AUTHORS NAME _____Daydree Snow__________________

DATE ___10/13/15___

SINGLE SUBJECT LESSON TEMPLATE

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1.

TITLE OF LESSON: U4.L1 Anticipatory Set Real or Fake? (Evidence and Credibility)

2.

CURRICULUM AREA & GRADE LEVEL: English 9

3.

DATE OF LESSON/TIME NEEDED: Tue Oct 13, 35 minutes

4.

RESOURCES: Attach materials needed to implement the lesson - e.g., power point presentation, text, graphic organizer
Overhead projector
Power Point: 1.1 Anticipation Real or Fake
Student notebooks and writing utensils

CENTRAL FOCUS OF LESSON

5. CA CONTENT STANDARD(S): Address the content area and/or common core standards

W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
6.

CA ELD STANDARD(S): Address how this lesson helps develop language

11a. Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating
sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

7.

BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit
This lesson is designed as an anticipatory set for a new expository reading/writing unit (Persuasive Arguments) to solicit interest
and to activate students schema on essential elements of persuasion: evidence and credibility.

8.

ESSENTIAL QUESTIONS: Open-ended, arguable questions that organize the purpose of learning
- What makes something believable or not?
- How can people be persuaded to believe something?

EVIDENCE OF LEARNING
9.

OBJECTIVE(S) OR LEARNING GOAL(S): Choose one: Cognitive, Affective, Psychomotor or Language Development
Students will be able to identify key elements of effective persuasion (evidence and credibility) by composing a written response
about what makes some topics more believable than others, and what it would take to persuade them to believe in something.

10. ASSESSMENT(S): Choose one: Diagnostic - entry level, Formative - progress-monitoring or Summative evaluative
After responding to survey questions (whether they believe that a variety of supernatural/controversial things are real or fake) and
engaging in class discussion, students will compose a written response that encourages them to explore the essential elements of
persuasion: Are some of these [topics] easier to believe than others? Why or why not? and What would it take to convince you
that any of these were real? Informal assessment of these responses will determine whether students link how believable a topic
is to evidence/credibility. If not, additional discussion to clarify this point will be necessary. Any examples they list in their responses
may be used in later lessons to serve as examples/illustrations.
Responses will be graded for participation credit with a check minus, check, or check plus according to the following rubric for
Content:
Check Minus
Check
Check Plus
(Below expectations/Incomplete)
(Meets emerging expectations)
(Exceeds emerging expectations)
Student has not directly responded to any Student has directly responded to all (or
Student has directly responded to all of
(or hardly any) of the elements in the
nearly all) of the elements of the prompt.
the elements of the prompt in some
prompt.
detail.
Response is on topic and shows
Response is off topic or too short to
evidence of some critical thinking.
Response is on topic and shows
display any evidence of critical thought.
evidence of deeper critical thinking
An attempt has been made to support
Response is not supported by any
their opinion with reasoning, though the
Their opinion(s) are supported by
reasoning.
reasoning may not be very clearly stated
reasoning that is clearly stated and fairly
or logically organized.
well organized.
Handwriting is illegible or
spelling/grammar mistakes are so severe Handwriting is legible and
Handwriting is legible and
that they significantly interfere with
spelling/grammar mistakes do not
spelling/grammar mistakes do not

meaning.

interfere significantly with meaning.

interfere significantly with meaning.

Response suggests a connection to

evidence, credibility, or other element of
persuasion.

Response clearly states a connection to

evidence, credibility OR some other
element of persuasion.

Student responses will be assessed for ELD learning targets as a diagnostic assessment based on the following rubric:
1
2
3
4
Below Emerging
Emerging
Expanding
Bridging
May express an opinion, but
Expresses an opinion and
Expresses an opinion and
Expresses an opinion and
does not justify it
justifies it using reasoning or
justifies it by making
justified it by making
some background knowledge.
connections between ideas
connections and distinctions
Uses no evidence/background
discussed in class and relevant
between ideas discussed in
knowledge, or some that is not
May not incorporate ideas
background
class and relevant background
related to the topic.
discussed in class.
knowledge/experience.
knowledge/experience.
Identifies persuasive
elements/methods.

Identifies persuasive
elements/methods.

INSTRUCTIONAL AND LEARNING TASKS

11. INSTRUCTIONAL TASKS: Teacher Steps
1. Anticipatory Set
1. Before class Teacher will write the Essential Questions
on the board.
2. Teacher will instruct students to get their notebooks and
to fill in the rows as they come in and sit down.
3. Teacher will count off every other row: A and B
4. Teacher will instruct all students in row A to tear a piece
of paper out of their notebooks, and to tear that paper
into half
5. Teacher will instruct the students in A rows to give one
half to the student next to them in the B rows. Everyone
will have a half sheet of paper.
6. Teacher will instruct all students to tear their half sheet
into half again.
7. Teacher will instruct students to write REAL in large
letters on one half, and FAKE on the other (2 minutes)
2. State Objective
8. Teacher will turn on the overhead projector, with the 1.1
Anticipation Real or Fake power point already pulled
up.
9. Teacher will explain that we will be looking at several
different kinds of things that some people believe in and
other people dont. For each slide, all students will
indicate by raising their Real or Fake sign what they
believe. (1 minute)
3. Input - Modeling
10. Teacher will hold up the Real and Fake signs in turn of
a student sitting near the front to demonstrate.

12. LEARNING TASKS: Student Steps

1. Anticipatory Set
1. Students will see the Essential Questions written on the
board when they come into the room.
2. Students will get their notebooks and fill in the rows as
they sit down.
3. Students will remember whether they are in a Row A or B
4. Students in row A will tear a piece of paper out of their
notebooks, and tear that piece into half
5. A row students will give one half of their paper to
students in B rows next to them. Everyone will have a
half sheet of paper.
6. Students will tear their half sheets into two equal halves.
7. Students will write REAL in large letters on one half,
and FAKE on the other (2 minutes)

3.

Input Modeling
10. Students will watch the teacher demonstrate how to hold
up the Real and Fake signs.

4.

Check for Understanding

11. Teacher will ask students to practice holding up each
sign in turn. (Teacher can turn this into a very brief, silly
version of Simon Says.) (1 minute)

4.

Check for Understanding

11. Students will hold up each sign in turn when prompted.
(1 minute)

5.

Guided Practice
12. Teacher will move through the next six slides, pausing to
prompt students each time to indicate whether they
agree or disagree. Teacher will make mental note of any
topics that seem particularly controversial or have
surprising results to bring up during discussion. (10
minutes)
13. If time allows, teacher may pause to instigate brief class
discussion on any topics that students seem particularly
eager to address. Ask probing questions that do not pass
judgment like: Why do you believe it? Why dont you

5.

Guided Practice
12. Students will look at the pictures and read the text on
each of the slides, determine whether or not they believe
in it, and indicate their choice by holding up the
appropriate sign. Students may look around as they go to
see whether their classmates opinions echo or contradict
their own. (10 minutes)
13. Students can engage in brief class discussion when/if the
teacher pauses and asks questions. They might tell a
brief personal story or anecdote or back up their opinions

2.

State Objective
8. Students will see the first slide of the 1.1 Anticipation
Real or Fake power point come up on the overhead.
9.

Students will listen to the teacher give verbal instructions

about holding up the Real or Fake sign for each slide
to indicate whether or not they believe in it. (1 minute)

believe it? Have you or someone you know had an

experience? (5 minutes)
14. Teacher will continue to the last slide, which displays the
writing prompt, pausing to allow students time to read.
15. Teacher will instruct students to take two minutes of think
time to consider the questions and discuss them with the
partner next to them.
a. While students are discussing, teacher will
create two columns on the white board labeled
Believable and Not Believable (3 minutes)
16. Teacher will ask students to share some of their ideas.
Teacher will list their ideas on the board that indicate
what makes something believable or not believable. (5
minutes)
6.

Independent Practice
17. Teacher will instruct students to take the remaining class
time to respond to the prompt in writing on a separate
sheet of notebook paper, using any/all of the ideas
discussed as well as any ideas they come up with on
their own. (5 minutes)

7.

Closure/Beyond
18. Teacher will collect responses by having students pass
them forward in their rows.
19. Teacher will explain that over the course of this fourweek unit, we will exploring and eventually writing
persuasive arguments. Therefore, it is important to keep
in mind what is necessary for an argument to be
persuasive. (2 minutes)

with reasoning. (5 minutes)

14. Students will read the writing prompt on the last slide.
15. Students will take two minutes to consider the questions
and then to discuss them with a partner next to them. (3
minutes)

16. Students will suggest ideas of what makes something

believable or not believable, and what it would take to
persuade them. They will see the ideas that get written
on the board. (5 minutes)
6.

Independent Practice
17. Students will respond to the writing prompts on a
separate sheet of paper. Students can refer to the list on
the whiteboard as needed. (5 minutes)

7.

Closure/Beyond
18. Students will pass their responses forward in their rows
to be collected.
19. Students will listen to the teacher explain the learning
objective for the four-week unit. They will think about
what is necessary for an argument to be persuasive. (2
minutes)

REFLECTION AFTER THE LESSON: Overall, how did the whole class achieve the learning goals? In particular, how did
your special needs and English learners achieve the learning goals? To what degree were your assessments helpful in
determining students understanding? To what degree did the lesson engage students? What did you do differently
from one class to the next? What will you do differently next time you teach this lesson?