Differentiating a Lesson Plan

Lesson Plan

Teacher Candidate: Elisha McLaughlin

Lesson Title: Identifying Point of View: Inclusion/Avoidance of Facts

Grade Level and Course: 7^th Grade Social Studies

Time Segment of Lesson: _90_ minutes

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
English Language Learner	Give text with simplified language; Chunk text to aid in comprehension.
Dysgraphia	Allow students to dictate answers using Google Voice or another recording tool. If this technology is unavailable, have a TA record dictated answers on paper.
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.
ADHD	Chunk assignments to help lower distractibility; give directions one at a time so that students do not become overwhelmed by too many things to remember.

 

Objectives with Formative and Summative Assessments

Measurable Objectives to be Addressed

Formative and Summative Assessment

Identify facts that are included or avoided in a text based on prior knowledge of the topic and determine how these facts (or lack there of) support the author’s point of view.

Formative 1: Students will do a Think Pair Share discussing when including/avoiding facts might be useful. Formative 2: Students will work in pairs to compare and contrast two short videos made by the teacher relevant to a shared interest. Formative 3: Given two passages, students will work in small groups to compare and contrast fact inclusion/avoidance using a Venn diagram. Summative: Students will choose one of two given passages on the Civil War on which to write a short essay discussing the author’s choice of facts to include/avoid. Students will be required to cite the text.

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 inclusion/avoidance of facts.

·      Students will work in small groups to come up with as many Civil War facts as they can in four minutes. Students may use their notes if they have trouble.

·      When four minutes have elapsed, discussion of the facts will begin. Each group will share five facts. All facts must be different from facts shared by other groups. Teacher will record facts on a premade PowerPoint slide. If this technology is unavailable, teacher will record on the board.

·      This will be the jumping off point for the introduction to inclusion/avoidance of facts. Teacher will introduce topic.

·      **Once introduction is complete, students will do a Think, Pair, Share in which they consider when including/avoiding facts may be useful.

·      Teacher will then play two videos about the students’ predetermined favourite musical artist (in this case, it is Kanye West) that the teacher created. One video will be from the perspective of someone who loves Kanye and one will be from the opposite point of view. Students will write down different facts that are included in each video and explain why each fact was or was not included. This will serve as practice for applying this skill to the topic of the Civil War.

·      Teacher will then introduce an example from the current topic (the Civil War) using two passages students have previously read.

·      *Teacher will start by identifying facts in the first paragraph of one of the passages. When she gets to the second paragraph, teacher will ask for student input. **For the final paragraph, students will identify facts on their own. To check for understanding, students will switch papers with a neighbour and correct the final paragraph when answers are given.

·      For the second passage, students will work in pairs to identify facts. Students will have ten minutes to do so.

·      At the end of the ten minutes, **teacher will then place students in groups of 4-5 students. Students will create a Venn diagram (each student will draw the diagram so they each have a copy) comparing and contrasting facts in each of the passages. Students will have ten minutes to complete this task.

·      ***After ten minutes, students will spend the remainder of class (20 minutes) completing a summative assessment. Students will individually choose one of the two passages and explain why the author chose to include/avoid certain facts. Students will be asked to write a short essay explaining the author’s choices. Students will be required to cite the text.

*This activity is an “I do it,” “We do it,” “You do it” type of 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: When would including/avoiding facts be useful?

2) Small Group: How does one identify facts that are included/avoided?

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.   Computer/Projector	Check to be sure it is working