Lesson Design Template - Edl...CCSS.ELA-LITERACY.RL.9-10.6 Analyze a particular point of view or...

Lesson Design Template ____________________________________________________________

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PART I – WHO are the students?

Class Composition Please record relevant student data below. Some categories may not be applicable to your class (these categories can be left blank). Most of this information can be found in MyData: http://achieve.lausd.net/mydata

Teacher Name: Nkwocha & Sahara

Subject/Grade Level: Full Inclusion English 9

Lesson Date/Time: TBD

1b1 Awareness of Students’ Skills, Knowledge, and Language Proficiency EFFECTIVE Teacher’s plan tracks students’ skills, knowledge, and language proficiency. Teacher articulates knowledge of the class as a whole and disaggregates data for student subgroups of individual students in order to determine progress and to plan instruction and intervention.

General Student Data (1b1,1b3) Record the number of students in each category

Female Students: 9 Male Students: 16

Students with Disabilities:6 GATE Students: 0

English Learner Data (1b1)

Limited English Proficiency (LEP): 7 ELD Levels in Your Class: Emerging/Beginning-Early

English Only (EO): 5 Reclassified Fluent English Proficient (RFEP): 11

Long Term English Learners (LTEL): Standard English Learners (SEL):

Additional Student Information

What other student data may be relevant or important to this lesson? (1b1, 1b3)

• 6 Students have a specific learning disability - 4 have auditory processing deficits, 3 have visual processing deficits pairs with attention processing deficits

• Students need accommodations such as visual representations paired with auditory support.

• Students need tasks broken into smaller parts, repeated practice, modeling and frequent checking for understanding- via questioning and clarification checks.

• 3 Students have “SP” classification.

Considering the data above, list the strategies you use to help every student gain access to academic content (i.e., differentiation strategies, grouping of students, IEP requirements, etc.). (1a2, 1b1) PowerPoint – The entire lesson plan will be on slides using a universal design for learning approach that scaffolds the lesson for the varying learners. Video Presentations – Adding context to the lesson and background foundational information. Ask & Answer Formative Assessment – Frequent checks for student understanding and comprehension. Random checks on students bringing out the information from students instead of giving information away.

http://achieve.lausd.net/mydata





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Document Inspection – Three documents that give differing perspectives about which side won the first day of the Battle of Somme. Universal Design for Learning – UDL teaching method is an approach to teaching that aims to give all students equal opportunities to succeed, no matter how they learn. Use of technology: Quizizz.com – Short five question online exit ticket (online, use of cell phones), which emails the results back to instructors. Paraprofessional Aide: Ms. Gonzalez has the notes, answers and organizer to help meet the needs of our special education students. She is also fluent in Spanish. Other Strategies include: Short video clips Modeling Group Work Silent Reading Choral or Popcorn Reading Re-reading/Re-teaching/Repeated Practice Handout/Worksheet/Graphic Organizer Scaffold Instruction Visual supports Extended time for response and completion of tasks Task chunking Activating Background Knowledge Pre-teaching & Re-teaching vocabulary Warm ups that prepare students for task at hand (pre-teach, pre-view) *Using various forms of media, discussion, debate, technology, advertising, etc. to foster student connections with the material

Part II – WHAT are they learning?

Instructional Goals and Objectives

1a2 Knowledge of Content-Related Pedagogy EFFECTIVE Teacher’s plan reflects intentional selection of effective research-based pedagogical approaches in the discipline, and is appropriate for the essential understandings and big ideas addressed in the lesson. Teacher plans appropriate use of technology and of 21st Century Skills. Teacher anticipates students’ misunderstandings.

What key standards and instructional goals and objectives are being addressed in the lesson? CCSS.ELA-LITERACY.RL.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.

http://www.corestandards.org/ELA-Literacy/RL/9-10/1/





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CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CCSS.ELA-LITERACY.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

What ELD Standards are incorporated in this lesson? WHST.9-10.6 1. Exchanging information/ideas Interacting via written English Collaborate with peers to engage in increasingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate. RL.9-10.1-10; RST.9-10.1-10 a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain-specific words. b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using an increasing variety of verbs and adverbials (e.g., indicates that, suggests, as a result).

RI.9-10.4, 6, 8; RST.9-10.4-6; SL9-10.3; L.9-10.3, 5-6 7. Evaluating language choices Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with moderate support.








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Part III – HOW will they learn it?

Lesson Plan

1a2 Knowledge of Content Related Pedagogy / 1d1 Standards-Based Learning Activities EFFECTIVE - 1a2 Knowledge of Content Related Pedagogy Teacher’s plan reflects effective research-based pedagogical approaches in the discipline, and is appropriate for the essential understandings and big ideas addressed in the lesson. Teacher plans appropriate use of technology and of 21st Century Skills. Teacher anticipates students’ misunderstandings.

EFFECTIVE –1d1 Standards-Based Learning Activities All of the learning activities are relevant, designed to cognitively engage students, are aligned to the instructional standards and represent awareness of 21st Century Skills. Learning activities are differentiated as appropriate to meet the needs of diverse student subgroups.

Include your instructional sequence (lesson plan) below. You may use a lesson plan format of your choice. Consider how your lesson plan will help you demonstrate EFFECTIVE practice in elements in Standard 3 when you teach your lesson. It is NOT necessary to respond to the items below.

Ideas to consider when developing your lesson: • Purpose of the lesson (3a1)

• Academic language (3a4)

• Questions (3b1)

• Discussion techniques (3b2)

• Standards-based projects, activities, and assignments (3c1)

• Grouping of students (3c2)

• Feedback to Students (3d3)

• 21st Century skills (Communication, Collaboration, Critical Thinking, Creativity)

Lesson Title: Learning how to Extract Textual Evidence, Judge the Credibility and Apply it in Taking a Side in an Argument. Lesson Objectives:

1. SWBAT extract evidence from different sources of media. 2. SWBAT sort through different opinions on the same issue and form their own opinion. 3. SWBAT judge the credibility of a source. 4. SWBAT construct oral and written arguments based upon evidence they have

extracted from different sources of media.

Materials:

• Battle of the Somme PowerPoint

• Copies of Documents A-C

• Copies of Graphic Organizer

• Materials for vocabulary game

• Chromebooks (1 per group) for exit e-ticket





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Plan of Instruction: Student Collaboration Warm-up: Vocabulary Game After we transition from CNN 10, students will be given 5 minutes to match vocabulary words with the correct definitions, winner will receive a small prize. 1. Introduction: Overview of the Battle of the Somme. PowerPoint presentation provides an overview of the battle as it occurred between July 1, 1916, and November 18, 1916, and to introduce the day’s Central Historical Question. a. The Battle of the Somme was one of the most costly battles of World War I. It lasted from July 1, 1916, to November 18, 1916, and resulted in over 1 million casualties. b. The Allies, in particular the British forces led by General Haig, initiated the battle. The plan was for a “great push” through German lines on the western end of the Western Front. c. In many ways the battle was characteristic of trench warfare. After massive artillery bombardments of German lines, thousands of allied soldiers went “over the top,” pouring out of trenches and into “no man’s land.” Hundreds of thousands were killed due to the military technologies used in the war – in particular, machine guns, artillery, hand grenades, and gas attacks. Months of fighting, with several assaults up and down the northern end of the Western Front, resulted in relatively small, Allied gains in land. d. Many historians argue, however, that the Battle of the Somme ultimately turned the tide in favor of the Allies by fatally weakening German forces. e. Our job today is to investigate what happened on the first day of the battle, July 1, 1916, by reading three historical accounts of the day: i. a British newspaper article written by a journalist who was at the battle ii. the memoir of a British soldier who fought in the battle iii. the memoir of a German soldier who fought in the battle Essential Question: In particular, we will explore these documents to address the question: Who won the first day of the Battle of the Somme? 2. Hand out Document A: The Daily Express along with the Graphic Organizer for the lesson.

a. Students read Document A IN GROUPS. b. Re-Reading: Video of student modeling the reading to whole class. c. Students answer the Guiding Questions in groups.

b. Share out and discuss responses.





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Points to note: a. The generally cheery tone of the article and its optimistic assessment of the British advance. b. Although written on July 1, this article appeared in the newspaper on July 3. c. The author notes that he was not actually at the battle. d. The authors claim that British troops are advancing and that German troops are surrendering. 3. Hand out Documents B, C and D. a. Document B – Students read silently under time constraints. Rereading of this document by student modeling). b. Document C – Whole class reading - Teacher models the reading. c. Students answer Guiding Questions in Graphic Organizer. d. Share out and discuss responses Points to note: a. Difference in tone between all the different accounts. c. Difference in outcomes on Day 1 of the battle described by Coppard, Lais and the American Soldier as compared to The Daily Express. d. How Coppard’s and Lais’ accounts include reasons for the high number of British casualties – namely, how the British artillery bombardment proceeding the battle failed to adequately destroy German machine gun positions and the massive lines of barbed wire used to protect them. e. The American soldier’s grim tone and thoughts of inevitably dying. 4. Video Presentation: Donald Trump vs. Hillary Clinton in Second Presidential Debate. Points to Note:

a. Possibility of bias in the candidates and mediator – compare to Document A. b. Who was really there? Compare to Graphic Organizer. c. Who do you believe? Is there sufficient evidence support to form your opinion

on the events that occurred. d. Who has the most credibility? Does this credibility change over the course of

the debate? 5. Video Presentation: Jane Elliott’s Brown Eyes, Blue Eyes Experiment. Points to Note:

a. What happens when Blue eyed children are told they are superior? How does discrimination work here?





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b. What happens when Brown eyed children are told they are superior? How does discrimination work here?

c. What happens when one group is being discriminated against? d. What was the performance level of the children who were being discriminated

against? Manifestation of what is being told/believed. e. Possibility of bias in us all that we do not know about, and must consider when

making decisions. 6. Revisit Claim Students use evidence from the four documents to address the question: Who won the first day of the Battle of the Somme? Possible Discussion: a. Why are Documents B and C so different from Document A? b. Which of these documents is most trustworthy? Why? c. Share final slide on casualty statistics for Day 1. Which documents does this data corroborate with? d. Who won the first day of the Battle of the Somme?

7. Final Claim and Lesson Payoff 1. What if I told you that I do not care who won the first day of the Battle of the Somme? 2. We went backwards, I told you in the beginning that the Allies won the Battle of the Somme. Today we looked at Day 1. The biased newspaper claimed Great Britain won, but soldier on both sides agreed that the Germans won. 3. Why we watched Trump vs. Clinton: Be careful who you believe, even the news. Can be biased. 4. Jane Elliott: Investigate for yourself and make your own opinion. Know that we all have biases and consider that when judging credibility and be careful not to let your own biases get in the way of making a good decision. 5. Jane Elliot takeaway: Do not believe your labels of Sped, EL, LTEL, IEP, Freshman, A student, B student, C student, D student or F student, etc. You can see if you believe these things, it will manifest and that is what you will be. 6. Your life is the Battle of Somme and win the battle, you do not have to win the first day (here now), make sure you win the battle first, then the war and become the person you were really meant to be in this world.

8. Electronic Exit Ticket via https://quizizz.com: Fun memes and scorekeeping is involved to keep the exit ticket fun while teachers collect data with respect to student learning for the day. 1. Results are emailed to teachers as a formative assessment.

https://quizizz.com/





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Part IV – How will learning be assessed?

Assessment

1e2 Planning Assessment Criteria EFFECTIVE Teacher has developed criteria by which levels of student learning will be assessed. Teacher has planned how criteria will be communicated to students.

What criteria will you use to assess your student’s learning?

1) Class discussion. 2) Frequent checks for student understanding. 3) Informal Assessment: Frequent checks with respect to notes/classwork/worksheet. 4) Formal Assessment: WWI worksheet/handout turned in to be assessed (Rubric

defined below). 5) Informal Assessment: Quizizz.com – Short five question round up (online, use of cell

phones).

How will you communicate the criteria and ensure students understand the expected outcomes? PowerPoint – The entire lesson plan will be on slides using a universal design for learning approach that scaffolds the lesson for the varying learners. Video Presentations – Adding context to the lesson and background foundational information. Textbook – The textbook will be used for reading material. Ask & Answer – Frequent checks for student understanding and comprehension. Random checks on students bringing out the information from students instead of giving information away. Document Inspection – Two speeches from Woodrow Wilson; one excerpt from historian Howard Zinn. Using outside resources aside from the textbook to offer a different opinion. SDAIE Teaching Method – Using various forms of media, discussion, debate, technology, advertising, etc. to foster student connections with the material. Strategies:

Classwork Groupwork Class Discussion Choral reading Popcorn reading Re-reading Modeling





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Rubric for Handout: 4 – Filled out completely citing evidence from textbook and speeches. 3 – Filled out completely without citing evidence from textbook and speeches. 2 – Filled out partially citing no evidence from textbook or speeches. 1 – Incomplete work.





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Document A: The Daily Express The Daily Express is an English newspaper founded in 1900. Like other English newspapers, it printed daily news and stories on the war. Here is an excerpt written by correspondent John D. Irvine describing the first day of the Battle of the Somme, which appeared in the paper on July 3, 1916. The great day of battle broke in sunshine and mist. Not a cloud obscured the sky as the sun appeared above the horizon – in the direction where the German trenches lay. . . . I witnessed the last phase of the bombardment, which preceded the advance. It was six o’clock (summer time) when we arrived there. The guns had been roaring furiously all through the night. Now they had, so to speak, gathered themselves together for one grand final effort before our British lions should be let loose on their prey. . . . A perceptible slackening of our fire soon after seven was the first indication given to us that our gallant soldiers were about to leap from their trenches and advance against the enemy. Non-combatants, of course, were not permitted to witness this spectacle, but I am informed that the vigor and eagerness of the first assault were worthy of the best traditions of the British Army. I have myself heard within the past few days men declare that they were getting fed up with the life in the trenches, and would welcome a fight at close quarters. . . . We had not to wait long for news, and it was wholly satisfactory and encouraging. The message received at ten o'clock ran something like this: "On a front of twenty miles north and south of the Somme we and our French allies have advanced and taken the German first line of trenches. We are attacking vigorously Fricourt, La Boiselle, and Mametz. German prisoners are surrendering freely, and a good many already fallen into our hands.” Source: John D. Irvine, “Special Account of the Fighting in Our New Offensive,” The Daily Express, July 3, 1916. Vocabulary undulating: a wavy surface slackening: loosen up, or taper off





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Document B: British Soldier George Coppard was a British soldier who fought during the entire First World War and was twice wounded. He fought at the Battle of the Somme as a machine gunner and wrote about his experiences in his book, With a Machine Gun to Cambrai. In this excerpt, Coppard recollects his experience on July 2, 1916. The next morning we gunners surveyed the dreadful scene in front of our trench. There was a pair of binoculars in the kit, and, under the brazen light of a hot mid-summer's day, everything revealed itself stark and clear. . . . Immediately in front, and spreading left and right until hidden from view, was clear evidence that the attack had been brutally repulsed. Hundreds of dead, many of the 37th Brigade, were strung out like wreckage washed up to a high-water mark. Quite as many died on the enemy wire as on the ground, like fish caught in the net. They hung there in grotesque postures. Some looked as though they were praying; they had died on their knees and the wire had prevented their fall. From the way the dead were equally spread out, whether on the wire or lying in front of it, it was clear that there were no gaps in the wire at the time of the attack. Concentrated machine gunfire from sufficient guns to command every inch of the [barbed] wire, had done its terrible work. The Germans must have been reinforcing the wire for months. It was so dense that daylight could barely be seen through it. Through the glasses it looked a black mass. The German faith in massed wire had paid off. How did our planners imagine that Tommies [British soldiers], having survived all other hazards - and there were plenty in crossing No Man's Land - would get through the German [barbed] wire? Had they studied the black density of it through their powerful binoculars? Who told them that artillery fire would pound such [barbed] wire to pieces, making it possible to get through? Any Tommy could have told them that shell fire lifts [barbed] wire up and drops it down, often in a worse tangle than before. Source: George Coppard, With a Machine Gun to Cambrai, 1969.





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Document C: German Soldier

Otto Lais was a soldier in German Infantry Regiment 169. He was a machine gunner and fought at the battle of the Somme. Here is an excerpt from his memoir recounting his experience during the battle’s first day. The date of his memoir is unknown. It was originally published in 1935. Wild firing slammed into the masses of the enemy. All around us was the rushing, whistling, and roaring of a storm: a hurricane, as the destructive British shell rushed towards our artillery which was firing courageously…The machine gunners were earning their pay today. Belt after belt was fired, 250 rounds – 1,000 – 3,000. . . . The British keep charging forward. Despite the fact that hundreds are already lying dead in the shell holes to our front, fresh waves keep emerging from the assault trenches…18,000 rounds! The other platoon weapon (machine gun) has a stoppage. Gunner Schwarz falls shot through the head over the belt he is feeding. The belt twists, feeds rounds into the gun crookedly and they jam! Next man forward. The dead man is removed. The gunner strips the feed mechanism, removes the rounds and reloads. Fire; pause; barrel change; fetch ammunition; lay the dead on the floor of the crater. That is the hard unrelenting tempo of the morning of 1st July 1916. The sound of machine gun fire can be heard right across the divisional front. The youth of England bled to death in front of Serre [our position]. Source: Otto Lais, “A Machine-gunner in Iron Regiment 169,” date unknown, originally published 1935.





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Lesson Design Template - Edl...CCSS.ELA-LITERACY.RL.9-10.6 Analyze a particular point of view or...

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