article, and have students restate the meaning in their own words. Students will then create a visual or symbol, discuss the word with a partner, and use the word correctly during the evidence investigation activity and written response. FOCUS ACTIVITY/ANTICIPATORY SET What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity The teacher will show students two short sample headlines about school cell phone use: one that presents cell phones as a distraction and one that presents them as a useful tool. Students will silently read both headlines and complete a quick thumbs up, thumbs down, or thumbs sideways response to show which headline seems more persuasive. The teacher will ask a few students to explain what words or phrases influenced their choice. The teacher will then explain that authors make intentional choices to communicate a purpose and message, and students will investigate those choices in an informational article about Texas school cell phone policies. INSTRUCTIONAL STEPS Include: • Step by step instructions • Key points • Directions to give • Small group instructional plans • Differentiated station activities. • Activities that support the language objective and promote discourse. 1. The teacher will review the student friendly objective and explain that students will investigate how an author communicates purpose and message in an informational text. The teacher will remind students that an author’s purpose is the reason for writing, while the author’s message is the idea the author wants readers to understand. The teacher will say: “Today, you will read an informational article about Texas school cell phone policies. As you read, you will look for clues that reveal why the author wrote the article and what message the author wants the readers to understand.” 2. The teacher will introduce and review the key vocabulary: author’s purpose, message, informational text, evidence, analyze, explain, support, perspective, policy and claim. Students will use the Marzano Six Step Vocabulary Process by hearing student friendly explanations, restating meanings in their own words, creating a visual or symbol, discussing the