MOOC 2 lesson plan

Bristol Central IDT Lesson Planning Document

Course: English 9 Unit: Social and Familial Relationships   Lesson: 7 Date: 9/23/14

Objectives	Lesson Essential Questions
Students will collaboratively respond and discuss the the idea of teens being tried as adults by analyzing non fiction sources using marking the text strategy.	RL How do I interpret and analyze a text? Should teens be tried as adults?
Which items are incorporated into this lesson?
Common Core State Standards
SL  How do I effectively prepare for and participate in a collaborative discussion?
Literacy Strategies (CCT Domain 2)
Utilize Marking the Text to encourage close reading and analysis of material Design experiences for students in which they will create effective oral, written, and multimedia responses to texts that include personal and analytical response.
SBA Targets/Claims Addressed
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Target: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
https://webmaker.org/literacy Exploring Navigation: Accessing the web using the common features of web browsers Using hyperlinks to access a range of resources on the web Search: using key words and and search operators to make searches more effective Collaborating: Choosing an appropriate tool for collaboration

Lesson Development -activities and transitions (CCT Domain 1): Anticipation: Review Philosophical Chairs format with students and Ask, “Should teens be tried as Adults?” This is an issue students deal with in this unit of study. Students will complete a reading of three articles and answer, “In the story, Monster, Steve Harmon is being tried as an adult. He is being charged with murder. Read the following articles and answer the prompt, “Should teens be tried as adults?” using information from all sources. “Advocates Push for Change to Keep Teens Out of Adult Court System” “Should Children be Tried as Adults” “New London Teen to be Tried as an Adult for Home Invasion” Listen to “Advocates Push for Change to Keep Teens Out of Adult Court System” from Ebscohost on Smartboard. Take notes on main idea, your opinion, and connections to Monster. Modeling and Guided Practice: Read first few paragraphs aloud and mark the text of “Should Children be Tried as Adults” using Smartboard and Chromebooks. Using Chromebooks, search title in the iCONN database located on the BCHS Media Literacy site. Click on “iCONN middle school resources” and search “Should Children be Tried as Adults?” and read article. Take notes for: text structure main idea connections to Monster Support for your opinion Students work with Google partners for remainder of article. Add your notes to a Google Doc and share material with each other. Write in different color fonts to determine collaboration was evident. Independent practice: Students read “New London Teen to be Tried as an Adult for Home Invasion.” Mark the text for: text structure main idea connections to Monster support for your opinion When students complete marking the text, they will share notes. You may type notes into your Google Doc or you may upload a picture of your article that has been “marked”.

Instructional Strategies (CCT Domain 2 & 3): collaborative inquiry Modeling Guided practice Independent practice

Modifications and Differentiation (CCT Domain 2): Students who do not have their internet permission slip handed in can not use Chromebooks. Therefore, they will complete the assignment using written response and paper copy of articles. Once they hand in their permission slip, they may add their answer to the group document. Articles can be read aloud to students who have trouble reading and/or reading for speed/comprehension. Students can plug in headphones to listen to article.

Assessments-Formative and/or Summative (CCT Domain 2 & 3): Responses to the question must meet the rubric expectation. Teens Tried as Adults Philosophical Chairs Response Rubric: 50: Student response incorporates a well-supported opinion using facts from all sources. Sources are marked appropriately.  Responses are well thought out and show collaboration of both students. Answers reference texts multiple times to support points being made. Questions are raised to further the discussion. 40: Student responses are mostly supported using facts from sources. May not use all sources. Marking the text strategy was used, but obvious support was not marked. Responses are mostly well thought out and respectful. Student references texts 2-3 times during discussion to support points being made. Collaboration may have been one-sided. Does not raise questions to further discussion or questions raised are not very thought-provoking. 35: Student responses are supported but not very well. Sources are missing from answer. Marking the text strategy is not used effectively. Responses in discussion are not thought out and/or collaboration is one-sided. Does not reference texts or repeats what others already said. Does not raise questions to further discussion. 30: Student does not meet the requirements of assignment enough to pass. Response is minimal or incomplete. Mark the text was minimal, not effective, and/or incomplete. No text references or very weak references that possibly do not support opinion. No collaboration is evident. Does not participate in discussion.

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