Contents of a Lesson Plan

Lesson Plan

Teacher Candidate: Elisha McLaughlin

Lesson Title: Identifying Point of View: Loaded Language

Grade Level and Course: 7th Grade Social Studies

Time Segment of Lesson: _90_ minutes

U.S. Common Core State Standard(s) Addressed in Lesson:

RH.6-8.6: Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Student Diversity and Differentiation of Instruction

Student Diversity	Differentiation of Instruction
Low English Proficiency	Chunk text to aid in comprehension.
Dysgraphia	Allow students to dictate answers on summative assessment to TA or to record their answers as either audio or video (depending on technology available).
High Achieving	Students will be given an additional assignment to further their understanding of loaded language in which they are asked to write a passage about the Civil War from the perspective of one of the following: Union soldier, Confederate soldier, Abraham Lincoln, or an African American slave.
Below Grade Level	Give text with simplified language; chunk text to aid in comprehension.

Objectives with Formative and Summative Assessments

Measurable Objectives to be Addressed

Formative and Summative Assessment

Identify loaded language used in a text that supports the author's point of view.

Formative 1: Once loaded language is introduced, students will have two minutes to write as many loaded words/phrases as they can think of. Students will share answers with the class, and there will be a discussion of whether or not the language is loaded. Formative 2: I do, We do, You do activity in which teachers identifies loaded language in the first paragraph, class identifies in second, and students individually identify in third. Formative 3: Given a passage, students in groups will be asked to underline language that is loaded and write a response explaining whose point of view it is written from. Summative: Given a passage on the Civil War, students will identify instances of loaded language and say why/for which point of view each word/phrase is loaded.

Big Ideas to be Addressed in the Lesson:

1.     An author’s use of language, particularly loaded language, can be used to determine the author’s point of view.

Teaching Strategies and Related Student Activities (Include Web 2.0 activities as appropriate):

Teaching Strategies and Activities, Teacher/Student Input, and Review

• Because this is not the first lesson in the unit on the civil war, students will already have a background on the content area to which they will be applying the skill of identifying loaded language.
• Teacher will write 20 words/phrases on the board or projected on a PowerPoint slide, depending on technology available, half of which use loaded language and half of which do not prior to students arriving in class. Students will be asked, as a Do Now, to spend two minutes sorting the words/phrases into positive, negative, and neutral categories.
• When two minutes have elapsed, discussion of the words will begin. Students will be asked to volunteer to come up to the board and place words in each category.
• This will be the jumping off point for the introduction to loaded language. Teacher will introduce topic.
• **Once introduction is complete, students will have two minutes to write as many loaded words/phrases as they can think of. Students will share answers with the class, and there will be a discussion of whether or not the language is loaded.
• Teacher will then introduce an example from the current topic (the Civil War) using a passage students have previously read.
• *Teacher will start by identifying uses of loaded language in the first paragraph. When she gets to the second paragraph, teacher will ask for student input. **For the final paragraph, students will identify loaded language on their own. To check for understanding, students will switch papers with a neighbour and correct the final paragraph when answers are given.
• **Teacher will then place students in groups of 4-5 students. Students will be given a passage that they will read silently for 5 minutes. After 5 minutes,

groups will discuss and identify instances of loaded language in the text. Groups will then work together to craft a short response explaining whose point of view the passage was written from and how they know, citing textual evidence.

• ***For the final 20 minutes of class, students will work silently on a summative assessment in which they identify instances of loaded language in a text on the Civil War and explain their choices. Students will be asked to write a paragraph explaining whose point of few the passage is from and how they know. They will be required to cite the text.

*“I do it,” “We do it,” “You do it” Activity

**Formative Assessment

***Summative Assessment

Discussion Topics

Write out topics that you would like students to discuss in class, before class or after class because they are interesting, difficult to grasp or for any other reason that would make for a lively and engaging discussion. If discussions must happen outside class, what tool will you use to facilitate the discussion (e.g. Twitter)?

1) As a Class: Loaded language examples and how the use of loaded language helps readers identify perspective

2) Small Group: How one identifies loaded language

Materials and Resources for Lesson

Materials, Technology, and Websites	Required Preparation
1.   Copy of Articles	Print 26 copies of each
2.   Copy of Summative Assessment	Print 26 copies
3.   Whiteboard/Markers or Projector/Computer	None/Check availability