Text Title & Hyperlink

Text Purpose
(discuss complexity of the text along with its purpose/goal )

Text-Dependent Questions (created by the teacher/librarian to help students analyze the text in a specific sequence)

Accommodations for Diverse Learners

ABC Anchor Text

Natural Gas Pipeline Plan Creates Rift in Massachusetts

This Anchor Text is designed to provide information about the seasonal energy demands in New England and different possible solutions thereby provoking student engagement around the essential question.

This ATOS level of the text is an 11.1, which is appropriate for the middle of a 10th grade year. Linked here is the Qualitative Analysis of the Complexity.

1. What questions and issue did the author seek to answer or address?

2.  How did he go about his investigation/inquiry?

3. Was this an informational text or did it favor one side versus another? How did you decide?

4. What evidence was presented to support or refute the primary question/issue?

5. In your opinion, what is the strongest evidence for or against the primary question/issue?

Worksheet

1. Tier Two words will be chosen ahead of time and a definition will be added to a document to support the online article.

2. Read anchor text in sections as a class and discuss sections to support and clarify  students understanding of the text.

Supporting Text #1

Assessing the risks of Kinder Morgan’s proposed new Trans Mountain pipeline

{Optional qualitative and quantitative analysis}

1. Does this reading provide evidence that supports or contradicts information in the anchor text? How?

2. How can the information presented in this supporting text be used to better understand our local issue?

1. Offer text to speech option for any students with reading comprehension issues using Read and Write Gold chrome addon.

Day

Student Learning Objectives

Aligned Student Learning Task and Suggested Timing

Formative Assessment

Important Accommodations

Two (60 minute block)

TSWBAT compare and contrast the information gained from videos, multimedia sources and text.

1. Students read the anchor text article on their own using annotation strategies given by the (teacher/LMS).

Provide overview of strategies such as markup of text, highlight, noting vocabulary, etc.  

2. The teacher will provide a handout with the guided text-based questions.  Have students work with a partner on the handout to answer the questions.

1. The (teacher/LMS) will monitor students as they read independently to observe the number of annotations made.

As a class go over the article and ask for annotations that students made.  Maybe markup the article displayed on the whiteboard as examples are given by students.

2. As a whole class, the teacher will lead a discussion about the students’ findings on the handout questions.  Teacher will ask groups to show in the text where they found supporting evidence. Again, this can be highlighted or marked up on the whiteboard.

1. The (teacher/LMS) will provide the article ahead of time to Special Ed Teacher of students with high needs.

2. The teacher will provide Sped Teacher with notes on the the information we are looking for.  Break up the text for these students by question to help them identify where they will find evidence in the text.

Two or Three (60 minute block)

1. Students will watch A Civil Action. Teacher will preface the video by talking about the impact of this particular incident on the surrounding community.

Provide closed captions as needed.

1/2 Block

1. Introduce project: creation of a video, commercial of impacts, write letter to the editor or presentation to a governing board such as Selectmen.

Look at map of pipeline

State websites, Fish and game websites and letters to the editor.

Monitor online

Written letter to the editor looking for respectful language, persuasive backing up with facts.

1 ½ Blocks

SWBAT identify the use of bias in nonfiction texts.

* recognize the difference between an objective and a biased account of an event.

* recognize that bias appears in almost all writing.

* distinguish between reasonable opinions and irrational prejudice.

* recognize the ways in which point of view affects what an individual says, writes, and reads.

* examine articles to identify author’s purpose and to identify evidence of biased thinking.

* recognize the role of word choice in revealing bias.

Librarian will lead a lesson on understanding bias.

Students will be given character cards, a factual statement will be displayed on the board.  Students will write a first pov paragraph based on the character.

Compare character responses in groups by reading aloud each Paragraph.  Discuss why the person may have responded in that way.

Written paragraphs.

Several blocks or two weeks

Librarian will provide a suggested list of resources and give a brief discussion on selecting valid resources, reliable websites, and what bias means (teacher/librarian).

Research the environmental impacts in the library as a class on days the library is not open and in split groups when the library is open. Form own opinion on the Kinder Morgan project based on their research.  Students will keep a citation document and notes from their research.

Students will attach their citation document and notes document in Google Classroom, where the teacher and the librarian will be able to monitor progress.

Teacher will check in with each student regarding their process and answer questions.

Students will be creating a  video using school cameras or a presentation tools such as Prezi, Animoto, Google slides, etc, or writing a letter to the editor.

Two blocks

Present projects.