English Language Arts
Task Analysis for Language Production
Student Learning Goal – For what content and language will students be held accountable?
Students will write a paragraph using cause and effect language to describe the
reasons for the narrator's internal conflict in the short story “Marigolds”.
Sample Student Response – What do you expect students to say and/or write?
In the short story “Marigolds,” the narrator, Lizabeth, experiences internal conflict.
As the story begins, she describes the hopelessness due to living in a shantytown
during the Great Depression. As a result of living in a poverty-stricken community,
the people have limited opportunities. This is illustrated by the argument between
Lizabeth’s parents concerning the father’s unemployment. When Lizabeth destroys
Miss Lottie’s marigolds, she demonstrates her frustration and turmoil about her
family’s painful situation. To conclude, Lizabeth’s internal conflict is caused by her
frustration at poverty and its effects on her family.
Function – Which language function(s) will students be expected to use?
R Cause and Effect
£ Compare and Contrast
R Description and Elaboration
£ Proposition and Support
£ Sequencing
Bricks – What content-specific language will students be expected to know and use?
narrator, internal conflict, poverty, limited opportunities, shantytown, Great Depression
Mortar – What functional words and phrases will students be expected to know and use?
English Language Arts Lesson
Lesson Learning Goal
Students will write a paragraph using cause and effect language to describe the reasons for the
narrator's internal conflict in the short story “Marigolds”.
Text(s) (if applicable)
“Marigolds”, fictional short story
Activating/ Building Background Knowledge
How will the lesson be introduced? What are the opportunities to link to prior knowledge or build necessary background? What explicit
language instruction is needed to prepare students for the lesson task? What student talk routines are included?
1. Quick-write: students take notes on short video
clips on the Great Depression with provided
language patterns.
2. Use a “Frayer Model” to help students learn
the meaning of the ELA term “internal
conflict.”
What Structured Student Talk Routine(s) would you use (label the
purpose)? What mortar language would you provide?
Learning the Material
How will students be engaged in learning the key material for this lesson? How will they be supported in comprehending any reading? What
additional explicit language instruction is needed? What student talk routines are included?
1. Introduce the text. Look at
headings/pictures/title. Make predictions and
share with a partner.
What Structured Student Talk Routine(s) would you use (label the
purpose)? What mortar language would you provide?
2. FIRST READING: Students highlight
descriptions of the narrator’s internal conflict
and underline the causes of it.
3. SECOND READING: Use a Says, Means,
Matters note-maker with quotes that
demonstrate internal conflict.
Closing the Lesson (Lesson task)
How will students independently complete the lesson task? How will student reflect on their progress toward the lesson goal?
4.
Students will use their notes to write a cause
and effect summary.
What Structured Student Talk Routine(s) would you use (label the
purpose)? What mortar language would you provide?