1. Topic-
Delineate, Evaluate, and Explain Content Area Reading:
Advertisements, Reviews, Editorials and Social Media
2. Content-
This lesson focuses on content related and standard aligned text of teacher modeling and student reading for students with exceptionalities and assisting students struggling with reading. The reading reflects integrating knowledge for identifying particular text structures and integrating styles of informational text writing, such as to inform, persuade, describe or explain information. While reading the text, students must use reading strategies such as activating prior knowledge, matching skills, revising choices, and questioning to make meaning of text. During the process, the aim is improve student practice with making meaning on three different levels: literal (understanding information written on the page), inferential (reading between the lines) and evaluation (making judgments and conclusions about the information). This lesson is also used to define learning targeted skills students need to know, understand and do that all students must demonstrate to be College and Career Reader (CCR).

Student Friendly Vocabulary List
Delineate "� outlining
Evaluate "� making a judgment
Argument "� main idea
Claim "� expressing a point of view or position
Validity "� well supported proof
Reasoning "� purpose
Relevance "� connected to another topic
Sufficiency "� enough evidence for the purpose
Fact "� proof that is true
Opinion "� ones own personal choice or thoughts

Advertisement "� attention for an item
Review "� going over something based on opinions
Editorial "� expressing an opinionated position based on facts
Social Media "� sharing information or news

Cluster 3: Integration of Knowledge and Ideas
Students will delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
3. Goals: Aims/Outcomes-
1. Determine whether a position piece is a strong argument text.
2. Make a judgment about an author's positional statement.
3. Explain information based on reading, thinking and writing validity.
4. Objectives-
1. Given prompting and note-taking strategies (i.e. underlining, numbering, ordering etc.), the students will be able to delineate fact or opinion about a written opinion piece from context clues when reading the written text by following along with a dry erase markers, at least 80% of the time.
2. Given a close reading graphic organizer, the students will be able to evaluate fact or opinion when choosing each type of text writing by placing an "x"� in the column indicated, in 4 out of 5 opportunities.
3. Given small and whole group discussion and identical pre and post-test questions, the students will be able to think of ways that explain how authors make a claim by answering reasoning questions (i.e. what, how, why) about information included from the text, with at least 90% accuracy.
5. Materials and Aids-
- Close reading graphic organizer "� 11 each
- Pre-test and Post-test handouts "� 11 each
- Advertisement:
from a magazine, newspaper, and Twitter "� 1 each
- Editorial:
event, idea and web article "� 1 each
- Review:
about a movie, book and blog "� 1 each
- Clue slips "� 6 each per group
- Envelopes "� 3 each; 1 per group
- Colored marker (for facts) "� 3 each; 1 per group
- Colored marker (for opinions) "� 3 each; 1 per group
- Glue stick "� 3 each; 1 per group
- Timer (with laptop) "� at least 1
*Possible power point/overhead for additional support with assembling outlines
6. Procedures/Methods-

A. Introduction-

- I didn't think much of Twitter or social media until I realized how many students are on there, daily sharing ideas, tuning into the things they care about and get updates as they happen.
- By raising your hand, who can tell me what do you use your cell phone for?
Possible responses: Internet, research/find information, entertainment, communication, music games, texting, making phone calls, social media etc.
- So why am I asking you this? Today we are going to determine and analyze different types of texts, but they might not be the text you are familiar with.
- When you receive a text, you may think the message the person sent means one thing but it really meant another. Has that happen to any of you?
- Whiles there are several points a text can make, some points really stand out.

Distribute materials and Pre-test.
Collect Pretest

B. Development-

- The jig saw strategy that we will be learning today requires us to think intensively and to think critically because we are going to have to read someone's argument, understand it and explain our evaluation of it.
- Let's begin with me demonstrating an example. Show sample outline.
- Distribute and review student friendly definitions

1. Students are divided into 3-5 person jig saw groups nearby an envelope
2. Each member is appointed a role; time keeper/leader, recorder, presenter(s)
3. The daily lesson is divided into 3 chunks; advertisements, reviews, editorials
4. Give students time to read over their segment of choice at least twice and become familiar with it
5. Ask each student to discuss their segment to their small group and encourage others in the group to ask questions for clarification
6. Float from group to group, observing the process; if any student is having trouble (e.g. a member is dominating, disruptive, not contributing) make an intervention until providing some guided instruction for the leader to handle
7. Present and share to the whole group from there small group discussions
8. Teacher formatively assesses student work

C. Practice-

Teacher models a sample outline for organization of ideas and essential vocabulary for integrating knowledge and information of the lesson

Teacher with students to guide and monitor the distribution of envelope activity contents and collaboration with the jigsaw strategy

Students with students monitor and practice editing and revising their organizer and applying clue slips with a position piece

Advertisement "� Showing something or is an announcement to the public.
Review "� Checking what you know about a specific piece of work such as a writer's thoughts, for example on a book, a movie, a poem, a song.
Editorial "� A supported opinion about on an event or idea such as a writer's position based on the facts of a topic.
Tweet "� A catchy tag line like hash-tag or status broadcasting daily short messages to the world and people follow as long as what you're doing or your feeling is interesting; sometimes it becomes a trending topic
Blog "� How you think or feel about a performance a site people run to post news about their interests
Web article "� Argues a specific points such as techniques, guidelines, and references

D. Independent Practice-

1. Return to the text to take a position based on what the author said in the text.
2. Create a new headline for a position piece involved in the outlining process.
3. Explain input about your reading segment to your group.

My Personal Reflection on the Assignment
4. Describe an activity, interaction, thought, or memory from the lesson.

Example: It is my opinion that the assignment was a team assignment. Each member of the jigsaw activity played an important role. I am thankful to all team members as they worked hard to make sure that we completed tasks within time. I was able to learn more about an advertisement, review and editorial with the activity than on my own.
...and so on

E. Accommodations (Differentiated Instruction)-

Differentiated Instruction:
Flexible Presentation
Flexible Responding
Flexible Schedule/Timing
Flexible Setting
Specific planning for lower at risk students.
Student focused lesson on knowing, understanding and doing.

F. Checking for understanding-

1. Students rate their understanding of an advertisement, review and editorial at least 3 times; before, during, and after
2. Completion accuracy of organizer and jigsaw activity
3. Pre/Post Test

- Did you run into any problems deciding between each type of position piece?
- Did the evidence match with the argument by really supporting it?
- Was there enough evidence to prove the point?
- How would a reader know what is enough?
- What makes a source questionable?

G. Closure-

Collect materials.
Distribute and collect Posttest

Wrapping It Up:
Sometimes what we read may be true but it is not always well supported. To make sense information and be believable you need to have more than opinion for an argument.

Elicit Student Learning Goals:
You must do at least 3 things-
1. Determine whether a position piece is a strong.
2. Make a judgment about the position.
3. Explain or have proof why it is valid.

Students finish with their daily routine.
i.e. Make sure supplies are put away, copy/receive word of the day information, discuss with peers about other subject assignments, stay seated until directed to leave with the bell schedule
7. Evaluation-
1. I will know that I have achieved success with the lesson by student assembly/process of work products.

2. I will know that I have achieved success by the objectives being met for all of my students.
8. Teacher Reflection-
Reflection on Planning:

I think this lesson is a valuable skill for all subject areas. I was able to address a critical need for functioning in a media filled world where Tweets, news, and blogs bombard your phone and other devices incessantly. I was also able to provide opportunities for reasoning skills such as improving memory, categorizing, and problem solving. Since it is not that far to find an opinion, deciding what to teach and how to teach it may be difficult at times. I selected skills for analyzing a writer's argument because it help students discern a good point from a poorly supported point. I also chose the development of this lesson because it could directly impact students own writing of an argument. Most of all, I think the content goal and standard is a useful skill for young adults preparing to become voting citizens participating in their right to listen and determine points that will likely represent their interests.

This Lesson Plan is available at (www.teacherjet.com)