Académique Documents
Professionnel Documents
Culture Documents
Erin Keeling
Lesson Plan
Title
Grade
level/subject
Central Focus
Learning Target/s
Academic Language
Forming
Evidence
Based
Claims
(Informational
Text)
7th
Grade,
English
Language
Arts
RI.7.8:
Trace
and
evaluate
the
argument
and
specific
claims
in
a
text,
assessing
whether
the
reasoning
is
sound
and
the
evidence
is
relevant
and
sufficient
to
support
the
claims.
W.7.1:
a.
Introduce
claim(s),
acknowledge
alternate
or
opposing
claims,
and
organize
the
reasons
and
evidence
logically.
Students
should
be
able
to
evaluate
an
argument
and
specific
claims
from
an
informational
text.
They
should
be
able
to
assess
whether
or
not
the
reasoning
used
is
sound,
and
if
the
evidence
is
relevant
and
sufficient
to
support
the
claims
that
are
being
made.
I
can
evaluate
an
argument
for
evidence
and
reasoning
and
identify
the
main
claim
in
an
informational
text.
Language
Function:
Evaluate
an
argument
for
evidence
and
reasoning,
and
identify
the
main
claim.
Language
Demand:
Students
will
complete/fill
in
the
CON
side
of
the
Analyzing
Authors
Claims
Graphic
Organizer,
citing
the
main
claim,
and
pieces
of
evidence
to
support
reasoning
from
the
informational
text.
They
will
evaluate
the
arguments
in
the
informational
text
by
finding
the
reasoning
and
evidence
that
the
author
uses
to
make
his
claim.
They
will
also
participate
in
a
class
discussion
post-reading
in
order
to
reflect
on
the
text
and
the
CON
claim
that
was
made
by
the
author.
In
addition,
students
will
listen
to
an
audio
clip
of
a
structured
debate
on
the
same
topic
from
NPR
entitled,
Is
Smart
Technology
Making
Us
Dumb?
Once
the
audio
clip
has
been
played,
students
will
participate
in
a
Think-Pair-Share
with
a
partner
to
discuss
the
clip.
Syntax:
Students
will
use
the
Analyzing
Authors
Claim
Graphic
Organizer
to
evaluate
the
text
for
reasoning
and
evidence
made
by
the
author.
They
will
also
take
notes
using
NPR
Debate
graphic
organizer
on
reasoning
and
evidence
from
the
NPR
audio
clip.
Vocabulary:
Evaluate,
Analyze,
Argument,
Assess,
Reasoning,
Evidence,
Claim,
Cite,
Analyze,
Theme
or
Central
Ideas,
Main
Idea,
Big
Idea,
Supporting
Details,
Philosophical
Chairs,
Structured
Debate,
and
NPR
audio
clip.
Discourse:
Students
will
participate
in
discourse
as
they
fill
in
their
Analyzing
Authors
Claim
Graphic
Organizer,
and
participate
in
a
class
discussion
that
will
reflect
on
the
reasoning
and
evidence
made
by
the
author
to
support
his
claim.
As
students
fill
out
their
graphic
organizers
I
will
be
circulating
the
room
and
listening
for
students
to
use
specific
academic
language
such
as:
authors
main
claim,
argument,
reasoning,
and
evidence.
Students
will
also
participate
in
a
Think-Pair-Share
after
listening
to
the
NPR
audio
clip
to
assess
their
own
claim
and
the
text-based
evidence
that
they
will
use
to
support
it.
Language
Support:
Read
aloud
of
the
CON
side
of
the
informational
text,
graphic
organizer
to
help
guide
student
evaluation
and
assessment
of
the
text.
Discussion
post-reading
to
reflect
and
synthesize
learning.
Audio
clip
from
NPR
entitled,
Is
Smart
Technology
Making
Us
Dumb?
Instructional
Strategy
Reading
for
Meaning
This
strategy
engages
students
in
a
proven
process
identified
by
Young,
Righeimer,
and
Montbriand
(2002)
called
strategic
reading,
which
includes
three
phases:
pre-reading,
active
reading,
and
post-reading.
Pre-reading
helps
activate
prior
knowledge,
active
reading
gives
a
sense
of
purpose
while
Rationale
and
reading,
and
post-reading
lets
students
reflect
on
their
initial
predictions
and
Theoretical
Principles
summarize
the
text.
The
strategy
also
helps
readers
overcome
common
reading
difficulties.
This
strategy
was
chosen
specifically
for
the
students
in
my
class
in
order
to
allow
them
ample
time
to
process
each
authors
main
claim/argument
and
supporting
evidence.
The
time
allotted
will
allow
the
students
to
gain
an
in
depth
understanding
of
the
text
prior
to
their
assessment
activity,
Philosophical
Chairs.
Informal:
Students
will
participate
in
a
class
discussion
that
will
reflect
on
the
reasoning
and
evidence
made
by
the
author
to
support
his/her
claim.
Students
will
also
participate
in
a
Think-Pair-Share
after
listening
to
the
NPR
audio
clip
to
assess
their
own
claim
and
the
text-based
evidence
that
will
support
it.
Assessment
Plan
Formal:
Students
will
evaluate
an
argument
for
evidence
and
reasoning,
and
will
identify
the
main
claim
in
an
informational
text
as
they
complete
the
CON
side
of
Analyzing
Authors
Claims
Graphic
Organizer.
This
has
them
citing
the
authors
main
claim
and
several
pieces
of
evidence
used
by
the
author
to
support
his/her
claim.
In
addition,
they
will
be
citing
evidence
from
the
NPR
debate
on
the
NPR
Debate:
Is
Smart
Technology
Making
Us
Dumb
graphic
organizer.
This
lesson
addresses
the
use
of
higher-order-thinking
skills
as
students
evaluate
an
authors
claim.
They
are
assessing
the
validity
of
the
evidence
and
Habits
of
Mind,
Skills,
reasoning
provided
by
the
author.
These
skills
are
essential
for
students
to
Higher
Order
Thinking
develop.
Academic
literacy
requires
students
to
draw
conclusions;
make
and
test
inferences,
and
write
clear,
well-formed,
and
coherent
explanations
in
all
content
areas.
Read
aloud
of
the
informational
text,
graphic
organizer
handed
out
to
help
Student
Supports
guide
student
evaluation
and
assessment
of
the
text.
Modeling
of
how
to
cite
reasoning
and
evidence
from
text.
Discussion
post-reading
to
reflect
and
Introduction/
Anticipatory
Set
Lesson Procedures
synthesize
learning.
Audio
clip
played
for
students
to
hear
what
a
structured
debate
sounds
like.
Video
Clip:
Texting
While
Walking
Fail
Compilation
This
video
clip
connects
to
the
previous
days
lesson
on
the
PRO/CON
of
smart
technology
and
whether
or
not
it
is
making
us
less
intelligent
as
a
society.
The
PRO
side
of
the
debate
said
that
it
was
making
us
less
aware
of
our
surroundings
and
this
video
reinforces
that
concept.
Teacher
Actions:
Student
Actions:
1. Play
video
of
Texting
While
1. Watch
video
of
Texting
While
Walking
Fail
Compilation
(3
Walking
Fail
Compilation
(3
minutes).
Connect
to
yesterdays
minutes).
lesson
about
being
less
aware
of
2. Get
out
informational
text,
Are
our
surroundings
because
of
Smartphones
Making
Us
Stupid?
technology.
Are
we
wrapped
up
in
Listen
to
teacher
reread
CON
side
ourselves?
of
argument
(4
minutes).
2. Have
students
get
out
3. Complete
CON
side
of
graphic
informational
text,
Are
organizer
(10
minutes).
Smartphones
Making
Us
Stupid?
4. Participate
in
class
discussion
by
Reread
CON
side
of
the
argument
sharing
the
main
claim,
reasoning,
(4
minutes).
and
evidence
that
was
used
by
3. Allow
students
(10
minutes)
to
the
author
of
the
CON
side
(3
complete
CON
side
of
graphic
minutes).
organizer.
5. Take
notes
on
NPR
Debate
4. Have
students
participate
in
a
graphic
organizer
on
reasons
and
quick
discussion
sharing
some
evidence
used
by
debaters
from
examples
of
main
claim,
NPR
audio
clip.
Listen
to
audio
clip
reasoning,
and
evidence
used
by
(15
minutes).
the
author
of
the
CON
side
(3
6. Participate
in
a
Think-Pair-Share
minutes).
after
listening
to
the
NPR
audio
5. Pass
out
NPR
Debate
graphic
clip.
Assess
own
claim
and
the
organizer
for
students
to
take
evidence
I
will
use
to
support
it
in
notes
on
NPR
audio
clip.
Describe
tomorrows
lesson
(5
minutes).
that
audio
clip
is
of
a
structured
7. If
time
allows
begin
to
listen
to
debate;
much
like
the
the
procedure
of
the
Philosophical
Chairs
activity
they
Philosophical
Chairs
activity.
will
participate
in
tomorrow.
Play
audio
clip.
Start
and
stop
audio
clip
take
notes
on
overhead
projector
and
model
for
students
what
reasoning
is
used
on
each
side
of
the
debate
(15
minutes).
6. Have
students
participate
in
a
Think-Pair-Share
after
listening
to
the
NPR
audio
clip
to
assess
their
own
claim
and
the
text-based
evidence
that
will
support
it.
Reinforce
that
they
will
use
this
claim
in
tomorrows
Philosophical
Closure
Assessment