Castle 1

Kylie Castle
Professor Papacek
TEL 311
17 April 2015
Teaching Objectives
Lesson Plan
Students will watch a ten minute introduction video of a murder in their
town, and the controversies surrounding two of the suspected murderers.
They will then be given four different pieces of evidence (one news article,
one web article, and two different blog posts) that support the different ideas
of who the murder could be.
Using the different sources, students will then evaluate the evidence
and determine which articles have the most useful and legitimate evidence.
They will then determine who they think the murderer is based on the
evidence provided.
They will then be given ten minutes to respond, by searching the web
for evidence of their own. This will allow students to distinguish which
sources are useful and which sources are not.
Students will then transition by separating into groups based on which
of the two murders they think committed the crime. In their groups they will
have thirty minutes to share research and compare evidence. They will
decide which pieces of evidence are necessary to support their case. As a
group, the students will write a one page argument using supporting
evidence and arguments. They will then select two group members to
present their data to the class. After presentations I will reveal who the
murderer was, and we will discuss as a class what evidence was found and
how we should properly analyze sources.

Castle 2
After this activity 90% of my students will be able to determine what
can be used as a primary source. All of my students will have the tools to
determine what sources will help support and develop their ideas. They will
also be able to distinguish what information is most useful when writing an
argumentative essay.

Objective Writing Template

Domain: Cognitive

Castle 3
Action Verb (Behavior): Analyze
Conditions: Students will be given four different pieces of evidence, which
they will analyze the articles and decide which sources are most valuable.
Degree/Criteria: Using the different sources, students will then analyze the
evidence and determine which articles have the most useful and legitimate
evidence. They will then determine who they think the murderer is based on
the evidence provided.
Complete Statement: Students will watch a ten minute introduction video of
a murder in their town, and the controversies surrounding two of the
suspected murderers. They will then be given four different pieces of
evidence (one news article, one web article, and two different blog posts)
that support the different ideas of who the murder could be.
Using the different sources, students will then evaluate the evidence
and determine which articles have the most useful and legitimate evidence.
They will then determine who they think the murderer is based on the
evidence provided.
Domain: Affective
Action Verb (Behavior): Respond
Conditions: They will then respond by searching the web for evidence of their
own. This will allow students to distinguish which sources are useful and
which sources are not.
Degree/Criteria: They will be given ten minutes to search the web.
Complete Statement: They will then be given ten minutes to respond, by
searching the web for evidence of their own. This will allow students to
distinguish which sources are useful and which sources are not.
Domain: Psychomotor
Action Verb (Behavior): Transition
Conditions: Students will then transition by separating into groups based on
which of the two murders they think committed the crime.

Castle 4
Degree/Criteria: In their groups they will have thirty minutes to share
research and compare evidence. They will decide which pieces of evidence
are necessary to support their case. As a group, the students will write a one
page argument using supporting evidence and arguments. They will then
select two group members to present their data to the class. After
presentations I will reveal who the murderer was, and we will discuss as a
class what evidence was found and how we should properly analyze sources.
Complete Statement: Students will then transition by separating into
groups based on which of the two murders they think committed the crime.
In their groups they will have thirty minutes to share research and compare
evidence. They will decide which pieces of evidence are necessary to support
their case. As a group, the students will write a one page argument using
supporting evidence and arguments. They will then select two group
members to present their data to the class. After presentations I will reveal
who the murderer was, and we will discuss as a class what evidence was
found and how we should properly analyze sources.
After this activity 90% of my students will be able to determine what
can be used as a primary source. All of my students will have the tools to
determine what sources will help support and develop their ideas. They will
also be able to distinguish what information is most useful when writing an
argumentative essay.