Title and/or Lesson Plan #: Analyzing Information, Extended – Lesson 6
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Lesson Overview: In the previous lesson, students learned to differentiate between E
summary and analysis and attempted analysis in the follow-through activity. Today, students S
will review the difference between summary and analysis, experience a modeling of S
analysis, and work with others to make an assertion, find strong evidence, and analyze the O
connections between the two. N
Resources or Materials Needed: 6
Video on analysis by Schmoop https://www.youtube.com/watch?v=4mRpavdlAeg
Computer with internet and connection to projector/smartboard
Follow-through activity from Lesson 5 – student version and teacher example
Short story “Eleven” by Sandra Cisneros (digital or physical copy)
Think sheet for analysis: Constructing a Response
Index cards, sticky notes, or scrap paper for exit ticket
Performance Objective 6:
Given an assertion and supporting evidence, students will correctly analyze at least two
pieces of supporting evidence for an assertion.
Time: 60 minutes
Step 1: Pre-Instructional Activities: Review Video of Summary vs. Analysis
Teacher shares the lesson’s objective with the students.
Class will watch “Identifying between Summary and Analysis” video by Schmoop
Teacher will reinforce information verbally
o Difference between summary and analysis
o Difference between analysis essay (from video) and analysis in a short
response
Step 2: Content Presentation: Review of Analysis by Teacher Modeling
Students take out their follow-through activity from Lesson 5, analyzing “Nicki
Haley…”
Teacher will model analysis as she does a think aloud of how she went from her
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assertion to selecting evidence to connecting the two pieces (analysis) for the same E
S
activity. S
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Students will compare their analysis to the teacher example. N
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Step 3: Learner Participation: Analyzing a Text (with class and partner support)
Students receive thinking sheet and text “Eleven” by Sandra Cisneros.
Teacher reads text aloud as students highlight and annotate the text (see Lesson 1)
After reading, class works together to fill out the assertion and evidence section of
the thinking sheet in response to the prompt: What is the theme of Cisneros’ “Eleven”?
Students partner to complete the analysis section of the thinking sheet.
Step 4: Assessment: Formative: Three Checks and You’re… Out of this World!
Partners will signal the teacher when they are finished with analysis.
Each partner will explain their thinking (Check 1 and Check 2)
Teacher will affirm thinking (Check 3) or give them feedback for revision.
Step 5: Follow-Through Activities: Give It A Try and Exit Ticket
Student pairs review what they know about concluding pieces of writing like essays.
Student pairs fill out the last section of the think sheet, the conclusion, as pre-
thinking.
Teacher collects “Eleven” thinking sheet to see that students logically analyzed two
pieces of evidence for the assertion as a micro summative assessment.
Individually, students will complete an exit ticket asking them to rate their
understanding, 1-5, of content taught: determining importance, inference, finding
evidence, and analysis.
