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Newsela Lesson Plan

This lesson plan outlines teaching 9th grade English students how to analyze two Newsela articles about social media and hiring bias. Students will read the articles, take a quiz on one, and discuss higher-order questions to draw inferences and cite textual evidence. The teacher will facilitate discussion and accommodate different learners by allowing struggling writers to respond verbally and giving gifted students a more challenging text. Formative assessment is discussion, and the summative quiz grade will assess reading comprehension and analysis skills.

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664 views2 pages

Newsela Lesson Plan

This lesson plan outlines teaching 9th grade English students how to analyze two Newsela articles about social media and hiring bias. Students will read the articles, take a quiz on one, and discuss higher-order questions to draw inferences and cite textual evidence. The teacher will facilitate discussion and accommodate different learners by allowing struggling writers to respond verbally and giving gifted students a more challenging text. Formative assessment is discussion, and the summative quiz grade will assess reading comprehension and analysis skills.

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© © All Rights Reserved
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Newsela​ Articles

Teacher Candidate: ​Samantha Lange Date of Lesson: ​August 30th 2018


Grade Level/Subject: ​9th/English Co-Teaching Model Utilized:
⬜ One Teach, One Observe ⬜Alternative/Differentiated
☑​ One Teach, One Assist ⬜ Parallel Teaching
⬜ Station Teaching ⬜Team Teaching
Central Focus:
The central focus is to read, comprehend, and ​analyze​ a variety of texts.
Standard(s):
9.RI.RRTC.10 Read and comprehend a variety of literary nonfiction throughout the grades 9-10 text complexity band
proficiently, with a gradual release of scaffolding at the higher end as needed.

9-10.RL.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual
evidence to support conclusions.
Objective(s):
The students will read, comprehend, and ​analyze​ two ​Newsela​ articles that relate to previous lessons about the
workplace and resumes.
Academic Language Demands:

The ​primary language function​ of this lesson is to ​analyze​. Students should be able to ​analyze​ the two ​Newsela​ articles
and create inferences with textual evidence.

The ​key vocabulary​ for this lesson includes bias, inferences, and text based evidence

The ​discourse​ for this lesson is taking notes to further strengthen their ​analysis​ of the articles.
Accommodations:

For students who are ​struggling writers​, this assignment accommodates them by allowing them to write down just the
letter of answers for the quiz. No writing is required in this lesson. When the students create inferences, everyone will
share them out loud rather than writing them down.

For students who are ​gifted​, they will be given a higher lexical level text. ​Newsela​ creates articles that allows educators
change the lexical level to accommodate their students. For this reason, the gifted students will be given a challenging
text based on their Scholastic Reading Inventory score.
Assessment Measures:

Formative: The teacher will circulate the room as the students complete the readings.

Summative: The summative assessment is a quiz on the last few pages of the article “​Dear students, what you post can
wreck your life.” The students will turn in the quiz at the end of the period for a quiz grade.
Materials:
● “​Dear students, what you post can wreck your life”
● “​Hiring study: Resumes with black, white, Hispanic names treated same”
Procedures & Timeline
Introductory Set:
Prior to the lesson, the teacher will read aloud the “I can” statement to the students. The teacher will then discuss the
key vocabulary for this lesson, asking the students for the answers. The lesson from the day before was about creating a
resume. The teacher will talk about how one of the articles today is about a study created about resumes and the names
attached to them. The second article is about social media and how one should monitor what they post.
Work Session:
In order to engage students the teacher will begin by telling the story about the young woman who received an
internship with NASA. Unfortunately, the words that she posted online caused her to lose her internship. This allows the
students to begin to think about the importance of words and language on social media. The teacher will then pass out
the first article, “​Dear students, what you post can wreck your life.” The teacher will instruct the students to complete
the quiz after reading the article on a separate sheet of paper, reminding them that they need ​textual evidence​ to back
up their answers. After the students have completed the reading and quiz, an open class discussion will occur. The
teacher will ask some higher order thinking questions: What did you think of the article? Did Harvard have the right to
rescind their acceptance (what ​textual evidence​ do you have to back that up?)? How do you feel about posts on social
media? Do you think your words matter? What can be ​inferred​ after reading this article?

After a discussion about the first article is completed, the teacher will then pass out the second article, ​“​Hiring study:
Resumes with black, white, Hispanic names treated same” while also reminding them to remember ​bias​ and ​textual
evidence​. The students will then read the second article. After the article has been read by the entire class, the teacher
will ask higher order questions for students to answer aloud: What did you think of the article? What made the first study
and the second study different? Do you believe that there is any ​bias​ in the article (if so, where? What ​textual evidence
do you have?)? Do you think people of different races are treated differently because of their names (​textual evidence​)?
How does this article make you feel?
Closure:
At the end of the class, the teacher will talk to the students about their resumes and how social media can affect one
getting a job/getting into college. The teacher will ask the students to pass their quizzes to the center of the room to be
taken up and graded. The teacher will ask if there are any more ​inferences​ that students can think of that relate to both
of the articles that they read. The students need this lesson in order to get more comfortable with reading nonfiction
writing and creating inferences while providing textual evidence.
Lesson Reference(s):​ None.
Adapted from: School of Education Lesson Plan Template

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