Lesson Plans

Teen Biz Argumentative Article

“Schools for All”

Lesson Plan 3 Days

ELA Grade 6 Florida State Standards:

LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings.

LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text, distinguish claims that are supported by reasons and evidence from claims that are not.

LAFS.6.W.1.1 (a-d): Write arguments to support claims with clear reasons and evidence.

LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes, use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clarity.

Learning Goals/Essential Questions:

  • Students will effectively formulate an argument based on evidence that is collected from a given text. How do I trace and evaluate an argument and find specific claims?
  • Students will participate in philosophical chairs to communicate and convey their understanding of an argument. How do I develop my own argument and debate it using facts and evidence from a text?
  • Students will read grade level texts effectively.

Materials:

Computers or digital devices that have access to the internet.

Teen Biz article (digital or print copy), “Schools for All”. http://portal.achieve3000.com/

Pens, pencils, highlighters, paper, evidence building graphic organizer (digital or print copy)

Anticipatory Set (10 minutes)

Students will complete the before reading poll: Give students the question as a whole group discussion before referring to the article.

Some communities have small schoolhouses, where there are fewer than 10 students. Some people want to close these schools. What do you think?

Small schools are better for students.

Activity:

  • Students will read the article “School for All” given to them. Students may choose to read the article online (if they have a device to do so). This will be done independently.
  • Students will annotate the text.
    1. Circling words they do not know
    2. Highlighting evidence in yellow that supports one argument (pro), and highlighting evidence in green that supports the opposing argument (con).
    3. Writing notes in the margins that help them to understand the text or ask questions they may have.
  • Students will work with a partner to discuss what they read and make clarifications to their comprehension of the text. Students will edit and revise annotations.
  • Students will complete the evidence building graphic organizer with partners.
  • Students will participate in a philosophical chairs debate on the topic from the article: Small schools are better for students. Students will need to use their annotations, article, and graphic organizer to aid in the debate. Students will take turns speaking on behalf of their position on the topic.

Philosophical Chairs Set-Up:

  • Divide the room into two parts: agree on one side and disagree on the other side.
  • Students will move to the side that they have originally chosen on the topic (they will either agree or disagree with the topic statement that will be posted in front of the room).
  • The teacher will be the mediator and guide the discussion along as needed. Students will take turns debating their positions on the topic.
  • Students may change sides if they are swayed by another person’s argument.
  • When there is 10 minutes left of class (day 2), reflection on the topic and their understanding of the topic based on the philosophical chairs activity.

Closure:

Students will write a four to five paragraph response that includes an introduction paragraph, two to three body paragraphs, and conclusion paragraph that states their claim, used evidence and analysis, and technical vocabulary on the topic of whether or not smaller schools are better for students.

Assessment:

Students will answer the eight comprehension questions that accommodate the text. They can do this digitally, via the Teen Biz website or on the printed copy given. This will depend on how many computers are available and digital devices.

 

Newsela Article

“Opinion: Our Actions Today Can Help Save the Planet Tomorrow”

by Kevin Quinn

Lesson Plan 2 Days (45 minute classes)

ELA Grade 6 Florida State Standards:

LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings.

LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details, provide a summary of the text distinct from personal opinions or judgements.

LAFS.6.W.1.2 (a-d): Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes, use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clarity.

Learning Goals/Essential Questions:

  • Students will effectively formulate an argument based on evidence that is collected from a given text. How do I trace and evaluate an argument and find specific claims?
  • Students will participate in a Socratic seminar to communicate and convey their understanding of an informative text. How do I annotate and find details that support main ideas?
  • How do I use annotations and notes to help convey my understanding of an informative text?
  • Students will read grade level texts effectively.

Materials:

Computers or digital devices that have access to the internet.

Newsela article (digital or print copy), “Opinion: Our Actions Today Can Help Save the Planet Tomorrow” by Kevin Quinn https://newsela.com/articles/kquinn-climateoped/id/16239/

Pens, pencils, highlighters, paper, Cornell Notes

Anticipatory Set (10 minutes)

Students will complete a quick-write about their knowledge/opinions about global warming.

Activity:

  • Students will read the Newsela article, Our Actions Today Can Help Save the Planet Tomorrow. Students may choose to read the article online (if they have a device to do so). This will be done independently.
  • Students will annotate the text and write Cornell notes.
    1. Circling words they do not know
    2. Highlighting main ideas in yellow, and highlighting details in green.
    3. Writing notes in the margins that help them to understand the text or ask questions they may have.
  • Students will work with a partner to discuss what they read and make clarifications to their comprehension of the text. Students will edit and revise Cornell notes.
  • Students will participate in a Socratic seminar on the topic from the article. Students will need to use their annotations, article, and graphic organizer to aid in the debate. Students will take turns speaking on behalf of their position on the topic.

Socratic Seminar Set-Up:

  • Arrange desks into two circles, an inner and an outer circle.
  • Students will be randomly selected to sit in the inner circle, which is the discussion circle.
  • Students sitting in the outer circle will take notes on the discussion.
  • Students will then switch from the inner to the outer circles and vice versa after 20 minutes of discussion.
  • When there is 10 minutes left of class (day 2), reflection on the topic and their understanding of the topic based on the seminar activity.

Closure:

Students will write a four to five paragraph summary that includes an introduction paragraph, two to three body paragraphs, and conclusion paragraph that states their claim, used evidence and analysis, and technical vocabulary on the topic of whether or not smaller schools are better for students. This may be typed and emailed or shared on Google docs.

Assessment:

Students will answer the eight comprehension questions that accommodate the text. They can do this digitally, via the Newsela website or on the printed copy given. This will depend on how many computers are available and digital devices.

 

Newsela Article Visual Presentation

“Opinion: Our Actions Today Can Help Save the Planet Tomorrow”

by Kevin Quinn

Lesson Plan 3-4 (45 minute classes)

ELA Grade 6 Florida State Standards:

LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings.

LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details, provide a summary of the text distinct from personal opinions or judgements.

LAFS.6.W.1.2 (a-d): Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes, use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clarity.

LAFS.6.W.3.8: Gather relevant information from multiple print and digital sources, assess the credibility of each source.

LAFS.6.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, or trying a new approach.

Learning Goals/Essential Questions:

  • Students will effectively create a visual presentation on the topic of global warming. How do I find and gather reliable and valid resources for my presentation? How does a visual presentation enhance my knowledge on a given topic?

Materials:

Computers

Newsela article (digital or print copy), “Opinion: Our Actions Today Can Help Save the Planet Tomorrow” by Kevin Quinn https://newsela.com/articles/kquinn-climateoped/id/16239/

Pens, pencils, highlighters, paper, Cornell Notes

Anticipatory Set (10 minutes)

Students will review Cornell notes and annotations on previous Newsela article: “Our Action…” by Kevin Quinn.

Activity:

  • Model and review with students the writing process: prewrite, rough draft, edit, revise, publish/final draft. Students will take Cornell notes on the process.
  • Students will create their own prewrite/plan for their visual presentations on global warming. Students can do a power-point, wiki, wevideo, or other visual digital media of their choice (approval by teacher).
  • Students will write a rough draft for their slides of their presentations. Students will peer edit and revise rough drafts.
  • Students will complete the final draft of their visual presentation. Students will finish drafts at home if needed.

***Students will need to access other resources for additional information on global warming.

Closure:

Students will share presentations. Students will write a reflection on their process of completing the project and what additional knowledge they gained on the topic.

Assessment:

Student presentations.

 

 

 

 

 

 

 

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