Candidate:

Subject(s):
Grade level(s):
Elena Macias
English
10-12
Common Core Content Standard(s): Record the number, the sub-element, and
description of the Common Core State Standard(s) on which this lesson is based.
CCSS.ELA-Literacy.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each
source.
CCSS.ELA-Literacy.W.9-10.2.a
Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics,
texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.

Date:
29 June 2016
Single/Multi-Day
Lesson:
Multi-Day

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Examine data (evidence) collected from all sources, witness accounts and Facebook profiles (English),
hair and blood analysis (Science), and height angles (Math) in order to declare a claim of who is the
perpetuator of the crime committed at Marquez High School.
II. LEARNING OUTCOME (Objective): S.W.B.A.T. complete a detailed CER graphic organizer
(thinking sheet) using evidence obtained from math and science and utilize this graphic organizer as a
pre-writer for their final project. S.W.B.A.T develop a claim of who their prime suspect is using
supporting evidence from three different sources and explain why the evidence is coherent to their claim
in a graphic organizer, by carrying out discussions with peers. I will use modeling of academic language
in talk with students in order to provide support and bring understanding in how to use this language
formally.
III. ESSENTIAL QUESTION: How do I use the data I have gathered from my English, Math and
Science classes to fill my CER graphic organizer? How do I use this information to develop a claim with
evidence and reasoning?
IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan): Students will read
throughout and reexamine their data from other classes. Students will organize their evidence using
a graphic organizer with data provided from their English, Math, and Science classes to clearly
develop a claim of their prime suspect/s.
IV.INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Think-Pair-Share activity
I.
Think independently of who they believe is the perpetuator/s and why.
II.
Pair with an elbow partner and discuss your thoughts on who the perpetuator/s could
be.
III.
Share with small group you think the perpetuator/s is before dissecting gathered
evidence from all three sources.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities): Students

will work in groups, also referred to as their Detective Unit, as well as independently
throughout different allocated times frames in lesson to discuss evidence.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
I.
Model - I will demonstrate how to organize their evidence in the CER graphic
organizer by projecting my actions using the projector, as I give verbally and physically
demonstrate how to lay out their graphic organizer in their interactive notebooks. Then I
will provide an example of how to fill it out by stating a claim, with supporting
evidence and reasoning.
II.
Guided Practice - We will fill out one example together by asking students, Someone
share with me your claim on who your suspect in this crime is? A possible response may
be, I think Autumn Gold did it?
Follow-up question, Okay, so Autumn Gold did it is your claim.
Now, tell me what evidence do you have that supports this claim? Start by
saying, my supporting evidence is The student may respond with, My
supporting evidence is in her Facebook profile she stated that she loves
Cheetos. I will follow by saying, The evidence you have of the comment
made on her Facebook supports your claim.
Now tell me why is that comment important to your claim? Student may reply,
Because there was an empty Cheetos bag found at the crime scene. I will reply,
Right! So that is your reasoning.
III.
Independent Practice Students will then practice by working with their small group
and collaborating together to finish filling the rest of their CER graphic organizer
together.
D. MATERIALS & RESOURCES: Interactive notebooks, graphic organizer demo, Suspect
Tracker Chart (data from Math and Science courses), Facebook profiles, and witness accounts
handout.

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of

Learning): Informative assessments will be used throughout the lesson in
form of hand signals during demonstration, (thumbs-up I get it, thumbsdown, I dont understand, and in the middle means, I sort of get it). After
demonstration, I will circulate the room listening to student-to-student
discussions, glancing at their G.O., and asking guided questions to assess
understanding and use of academic language.
CER Graphic Organizer will be collected at the end of lesson as an Exit Ticket. I
will evaluate for content learning and serve as a summative assessment.

VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT,

INSTRUCTION, PRACTICE): Systematic instructions during demonstration provides pacing
and scaffolds the lesson for emerging bilingual students and accommodates for visual and auditory
learners. Students may color-code their claim, evidence, and reasoning before writing them on their
graphic organizers (thinking sheet) to have a visual aid. For example, Green for claims, Yellow for
evidence, and Blue for reasoning. (When you put Blue and Yellow together, it makes Green.) Kinesthetic
learners are encouraged to display physical cues and talk with their hands. Academic language will be
displayed on board with translations in primary language for added support. For example, Claim =
Reclamacin, Evidence = Evidencia, and Reasoning = Razonamiento.

VII. HOMEWORK (IF APPROPRIATE): N/A