The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Kathy Rappaport Week of: Jan 21-24 Course/Grade: English Unit Name: Citing Textual Evidence

Common Core/ NM Content Standards: Literacy.RI.9-10.1 Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text Literacy.Ri.9-10.9 Analyze seminal U.S. documents (Landmark Supreme Court Cases)

Essential Question(s): How do you effectively cite textual evidence to support a position?

Other considerations (modifications, accommodations, acceleration, etc.):

Connections (prior learning/prior knowledge): Students determined meanings of Tier Three specialized vocabulary words pertaining to court systems. Students analyze a chapter on First Amendment Rights and used their knowledge to analyze and evaluate landmark Supreme Court cases. Students had to visit the text to cite evidence for their opinions. Students analyze Tinker v. Des Moines to use as a precedent case. Resources/Materials Applying the Bill of right to Real Cases You Decide! Constitutional Rights of Juveniles and Students: Lessons on Sixteen Supreme Court Cases

www.LandMarkCases.org Assessment (How will you monitor progress and know students have successfully met outcomes?) Do Now Questions, Worksheets on Vocabulary and Discussion Questions, Class Discussions, Filling out a graphic organizer guide for analyzing cases

Time allotted MONDAY Learning TargetDetermine meaning of Tier Two and Tier Three specialized vocabulary and show understanding by writing down definitions and using them in sentences.

Lesson activities for instructor and students Assignment(s) DueVocab Read Landmark Supreme Court Case. Worksheet with questions requiring analysis and evaluation of a Landmark Supreme Court Case. Fill out Supreme Court Case Analysis Graphic

Analyze and evaluate Landmark Supreme Court Case, Bethel v. Fraser, involving the first amendment and show evidence of these skills by answering critical thinking questions and by filling out a guide for analyzing cases. Cite evidence from the 1st amendment and precedent cases to support opinions.

Organizer.

TUESDAY Learning TargetSupport claims using valid reasoning and evidence and demonstrate this skill by writing up arguments for each side of Bethel v. Fraser citing examples from prior cases and from the first amendment.

Assignment(s) DueStudents will generate a list of arguments that support each side of the case. Students will be separated into two groups, with each group supporting one side of the case. Students will then use their arguments to write a persuasive brief for their side of the case following a rubric. Assignment(s) DueEach group will divide up their oral arguments and practice their presentation. Then each side will present their case.

WEDNESDAY Learning TargetPresent findings and supporting evidence clearly, concisely and logically as they present their side of the case to the class.

THURSDAY Learning TargetAnalyze and evaluate Landmark Supreme Court Case, Hazelwood v. Kuhlmieier, involving the first amendment and show evidence of these skills by answering critical thinking questions and by filling out a guide for analyzing cases. Cite evidence from the 1st amendment and precedent cases to support opinions.

Assignment(s) DueQuestions Worksheet Supreme Court Case Analysis

FRIDAY Learning TargetSupport claims using valid reasoning and evidence and demonstrate this skill by writing up arguments for each side of Hazelwood v. Kuhlmieier citing examples from Tinker v. Des Moines, Bethel v.

Assignment(s) DueStudents will generate a list of arguments that support each side of the case. Students will be separated into two groups, with each group supporting one side of the case. Students will then use their arguments to write a

Fraser and other cases, and from the first amendment itself. Students will introduce opposing claims and refute them. They will demonstrate these skills by summarizing opposing arguments in the Hazelwood v. Kulmieier case and explaining why these arguments are not valid.

persuasive brief for their side of the case following a rubric.

Post-Teaching Reflections on Lesson

What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: