Westside High School Lesson Plan
Teacher
Name:
Course:
Adebo, Bennion,
Falcon, Ricks
English II Prep
Unit Name and #:
Dates:
Unit 6: Research
and Social Issues
April 13-17, 2015
Monday
What are we learning?
Daily Objective: Students will write two body paragraphs for their research paper.
TEKS/AP/Standards:
ELA.10.13C Revise drafts to improve style, word choice, figurative language, sentence
variety, and subtlety of meaning after rethinking how well questions of purpose,
audience, and genre have been addressed.
ELA.10.13D Edit drafts for grammar, mechanics, and spelling.
ELA.10.18B.iii Use correct punctuation marks, including: dashes to emphasize
parenthetical information.
ELA.10.21 Research/Gathering Sources. Students determine, locate, and explore the
full range of relevant sources addressing a research question and systematically
record the information they gather. Students are expected to:
(A) follow the research plan to compile data from authoritative sources in a manner
that identifies the major issues and debates within the field of inquiry;
(B) organize information gathered from multiple sources to create a variety of
graphics and forms (e.g., notes, learning logs); and
(C) Paraphrase, summarize, quote, and accurately cite all researched information
according to a standard format (e.g., author, title, page number).
How will we learn it?
Learning Activities:
1. Do First: Pass back outline and sources from last week (7-10 minutes)
2. Talk about in-test citations (1 min)
3. Begin writing body paragraph number one (15 minutes)
4. Begin writing second body paragraph (15 minutes)
How will we tell if we’re learning it correctly?
Assessment Methods: Research paper and research quest
Checks for Understanding: Ask and answer questions as needed (on the social issues
unit)
What do I need to be successful?
Materials: Outline and articles
What do I need to before next class?
Follow Up/HW: None!
Tuesday
What are we learning?
Daily Objective: The student will write a third body paragraph, which will consist of
their counter-argument.
TEKS/AP/Standards:
ELA.10.13C Revise drafts to improve style, word choice, figurative language, sentence
variety, and subtlety of meaning after rethinking how well questions of purpose,
audience, and genre have been addressed.
ELA.10.13D Edit drafts for grammar, mechanics, and spelling.
ELA.10.18B.iii Use correct punctuation marks, including: dashes to emphasize
parenthetical information.
ELA.10.21 Research/Gathering Sources. Students determine, locate, and explore the
full range of relevant sources addressing a research question and systematically
record the information they gather. Students are expected to:
(A) follow the research plan to compile data from authoritative sources in a manner
that identifies the major issues and debates within the field of inquiry;
(B) organize information gathered from multiple sources to create a variety of
graphics and forms (e.g., notes, learning logs); and
(C) Paraphrase, summarize, quote, and accurately cite all researched information
according to a standard format (e.g., author, title, page number).
How will we learn it?
Learning Activities:
1. Do first: Pass out Research Process study guide and go over it with them (7-10
minutes)
2. Review what a counter-argument consist of (5min)
3. Begin writing the counter-argument (30 min)
4. Finish writing 2 body paragraphs from yesterday, if you did not finish in class
How will we tell if we’re learning it correctly?
Assessment Methods: research paper, research quest
Checks for Understanding: ask and answer questions as needed
What do I need to be successful?
Materials: Pen or pencil, articles, laptop
What do I need to before next class?
Follow Up/HW: None!
Wed/Thur
What are we learning?
Daily Objective: The student will write a conclusion paragraph for their research
paper.
TEKS/AP/Standards:
ELA.10.13C Revise drafts to improve style, word choice, figurative language, sentence
variety, and subtlety of meaning after rethinking how well questions of purpose,
audience, and genre have been addressed.
ELA.10.13D Edit drafts for grammar, mechanics, and spelling.
ELA.10.18B.iii Use correct punctuation marks, including: dashes to emphasize
parenthetical information.
ELA.10.21 Research/Gathering Sources. Students determine, locate, and explore the
full range of relevant sources addressing a research question and systematically
record the information they gather. Students are expected to:
(A) follow the research plan to compile data from authoritative sources in a manner
that identifies the major issues and debates within the field of inquiry;
(B) organize information gathered from multiple sources to create a variety of
graphics and forms (e.g., notes, learning logs); and
(C) Paraphrase, summarize, quote, and accurately cite all researched information
according to a standard format (e.g., author, title, page number).
How will we learn it?
Learning Activities:
1. Do Now: get out all materials for the research paper
2. Write final body paragraph
3. Begin writing your conclusion (15-20 minutes)
4. Type/write your final paper (45 minutes)
5. Create your works cited page (10-15 minutes)
6. Turn in your final paper!
How will we tell if we’re learning it correctly?
Assessment Methods: Research paper and research quest
Checks for Understanding: Answer and ask questions as needed, MLA citations,
What do I need to be successful?
Materials: Pencil or pen, worksheets, articles, laptop
What do I need to before next class?
Follow Up/HW: None!
Friday
What are we learning?
Daily Objective: The student will draw on prior knowledge of the research writing
process in order to complete an assessment.
TEKS/AP/Standards:
ELA.10.13C Revise drafts to improve style, word choice, figurative language, sentence
variety, and subtlety of meaning after rethinking how well questions of purpose,
audience, and genre have been addressed.
ELA.10.13D Edit drafts for grammar, mechanics, and spelling.
ELA.10.18B.iii Use correct punctuation marks, including: dashes to emphasize
parenthetical information.
ELA.10.21 Research/Gathering Sources. Students determine, locate, and explore the
full range of relevant sources addressing a research question and systematically
record the information they gather. Students are expected to:
(A) follow the research plan to compile data from authoritative sources in a manner
that identifies the major issues and debates within the field of inquiry;
(B) organize information gathered from multiple sources to create a variety of
graphics and forms (e.g., notes, learning logs); and
(C) Paraphrase, summarize, quote, and accurately cite all researched information
according to a standard format (e.g., author, title, page number).
How will we learn it?
Learning Activities:
1. Do Now: Study for research quest (10minutes)
2. Handout quest and scantrons
3. Begin taking Research quest (25-30 minutes)
4. If time permits, talk about what is in store for next week (Paying Student
Athletes)
How will we tell if we’re learning it correctly?
Assessment Methods: Research paper and research quest
Checks for Understanding: Answer and ask questions as needed, MLA citations, works
cited page
What do I need to be successful?
Materials: Pencil or pen, worksheets, articles, laptop
What do I need to before next class?
Follow Up/HW: Enjoy your weekend!