STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Pre-Assessment “School Compare and Informal Argument Post-Assessment
Activity Suspensions Don’t Contrast
Work”
Standards and 7.RI.8 Trace and 7.RL.1 Cite several 7.RI.9 Analyze Click here to enter 7.W.1 Write
Objectives evaluate the pieces of textual how two or more text. arguments to
What do students argument and evidence to support authors writing support claims with
need to know and specific claims in a analysis of what the about the same clear reasons and
be able to do for text, assessing text says explicitly topic shape their relevant evidence.
each day of the whether the as well as presentations of key
unit? reasoning is sound, inferences drawn information by
and the evidence is from the text. emphasizing
relevant and different evidence
sufficient to support or advancing
the claims. different
interpretations of
facts.

Academic Analyze Analyze Analyze Analyze Analyze

Language and Bias Bias Bias Bias Bias
Vocabulary Argument Argument Argument Argument Argument
What academic Claim Claim Claim Claim Claim
language will you Counterclaim Counterclaim Counterclaim Counterclaim Counterclaim
emphasize and Evidence Evidence Evidence Evidence Evidence
teach each day
during this unit?
Summary of Students will be Students will be Students will be Students will be Students will
Instruction and presented with an given the article, given two articles able to debate (in choose an
Activities for the article at the “School that are arguing the person) against argumentative topic
Lesson beginning of class Suspensions Don’t same thing/topic. another classmate from the list and
How will the that will highlight Work”. We will They will then have from topics being write a paper
instruction and an argument. read it as a class to compare and drawn out of a cup. defending their
activities flow? Students will have while they contrasts both This exercise is choice. Students
Consider how the to analyze the annotate. They will author’s point of meant to get must research their
students will argument and be then read it on their view and be able to students topic and write a
efficiently transition able to point out own and have to cite and pick out comfortable with rough draft that
from one to the specific evidence point out the these arguments. giving reasons and they will then add
next. that supports the arguments being being able to corrections to with
argument that is made against defend their topic. teacher.
being made. school suspension. Students will have
They will then have the opportunity to
to come to their write down their
own conclusions. arguing points and
do research to back
up their arguments.
Differentiation Resource students Resource students Resource students Resource students Resource students
What are the will work with their will read it with the will be in “push may participate if will be allowed
adaptations or case manager to be class, then they will out” during this they wish, they may extra tie for
modifications to the able to complete go to their resource assignment also recite the research and to turn
instruction/activities this assignment. teacher for working one on one debate to their the assignment in.
as determined by assistance on the with the resource resource teacher. They will also work
the student factors rest. teacher. one on one with
or individual their resource
learning needs? teacher to help
them complete this
assignment.
Required Pre-Assessment Text Handout Text Handouts Notecards Laptops
Materials, Pencil Highlighter Pencil Paper Pencil
Handouts, Text, Pencil Paper Laptops Paper
Slides, and Paper Highlighter Pencil Highlighter
Technology Post It Post It Pen Red Pen
Highlighter
Instructional and This is an Teacher will create Students and Students will have This is an
Engagement independent a “graffiti wall” for Teacher will create the opportunity to independent
Strategies assignment that the students so that a Ven Diagram debate a fellow assignment;
What strategies are does not require they can each write comparing the two classmate who is however, teacher
you going to use any instructional down what their texts and different arguing on the will be available to
with your students strategies. thoughts are after points of view. same topic. help if the students
to keep them they read through need it.
engaged throughout the paper and
the unit of study? annotate.
Formative There will be a pre- The Graffiti wall The Ven Diagram The debate and the The final draft of
Assessments assessment to gage will serve as an will serve as the points the students their assignment
How are you going how much students assessment to be assessment for this make will serve as will be their post
to measure the know on the topic. able to see what the assignment and their assessment. assessment.
learning of your take away for show how well
students throughout students was. students understood
the lesson? by participating.
Summative, Post- The final paper will serve as the students post assessment. This will be able to show how much the students
Assessment have learned and their ability to argue a certain topic. The students will be graded on a 50 pt scale.
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.