1. R E P R O D U C I B L E
D. Varsamis Lesson Plan Framework
PROVE IT
Common Core State Standards
Focus
Strategy/BIG IDEA Guide for Lesson Planning and
Materials
Student Differentiation and
Evidence of Assessment
Teacher Reflection
Anchor Standards for Reading
CCR Anchor Standards 1for
Reading: Readcloselyto
determine whatthe textsays
explicitlyandtomake logical
inferencesfromit;cite specific
textual evidence whenwriting
or speakingtodraw conclusions
fromthe text.
Prove It
(Source: McEwan, Dobberteen,& Pearce, 2008)
Studentswill be givenessential
statementsthatdraw conclusions
about the big ideasof the text.
Studentswill readthe text,identify
specifically,where inthe textthe
evidence tosupport the essential
statementsislocated,and cite the
evidence fromthe text. Students
will then drawtheir own conclusion
aboutthe entire piece of text.
1. Chunk the text intothree parts for
closed reading and fluency.
2. Reviewessential questionfor each
of the chunks.
3. Create andshare user friendly
definitions andfrontloadessential
vocabulary words.
4. Share copyof the text with
students. Have students number
the lines.
5. Share advanced PROVE IT organizer
with students and explaineach
component.
6. Share vocabulary definitions with
students andaddto the list.
7. Follow Gradual Release Model:
 Teacher models.
 Students workwith teacher.
 Students workwith peers or
independently.
 Teacher formativelyassesses
student work.
Differentiated Instruction/Specialized
Groups
 Small groupor pairing
 English Language Learners:
Paring/word to word
dictionary
 Students with Special Needs:
Partner student/special seating
Formative Assessment
Select several students to display
their summarysentencesand
facilitate a conversation about the
merits of each summary(what
worked andfit andwhat needed
modifying). As a whole class, select
a model summary to tweak and
serve a as an exemplary model.
 Write the example ona poster
board paper.
 Closure: Ask students to write
an exit slip/ticket in response
to this stem question…
Summative Assessment
 Speaking/Listening PPT
Presentation Rubric
 Writing Rubric
“In what ways did the reading, thinking,
and writing you did today help you
understand the content standard?
Explain.”
Teacher Reflection:Short
summaryby answeringthe
followingquestions:
1. How didthis
strategy and model
connectto
somethingIalready
do inmy classroom?
2. What isthe most
helpful takeaway
concerningthis
strategyand model?
3. How will Iintegrate
thisskill andgradual
release model more
explicitlyin my
lessons?

2. R E P R O D U C I B L E
ASSESMENTS/STRATEGIES/SKILLS/RESOURCES
Assessment for Learning:
(formative)
X Observation and feedback
__ Signaling
__ Choral Response
X Questioning
X Discussion
X Self-evaluation
__ Conferencing
__ Exit ticket
Other: Modeling Teacher Think Aloud
Assessment of Learning:
(summative)
__ Check and Correct
___Homework
__ Student Drill
__ Quiz
__ Test
__ Presentation
__ Project
X Written Organizer
X Speaking/Listening Presentation with Rubric
Differentiation Strategies:
__ Stations
__ Centers
X Partner/ Peer
__ Varied groups
__ Choice of assignment
__ Rubrics
Student groups:
Pairing – ELL and Students with Special
Needs
ThinkPairShare Small team
Collaboration
Resources:
__ Textbook
X PPT/Multimedia
__ Instructional Software
__ Internet
__ Document Camera
__ Promethean Board
__ iPads
Other: Article/ and Student Orgaizer
Power Strategies – Research Based (Marzano)
_X_ Setting Objectives and Providing Feedback
X Questions, Cues and Advance Organizers
Identifying Similarities and Differences
21st Century Skills
__ Problem Based Learning
X Critical Thinking
X Collaboration
XCommunication

3. R E P R O D U C I B L E
X Cooperative Learning
Nonlinguistic Representation
X Notetaking and Summarizing
X Reinforcing Effort and Providing Recognition
X Homework and Practice
Generating and Testing Hypothesis
__ Creativity
__ Tools of Technology
X Interdisciplinary
X 7 Habits

4. R E P R O D U C I B L E
Text for PROVE IT Strategy
“The History of the Internet”
Chunk1
(1) In 1945 Vannevar Bush wrote an article for the Atlantic Monthly magazine. In it he described a future that included a workspace with a keyboard and glowing screen.
He envisioned a machine that was a file and a library that could be accessed from anywhere.
(2) Bush was the Director of the Office of Scientific Research and Development of the United States. He organized a research partnership between the military and
universities. Funding from the partnership later helped MIT (Massachusetts Institute of Technology) to create the famed Lincoln Laboratory. The people in this
partnership wanted computers to share information on research and development in scientific and military fields. They planted the seed of the Internet.
(3) Research heated up when the Soviet Union launched the first artificial earth satellite Sputnik I, in 1957. Worried that the USSR (Union of Soviet Socialist Republics)
would take the lead in science and technology, the United States created the Advanced Research Projects Agency, or ARPA. The agency operated as part of the
Department of Defense. The concept was to provide a communications network that would keep working even if a nuclear attack destroyed some of its sites.
Chunk2
(4) ARPA selected J.C.R, Licklider of MIT to head their Information Processing Techniques Office. He had already been promoting the idea of a global network of
computers that allowed users to access data from anywhere in the world. In 1963, Larry Roberts of Lincoln Laboratory and others joined his group. Licklider made
agreements with MIT, the University of California at Los Angeles (UCLA), and the research firm BBN to start work on his plan.
(5) In 1965, Larry Roberts was ready to conduct a test. He connected a computer in Massachusetts with a computer in California. He did it over dial-up telephone lines.
From this researchers learned that telephone lines could work but they were inefficient and expensive. The scientists decided to use a new idea called packet
switching to send information. First the information was broken into small units. Next it was labeled with where it came from and where it was going. The
information could then be passed from computer to computer.
(6) Within two years ARPA researchers met a conference in Michigan. Roberts explained his plan for the ARPANET. They decided that a special computer called an
interface Message Processor, or IMP, should connect the network. It worked like the routers of today. Researchers first sent information between UCLA, Stanford
Research Institute, University of California at Santa Barbara, and University of Utah in 1969.
Chunk3
(7) In those days there were no personal computers in homes or offices. Then Intel released the first microprocessor chip. Computers could be smaller, cheaper, and
faster. The concept of email soon followed, and the @ symbol was chosen to link username and addresses. Scientists Vinton Clef and Bob Khan developed a new
protocol called TCP/IP. The changes made working with the computers easier. In 1977 Steve Wozniak and Steve Jobs announced the Apple II computer. As last,
computers were available and affordable for the public. As the commands became standardized, it was simpler for people to learn to use the nets that were being
developed.

5. R E P R O D U C I B L E
(8) By 1982, the computer was honored on a Time magazine cover as its “Man of the Year!” The ARPANET was retired and transferred to the National Science Foundation
system in 1990. Before long, universities and research facilities in Europe and the United States were linked. The government of the United States soon turned
management over to independent online services such as Delphi, AOL, and Prodigy. Although portable computers were still a thing of the future, desktop units were
common in offices and even homes. The University of Wisconsin produced a Domain Name System that made it easy to access other servers.
(9) Today, Internet users enjoy Web pages, chat rooms, message boards, and online sales. The trend is toward high-speed and wireless connections and Internet access
through smart phones and pocket PCs. The dream of scientists has become a reality and an important part of global culture.
“Prove It” Student Organizer
Text title: “The History of the Internet”
Student Name:
Directions: Read thetext closely to findproof forthe essential statements. Chunk your text into three sections and number the lines. Write the sentence(s) fromthetext
that provestheessential statementin the “prove it” boxforeach chunk.
Chunk 1
Teacher-Generated Essential Statement 1: The United States felt threatened by what USSR had already accomplished and might one day be
capable of accomplishing.
TheUnited States feltthreatened bywhat theUSSR hadalready accomplished andmight onedaybecapable ofaccomplishing.Prove it:



Chunk 2
Teacher-Generated Essential Statement 2: The internet exists as we know it today, in part because scientists were willing to test, review, and
refine ideas along the way.
Prove it:



6. R E P R O D U C I B L E
Chunk 3
Teacher-Generated Essential Statement 3: Because of developments that increased accessibility, the computer was ultimately recognized by
Time magazine as its “Man of the Year.”
Prove it:




7. R E P R O D U C I B L E
Comparing a Central Idea, Summary, Conclusion, and Inference
_____________________________________________________________________________________________________________

8. R E P R O D U C I B L E
Identify the Central Ideas of the Three Chunks by asking yourself: What is the text mainly about in one sentence?
Chunk 1:
Chunk 2:
Chunk 3:
Central Idea of the WholeText:

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Summary of the Three Chunks of the Text. Ask yourself: What is this text most importantly about?
Chunk 1:
Chunk 2:
Chunk 3:
Summary of the WholeText:

Conclusion about the Whole Text. Ask yourself: What important decisions can I make based on the evidence?

9. R E P R O D U C I B L E

Evidence (includepage #; para. #; line #):


-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------
Inference About the Whole Text. Ask yourself: What decisions can I make based on the evidence (from the text) and my own reasoning (from in my mind)?
 SAMPLE: Without political pressures andthe decisions and visions of innovators, it mayhave takenquite a bit longer for computers to become a realityinour homes andworkplaces.
Evidence (includepage #; para. #; line #):


My Reasoning:
USE RUBIRC T PREPARE PPT SUMMARY TO PRESENT EVIDENCE AND REASONING TO PARTER/SMALL GROUP/WHOLE CLASS

10. R E P R O D U C I B L E