Lesson Plan Sample - Providence College

Providence College
Teacher Certification Program
Lesson Plan
Name: Karen Vendituoli Date: July 8, 2012
Lesson Topic: Analyzing Editorials
Course and Grade Level: 9 th grade CP English
Duration: 80 minutes
Essential Question: While reading editorials about contemporary issues, which strategies will students
apply to determine the key elements of the text?
Expected Outcome(s): Students will be able to implement the “PEAL” method when reading and
analyzing an editorial. Students will be able to determine the purpose, state the evidence, decide if it
makes the reader want to take action, and define what they have learned through reading various
editorials.
National Content Standards (NCTE):
Common Core Standards:
1

Materials:
ELMO projector
Warm-up notebooks
Bell (Introducing “PEAL”)
“PEAL” - Handout # 1
“Should curfew be a law?” Editorial- Handout # 2
Analyzing Editorials: Group Assignment – Handout # 3
Editorials for Group Assignment- Handout # 4-7
Anecdotal Notes - Handout # 8
Presentation Notes- Handout # 9
Learning Objectives:
1. Students will identify the steps of analyzing an editorial through the use of the “PEAL” method.
(DOK 1)
2. Students will learn how to properly cite evidence for their editorial’s purpose through the use of the
“PEAL” method. (DOK 3)
3. Students will apply the “PEAL” concept as they work in groups to analyze each editorial. (DOK 4)
4. Upon the completion of the group task, students will analyze their responses on the “PEAL” editorial
worksheet. (DOK 3)
5. Within each group, students will construct a presentation of their findings to their classmates. (DOK 3)
Instructional Sequence:
Time
Needed:
Activity
Warm up/Review Activity
The teacher will welcome the
students into the classroom by
ringing a bell and introducing the
word “PEAL” to the class as the
“word of the day”. The definition
and an appropriate sentence will
be used to help introduce the
80
Minutes
Total
5
minutes
Rationale
The word of the day will help engage and hook students
to find interest and learn the a new word and for what it
will eventually mean for the lesson they will be
completing.
The warm-up activity will allow students to recall the
information that was taught in the previous class (DOK
1).
2

word. The significance of this
word will be revealed later.
The teacher will now use the
ELMO overhead to display the
review questions for the lesson
for the class.
Students will be given the chance to review what they
have learned previously and ask any questions or
clarification with the subject that they may need.
This activity will help to transition the class from
learning the basics of an editorial to how to analyze one.
As a class we will answer the
first question together, (what is
an editorial?).
Next, the students will be told to
answer the following two review
questions in their warm-up
notebooks and to be ready to
share our responses.
The class will share our
responses and further our
discussion if clarification is
necessary.
How to Analyze an Editorial
After the warm-up the teacher
will first ask the class to think of
some strategies that they may use
when analyzing an editorial.
Students will be using their prior
knowledge of their analytical
skills to brainstorm different
ideas on the whiteboard/ELMO.
Next, the teacher will discuss the
different purposes of editorial
writing and how to provide
evidence for the different
purposes.
Handouts of the “PEAL” steps
will be distributed and reviewed
before using it in context.
Handout # 1
The term “Peal” may be
unfamiliar to students so the
teacher will take this time to
explain the term briefly with a
proper definition and sentence
(This may be used as the word of
the day).
10
minutes
Students will be asked to use their prior knowledge to
brainstorm ideas on how they might analyze an editorial.
They may use different concepts that have been taught
concerning an analysis of a poem or short story that may
be more familiar. This activity will help students to get
thinking and become more familiar with the topic.
The teacher will then introduce and teach the method that
will be used when analyzing an editorial. The students
should then be able to identify the steps to use when
analyzing any editorial (DOK 1). This is an essential step
as it lays the foundation for later scaffolding.
3

Working with an Example
The teacher will first write the
title of the editorial on the
whiteboard. Next, the teacher
will ask the class to determine
what the title of the article might
suggest and briefly discuss our
reasoning.
The teacher will distribute copies
of the editorial titled, “Should
curfew be a law?”
Handout # 2
We will then read and discuss the
article using the “PEAL” handout
to better establish the
significance of the editorial.
As a class we will determine the
purpose and state the evidence
supporting the editorial’s
purpose. Next, the teacher will
tell the students to respond to the
two remaining steps individually.
(Agree? Disagree?)
We will then share some of our
responses and discuss our
reasoning for each.
Modeling the Task
After reading the article the
teacher will model the group
assignment that will be
completed using the “Should
curfew be a law?” editorial.
Handout # 3
The teacher will be using the
“PEAL” method to analyze the
editorial with the class. The
teacher will begin the assignment
by reading the directions and
choosing the first two editorial
purposes and citing supportive
evidence for each. The teacher
will next call on different
students to help complete the
15
minutes
10
minutes
Once the methods are established, students will be
predicting what the title of the first editorial may imply.
This will allow students to use information that they are
already familiar with and connect it to what we are now
learning (DOK 2).
As a class the editorial will be read aloud as each student
will have a personal copy and must continue to follow
along. As we read the editorial we will discuss key points
to further our discussion and help gain knowledge to
better analyze the piece.
The teacher will be modeling the task given to assure that
all students understand what is being asked of them.
Students in all groups should have a strong understanding
of the four different steps that are involved in analyzing
an editorial.
Identifying and predicting skills are the foundation to
enable students to implement higher-ordered thinking
strategies. The teacher will determine the purpose and
show students how to properly cite evidence to defend its
purpose (DOK 3).
Students will be able to see how exactly the assignment
should be completed which can then serve as an example
when working on their own in groups.
4

emainder of the assignment.
Working in Groups
The teacher will place students in
groups of four and assign each
participant a letter in the “PEAL”
method to present out to the
class. Each group will be
analyzing a different editorial
and must as group complete the
assignment handout.
Group #1- “How much is too
much?
Group # 2- “Relationships: The
inside scoop”
Group # 3- “Three beatings”
Group # 4- “Are parents strict?”
Handouts # 4-7
The teacher will instruct students
to read and discuss the editorial
that is given to them as a group.
Each group will be given the
assignment and will complete it
together.
The teacher will monitor student
progress by taking anecdotal
notes on each group.
Handout # 8
Presenting your findings:
Students will be asked to stand in
the front of the classroom with
their group and briefly present
their findings using the “PEAL”
method.
For those students who are
listening to each presentation,
they will be given a handout to
complete, ensuring that they
remain engaged and interested.
Handout # 9
20
minutes
15-20
minutes
While working in groups of four students will be
applying the “PEAL” concept that has just been taught
and will implement it while analyzing each editorial
(DOK 4).
Students will carefully be analyzing their editorial piece
within their groups by utilizing the “PEAL” method
(DOK 3).
This method will help students read closely and better
understand the text since they will have to break down
each part/segment of the piece.
By the end of the group assignment all students should be
able to closely and carefully read, understand, and
analyze an editorial piece through the use of the “PEAL”
method.
Students will construct their assignment to be readily
prepared to present their findings to their classmates.
Continuing to build on previous instruction, students will
be given the opportunity to listen to various different
presentations to compare and contrast one another’s
findings (DOK 3).
5

Exit ticket (verbally):
What was one thing you learned
today?
“We have now heard many
different opinions on a variety of
subjects. You may still have
missed a point that one of your
classmates found to be new and
interesting to them.”
“We will now go around the
room and tell our classmates one
thing we learned in class today.”
2
minutes
The verbal exit ticket will help the teacher as well as the
students to determine what they have learned from this
lesson. Some students may mention the actual “PEAL”
method or some may mention a point of view or
knowledge of an editorial.
Each student will be able to connect what he or she has
learned to what they now know (DOK 4).
Each individual will be able to learn something that
he/she may have missed or not thought of. It will help all
students to better connect the lesson together.
Provision for Individual and Cultural Differences:
1. Since writing is the most significant need for this student he will have a teacher aid in the
classroom to help act as a scribe while completing the assignment.
2. The teacher must have periodic check-ins throughout the whole lesson, making sure that the
student understands each specific part to the assignment given and is completing it correctly.
3. This student must still participate in any group work that is done. The presentation portion is
also expected of this student. At this time the student will be partnered with general education
students to assure success and clarity of the assignment given.
4. Extra handouts will be given to the student with clear well written directions for each task
given during the class.
5. A Neo-Smart board will also be available if the student chooses to use it.
6. The teacher will use the Elmo overhead projector for clarity in each handout and assignment
given to all students.
7. The student will have extended time to complete the written assignment.
Assessment/Evaluation:
The teacher will use formative assessment to measure the student’s progress within this lesson.
The teacher will first assess the students by using the warm-up activity. This activity will help the teacher
to determine what students understand regarding the introduction of this unit/subject. The teacher will
then determine whether or not clarification is needed. If it is essential to review further the teacher will
provide various examples with clear details before moving forward with the lesson.
6

Next, the teacher will assess the students by their participation within the group discussion as we analyze
the editorial as a class. This will allow for all students to participate and state their opinions and reasoning
for how they feel and what they think about the article that we have just read.
The teacher will monitor student’s progress during the group work task. The teacher will monitor progress
by taking anecdotal notes on each group as they complete the assignment.
A completion/participation grade will also be assessed through the group work assignment and
presentation. All group members will be graded on their contribution and participation in the assignment.
As mentioned earlier all students must participate in this presentation and take a certain letter from the
“PEAL” method to assure that it is equal. Each student will report to the class their findings as a group for
each letter in the method.
The teacher will use summative assessment to assure that all students are remaining engaged and
interested during each presentation, as students will be asked to complete a handout for each presentation.
This will help to measure what each student is learning and retaining from watching each presentation, as
they display what they have learned.
The teacher will also formatively measure the student’s knowledge of the subject as the teacher hears the
different responses from each student as they briefly share with the class what they have learned from
today’s lesson.
Reflection:
7

Name: _____________________________________
Ms. Vendituoli
Date: _________________________________
English 9 CP
Analyzing Editorials- “PEAL” Method- Handout # 1
P
E
A
L
-Determine the Purpose
-State the Evidence
-Did this make you want to take action?
-What did you Learn?
“Should curfew be a law?” –BY: Samantha Cappas
P___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
E____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
A___________________________________________________________________________________
_____________________________________________________________________________________
L____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Peal: noun
8

Should Curfew be a Law?
Posted on May 17, 2012
HANDOUT # 2
BY SAMANTHA CAPPAS – Staff Writer
Many teenagers do not feel the need to have curfew. Teenagers go home early for 180 days out of the
year for school. Why punish adolescents with having to go home early over the summer? Summer is
supposed to be all about fun and relaxation. Why have a curfew if a lot of these teenagers do not comply
with it? It is just a waste of time trying to keep teens off the street.
In my opinion, I feel that half of the student population gets fined because of the harsh curfew. Teens
believe that curfew should not be a must. There’s no point if teens do not comply and still try to go out.
Many parents do not follow the curfew during the summer. Parents just let their teens do whatever they
want.
As much as students want to have fun, parents do too. I feel parents usually let teens stay out and party
with friends or even with them. Junior, Luis Martinez, was asked how he felt about the curfew and he
stated, “I feel there is no need for it because teens stay out after curfew anyway. The more you keep a
child locked in, the more they are going to want to party.” I agree with Martinez because I hate when my
mom keeps me locked in the house babysitting, or just having to stay home.
There should be an end to curfew. Time is being wasted trying to keep teens stuck inside when it probably
would just make them want to go out even more.
9

Name: _________________________________
Ms. Vendituoli
Date: _________________________________
English 9 CP
Analyzing Editorial Purposes-Part I
Analyzing Editorials: Group Assignment/Presentation
HANDOUT # 3
Directions: Determine the most fitting purpose for your editorial and find evidence from the article to
support each choice. You may think of your own purpose if you feel it is necessary. Choose AT LEAST
five.
1. Start movements 6. Uplift the community
2. Applaud courage 7. Praise ideas
3. Expose dishonesty 8. Criticize ideas
4. Propose change 9. ___________________
5. Inspire action 10. ___________________
Editorial Purpose #
_________
Evidence Statement from Editorial
________________________________________________________
_________
________________________________________________________
_________
________________________________________________________
_________
________________________________________________________
_________
________________________________________________________
_________
________________________________________________________
Part II
10

Title of Editorial: __________________________________________________________________________
Author: ______________________________________________________________________________________
Directions: Choose ONE purpose from the list and provide your evidence for its purpose. State your
groups’ feelings concerning the editorial by completing the “A” and “L” portion of the “PEAL”
method.
P______________________________________________________________________________________________
_______________________________________________________________________________________________
E______________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A______________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
L______________________________________________________________________________________________
_________________________________________________________________________________________________
11

How Much is Too Much?- GROUP 1
Posted on May 8, 2012
HANDOUT # 4
BY KATTYA PALACIOS -Staff Writer
As youngsters in middle school, relationships and affection were something very scandalous. Public
Displays of Affection (PDA) were not tolerated. Every teacher harshly enforced PDA and even hugging
friends was not allowed. If the rule were broken then there would be consequences, for example after
school detention. High school deals with PDA in a completely different way. It seems as if consequences
for PDA no longer exist.
It’s understandable that now is the time when students are maturing and gaining more freedom. But, there
must be some kind of line drawn. “Kissing no, but hugging and holding hands I can accept,” stated Mr.
Bensing. “Holding hands, and hugging is not a disruption, but sucking faces is,” senior, Mikea
Lansenderfer replied in agreement with Mr. Bensing. Greeting friends in between classes with a hug or
sometimes a kiss on the cheek is common. The problem usually occurs with couples.
Holding hands is an innocent thing to do. The line is crossed when couples are exchanging saliva in the
middle of the hallway while other students are trying to get to their classes. I appreciate teachers giving us
the freedom to make independent choices, but sometimes students abuse that freedom.
Excessive PDA is an act that some students may not want to view during their school day. Students
should be reminded periodically about how much affection should be shown so that they do not get out of
control.
Relationships: The Inside Scoop- GROUP 2
Posted on May 3, 2012
12

HANDOUT # 5
BY ALEX PYLES - School News Editor
Three Beatings- GROUP 3
13

Posted on May 1, 2012
HANDOUT # 6
BY SARAH HOCKER - Staff Writer
Violence is behavior involving physical, mental, or sexual force intending to hurt someone or something
(www.learnersdictionary.com). Physical abuse is being hit, kicked, shoved, etc. Mental abuse is someone
talking down to someone else, telling them that they do nothing right, or constantly yelling at them.
Sexual abuse is rape or being touched inappropriately without someone’s permission. There is violence
towards people all the time and it needs to be stopped immediately.
Most instances of violence occur in abusive relationships. These include parents to children, boyfriends to
girlfriends, or husbands to wives. The best thing to do if someone is in an abusive relationship is to get
out of it right away. If this is not possible, talk to someone right away. There are hotlines people can call
if they are being abused and do not know what to do. There are people that anyone can talk to that would
give him or her advice on what to do when in an abusive relationship. For example people can talk to a
counselor or their mother or father.
If anyone knows someone who is being abused, tell a counselor or someone trustworthy right away so the
person getting hurt can receive help and be freed from violence; do not procrastinate! Remember, there is
always an alternative to being in an abusive relationship. All a person has to do is reach out to someone
for help.
Are Parents Strict?- GROUP 4
Posted on April 10, 2012
HANDOUT # 7
14

BY SAMANTHA CAPPAS – Staff Writer
Teenagers are losing their parent’s trust. They go out, get drunk and party when they are not supposed to.
Some teenagers don’t listen and do whatever they want whenever they want.
This causes many female teens to go out and get pregnant. Most male teens are in jail or close to it. Why
is that? There are teens who do not listen to his or her parents when spoken to. Are parents giving teens
too much freedom? Sadly, yes, most students are gone all day and night.
In order to solve this problem should parents look into boot camps for those who don’t listen and are a big
problem? If parents care and are worried, it’s probably the best option. Teens need love and a role model
to look up to. These years of someone’s life are the most important. Peer pressure and negative
interference can influence a teenager’s life in a huge way.
Honestly, I think that parents need to do what is best for their child and stick to their guns if they really
care about their future. No mother or father wants to see his or her child grow up to be failure. I feel that
parents need to take more responsibility for their children. There is no need to let your child be alone,
especially if she is a girl. Girls do not belong in the streets. Parents need to realize that their child is
wasting their time partying when they could be doing something that will benefit their future.
15

Anecdotal Notes for Group Work- Handout # 8
Group #
Names
Editorial Title
P E A L
1-
“HOW MUCH IS TOO
MUCH?”
Jackie (P)
Lee (E)
Bryant (A)
Cassandra (L)
2-
“RELATIONSHIPS:
THE INSIDE SCOOP”
Bobby (P)
Tyler (E)
Jen (A)
Lucy (L)
3-
“THREE BEATINGS”
Ashley (P)
Shannon (E)
Anthony (A)
Andrea (L)
4-
“ARE PARENTS
STIRCT?”
Grace (P)
James (E)
Ava (A)
Lucas (L)
16

Group # 1
Title: __________________________________________________________________________________________
What did I learn?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Group # 2
Title: __________________________________________________________________________________________
What did I learn?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Group # 3
Title: __________________________________________________________________________________________
What did I learn?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Group # 4
Title: __________________________________________________________________________________________
What did I learn?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
17