Name: Blaine Hanes Grade/Subject: 8th Grade ELAR Date: 17 Feb 2024

1. Texas Essential Knowledge and Skills (TEKS): (C2)

8D – Analyze characteristics and structural elements of informational text

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students will be able to recognize and analyze genre-specific characteristics, structures, and purposes within a text.

3. SMART Given multiple examples of genre-specific elements, students will be able to analyze, by the end
Objective(s): (C3) of the lesson, why the author included specific elements to support their purpose.

Essential Question: How can analyzing the ways in which an author supports a controlling idea help writers to
create and support their own claim?

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Today I will assess elements of drama, fiction, information, and argumentative
Learning Targets elements so that I can analyze how cross-genre elements work together. I know
I CAN statements that that I have it when I reflect on changes to my PSA based on the rubric and
Clearly show alignment professional PSA.
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Assess, analyze, reflect.
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. Author’s claim, controlling idea, bias, citations, editing, graphic features, loaded language,
elements of drama.
There are 4 language
demands to consider as
you require students to Discourse (Structures of written and oral language, how will they talk, write, and participate in
read, write, speak, listen, knowledge construction: discussions, reports, essays, multi-media presentations, performance):
demonstrate and perform.
Multimedia presentations, group discussions, script writing

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Outlines, charts, graphs, organizers for statistics

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Frayer Model of bias.
understand, use, and
practice the concepts and
language they need to 2. Word web of the drama elements included in the lesson.
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: Students will write the script they are using for their PSA.
strategy.
-Talk: Students will participate in café conversations to revise their group PSA.

Syntax - (GO TO Page)

1. Students need to use a graphic feature of a statistic that supports their claim.

2. Groups will create an outline prior to writing their script.

Making Content Comprehensible (R9)

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Anchor chart turn-in of the café conversations stations.
Assessment(s) must be
aligned to the TEKS,
and objectives.
Summative: Final product of the groups PSA video presentation.

Assessment of your language demands:

Formative: Frayer model

Summative: Revising and editing CUA given at the end of the unit.

8. Hook (C7) Hook activity (make connections to prior learning)

Parody video of an example PSA.

Closure (C7) Closure Activity: (make connections to prior learning)

3-2-1 activity. 3 things they learned during the lesson. 2 things they can apply to their PSA. 1
thing they still have a question about.
Student Assets (C7) Personal assets: PSA topics that they have invested interest in.
Cultural assets: Different students have different views on the PSA topics based on their own
culture.
Community assets: Knowledge about school topics that can assist with their PSA.
9. Body of Lesson/
Teaching Strategies and I DO – Go over the rubric with the students, emphasizing elements of fiction, drama,
Learning Task(s) informational, and argumentative text.
(C9)

Be sure to include:
How will students learn
and use academic WE DO – Grade a professional PSA video together using the rubric provided.
language?

Three higher order

thinking questions.

YOU DO – Using the rubric, rate your own PSA after we complete the café conversation
Marzano Strategy stations as a group.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Provide a cheat sheet for the academic
language used (including pictures).

o Gifted / advanced learners: Create multiple essential questions that produce a higher
level of thinking when reviewing the professional psa videos.

Technology: -(GO TO page)

Ipads, smart projector

Marzano Strategy - (GO TO page)

Nonlinguistic representation with some of the PSA example videos.

Higher Order Thinking Questions (GO TO page)

1. How would you change the message through the use of graphic features?
2. What conclusion can you draw from the professional PSA?
3. Do you agree with the author in station 2? Why or why not?

Grouping / Partnering Technique: (Hattie)

Ability grouping. This will allow me to differentiate the lesson.

Potential misconceptions and your plan to address it: Intended audience questions.
10. Resources and Anchor charts, markers, ipads, outline of their psa, rough draft of their script, pencils,
materials needed (C9) interactive notebook for their notes, sticky note for closure activity, copy of the rubric at
each station.
(E7)

(How might you differentiate materials and resources for learners with various needs?)

Captions on the videos. Large print on the anchor charts.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Time-out signal
Management Strategies
(CBM5) Hand gesture for needing a pencil, or sharpen a pencil.
What procedures will you
employ to manage Classroom treatment agreement
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures

12. Academic Supports

for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Teacher provided notes
strategies and planned
supports, will you employ to 2. Visual aids of the key concepts
meet the needs of each
student that has identified
3. Extra time at the stations
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Verbal response instead of written response

2. Just an answer at each station rather than an answer and a peer response

3. Teaching how to identify the elements instead of the why it’s used or how it supports
the authors claim.
(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Pictures of concepts

2. Alternate language option for the PSA videos

3. Captions in the native language

4. Peer buddy to help translate

5. Simple terms to allow students to understand the concepts without being confused with
specific academic language.