Lesson Plan

A Design for Change

This lesson, based on a CCSS W2 LDC performance task, will have students examine and explain the Design for Change.
Ashley H.
Professional Development & Literacy Specialist
Teacher Professional Development Department
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My Grades 6, 7, 8, 9, 10, 11, 12
My Subjects English Language Arts


Students in grades 9-10 will write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

They will 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; develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts; use precise language and domain-specific vocabulary to manage the complexity of the topic; establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; and provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (W2 a-f)

English Language Arts
reading comprehension
text analysis
using supporting evidence
writing clearly
Social Studies
cultural understanding
Grades 9 - 10
All Notes
Teacher Notes
Student Notes

1 Hook

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The entire lesson is here

We first read the final performace task that precedes the launch of our project based learning experience:

Students and their teachers are learning that “I Can” are the two most powerful words a person can believe. After reading the informational texts found at http://blnds.co/1gdsLhm, write a brief for your peers that defines the Design for Change and explains the Riverside Six Beacons of Learning. Support your writing with evidence from at least two texts. Share connections or implications you can draw regarding the Design for Change.

After reading, students rate their readiness to complete the task on a scale of 1-5 and self-report their metacognitive score via Poll Everywhere. 

Next, (as an anticipatory prediction) students will construct a sentence using all five words below:

contagious        embedded        Ahmedabad        first        change

Sentences will be shared via AnswerGarden

2 Direct Instruction

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I will model how to code (i.e. annotate) a text and then students will continue to read the text on their own and code it with their thinking. They then will watch the TED Talk for which they have the transcript. In short, students will read the TED Talk transcript then view the TED Talk shared by Kiran Sethi at http://bit.ly/KiranSethi. We will talk in small groups and as a whole group about the text. 

Students then will take another look at the transcript and highlight the one sentence that best encompasses the entire text. Then they will write their highlighted sentence and why they feel it best explains the entire text on our padlet wall. 

3 Guided Practice

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Students will use the sites connected to the blendspace lesson to set up for the independent practice and performance task. 

See this student lesson doc for more information. 

4 Independent Practice

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Students will use their notes and resources at http://blnds.co/1gdsLhm to construct an independent response to the performance task prompt. Students will use GAFE to draft and share their work with one another and me. I will use Kaizena to give feedback to students. 

5 Wrap-Up

Using the resources and best practices for project based learning, students will take part in the design for change and select a problem they want to work on and find a way to remedy it. (See the Curriculum portion for the best way to get started.) Students will capture and share their work via GAFE (Drive and Sites).