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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

RL 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W 6.1 Writing arguments to support claims with clear reasons and relevant evidence.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Explain the main points of text citing evidence
Draw inferences from a text and support with evidence
Construct support for opinions using reasons and information

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Evidence
Support opinions using textual evidence

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How does text evidence help me support my opinion about a topic?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Introduce the LEQ, underlining the word evidence. Students will watch a short bio video of Jackie Robinson and Billie Jean King. Quick Write: What role does sports play in American culture today?

Numbered Heads: 1’s: Share your response and your evidence that supports it. 2’s: May agree or disagree with 1’s but support with evidence.
Key Vocabulary (for explicit instruction): Evidence

Vocabulary Strategy:

Closed Word Sort for Evidence
Opinion, Evidence, Judgement, Argument

Previewing (what, who, when):
Word Sort using facts and opinions

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

CER (Claim, Evidence, Reasoning)

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

The teacher will pose the question, What impact has specific athletes had on American culture? Students will explore the answer to this question through researching athletes from the past and present.

Using Discovery Education Videos, students will research and record accurate facts using Cornell Notes on 4 specific athletic legends from early 20th century and today

Collaborative Pair Activity: 1’s share one athlete you found that had a positive impact. 2’s share one athlete you found that had a negative impact. Include evidence of your findings

Previewing (what, who, when):

Scaffolding (what, who, when):

Provide specific athletes for students to research.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Based on the research, explain the three most important facts about each of the 4 athletes.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Using the CER organizer, the teacher will demonstrate how to use text evidence to support an opinion (claim) Students will form an opinion on which of the 4 athletes they researched made the greatest impact on American society.

R.A.F.T. Writing

Role: Reporter
Audience: Students
Format: News Report
Topic: Using the CER organizer, write your opinion about which athlete you believe made the greatest impact on American culture? Your report must include accurate text evidence, and explain how it supports your opinion

Previewing (what, who, when):
Transition words and sentence starters for claims, evidence and reasoning

Scaffolding (what, who, when):
The first two roles are more accessible audiences and formats

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Think-Ink-Share: Students will write to explain to a partner why text evidence is essential when supporting an inference. They will support their explanation using one of the inferences from their R.A.F.T. and the text evidence they used to support it.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students will create two questions to discuss. One question will support how one athlete had the greatest impact on American culture and one that supports why another athlete has the least impact on American culture. They will ask each the question and answer using text evidence to support their ideas.

Previewing (what, who, when):

Scaffolding (what, who, when):

Example of question and answer for one athlete

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Analogy (Choose a corner and decide as a group why your analogy is the best for understanding the importance of text evidence to discussion):

text evidence: discussion::_________

books:library
teacher:student
pencil:paper
hammer:nail

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

State your opinion and argue using your research as support, How did the role of the athlete change from the 20th century to today? Which time period would you rather be an athlete in? Use textual evidence from your research to support your claim.

Differentiated Assignment for Struggling Students:

State your opinion and argue using your research as support, How did the role of the athlete change from the 20th century to today? Which time period would you rather be an athlete in? Use textual evidence from your research to support your claim.
Provide students with list of athletes from both eras to research. (Two males and two female athletes)
How were athletes viewed by society? Were they treated differently than others? Any political responsibilities?

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