Differentiated Learning Plan Project Template

Name: Abigail Wisniewski

Grade Level: 10

Unit Topic/Theme: ‘To Kill a Mockingbird’ (ch. 16-20: the court scenes); Argumentative Essays

Unit Plan Sketch – Part One: Develop KUDo’s for your unit. Use correct format and be comprehensive in
content.
CCSS.ELA-Literacy.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.1.c

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.9-10.1.d

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagree

CCSS.ELA-Literacy.SL.9-10.3

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.ment, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.W.9-10.1.a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.9-10.1.b

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience's knowledge level and concerns.

Know
● Definitions of ethos, pathos, logos
● Definitions of justice, empathy, courage, and prejudice
● Components of an argument
○ Introduction, thesis, claim, counterargument, rebuttal, conclusion
● Background of ‘To Kill a Mockingbird’
○ The Great Depression
○ Overview of the Scottsboro Boys case
○ Jim Crow Laws
○ Idea of “Separate but equal”
Understand
● Understand that people use, and sometimes manipulate ethos, pathos, and logos to give an
argument.
● Understand that we use argumentative tactics everyday
● Understand that age, social standing, and formal education are not prerequisites for recognizing
right from wrong.
● Understand that where a person is from may affect how they perceive others or situations.
● Understand that you do not have to agree with someone to understand their argument.

Do
● Write an argument using ethos, pathos, and logos
● Consider how one person can combat injustice
● Consider how an individual's attitudes, prejudices, and biases have roots in their personal and
/or community past
● Write arguments to support claims in an analysis of topics or texts, using valid reasoning and
relevant and sufficient evidence.
● Defend whether Atticus is a hero

Unit Plan Sketch - Part Two: Write a short paragraph that explains EVERY teaching day of your unit.
Incorporate any of the differentiated strategies or techniques we have discussed in class or read about in
your textbook as you see fit. You are NOT required to demonstrate differentiation on every day of your
unit, but I should see multiple examples.

Day One: To introduce students to the idea of ethos, pathos, and logos, I am going to start the class by
making some claim that most students would disagree with like, “Every student should wear uniforms.” I
would ask for their feedback—whether they agree or disagree and why. Then I would explain three
reasons I might argue for uniforms, using ethos, pathos, or logos in each reason. From there, I would give
definitions to the students for them to put in their interactive notebooks (either freehand or with a guide
students can fill in to differentiate process for readiness), and we would look at example essays.

Day Two: We see people making arguments everywhere, and I think it is important for students to
understand how people phrase things a certain way because they are working towards an intended
effect. There will be stations around the room with different examples— newspaper editorials,
comments from social media, blogs, political campaign ads, essays. Each will be worth a certain number
of points. Students will have the class period to read several different arguments (must reach *10
points), and answer questions with a guided worksheet about how the authors use ethos, pathos, logos.
Scott and Emma will be writing ways to improve the arguments they read.

Day Three: Today, we are going to analyze the court scenes (which we have already read) in To Kill a
Mockingbird as a class by reading sections aloud, and stopping along the way to clarify/discuss, which
should help Sarah to understand. Rather than “just reading,” we will assign parts at the beginning of the
class for characters and narration. Students can volunteer for this part, which allows high achieving
students or students looking to push themselves to be active. The rest of the students will be split into
groups of 2-3, and will have Post-It notes to cite page numbers and line, and as they recognize ethos,
pathos, logos in the court proceedings, they can bring them up to a three-columned board labeled with
each and place it where they think it goes. Afterwards, we will discuss their observations as a class, and
wrap up by discussing what effect Atticus was going for, and what effect it had.

Day Four: Now that we have a grasp on argumentative appeals, we are going to practice using them by
doing a debate carousel. Students will be split up into groups of three, and each group will have a
different prompt based on readiness. Students will each have a piece of paper, separated into three
sections. In the first section, students will respond to the prompt with a claim or belief and provide
reasoning. Groups who may be struggling (Brian, Kristen, Madison, David, Oscar and Sarah) will have
materials with more outline to help them along, and will respond in the first box with one supporting
reason. Other groups will have 2-3. Then they will pass the sheets, read the first box, and write
something to support the first claim (even if they disagree with it), and then pass again. The third person
will write a counter-argument (even if they disagree with it). After that, there will be instructions on
what to look for on your original sheet (underline the reasons given for the counterargument, comment
on the supporting claim, highlight an example of ethos). For the group with more scaffolding, the first
box will require ethos arguments, pathos in the second, logos in the third. Groups who need more of a
challenge will write something for ethos, pathos, and logos in each box. I will also hand out rubrics for
the upcoming argument project and assign them to come to class with three ideas.

Day Five: Students will select their project and topic, and begin working. The rubric differentiates
product by student interest. I will provide a template for students to reference that has the basics of an
argument, as well as resources on my website (addresses readiness). If students feel ready, they may
begin working on their outline, but I will also go through it at a separate table if students aren’t sure yet
(readiness). Students may begin researching and writing their outline. No matter what project they are
doing, students must write an outline of their argument including an opening paragraph with a thesis
statement. For lower-achieving students, I will have extra resources available (suggestions, templates,
definitions). The outline must be approved before they can proceed with their project. I will play devil’s
advocate for each project and suggest some counter-arguments for them to look into, according to the
level of challenge they need. Scott and Emma will be selecting a topic that they can present publicly
(school board, newspaper, city council, etc.).

Day Seven: Day six would be a work day where students who need help could ask questions. On day
seven, we would begin doing presentations. Each student will have 5-6 minutes to present, so it would
be a two-day process. On Post-Its, students would also write down one thing each person did well, and
one thing to make each person’s argument stronger. I will collect Post-Its after each presenter and put
them in an envelope for students and give it to them at the end of class so they aren’t distracted
immediately after.

Long Form Lesson Plan: Clearly define differentiated techniques for specific students in the right hand
column of the lesson plan.

Concordia Long Form Lesson Plan

Name: Abigail Wisniewski Grade Level: 10

Topic/Central Focus Subject: English
‘To Kill a Mockingbird’; Arguments
Time Frame: 90 min. (Day 4)

Standard(s) to be met in the lesson:

CCSS.ELA-Literacy.SL.9-10.1.d

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreements

CCSS.ELA-Literacy.W.9-10.1.a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.9-10.1.b

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience's knowledge level and concerns.

Learning Objective: Assessment Tool(s) and Procedures:

Students will be able to make claims, Debate Carousel Sheet
counterclaims, and consider opposing
arguments.

Research-Based Best Practice used in lesson and why it is appropriate/useful

Student Engagement used throughout the lesson

Students will continuously be writing, discussing, or analyzing.

Key Vocabulary:
Claim, counter-claim

Materials: Technology:
Debate Carousel guides, Prompts on tables Visual timer
Faith/Values Integration:
Students are going to disagree and be disagreed with in their lives. I want to show them
how to consider arguments respectfully, and give them the opportunity to consider ideas
from another’s point of view.

Assets (Knowledge of Students: personal, cultural, community)

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest,
learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students
with IEPs or 504 plans)

Students will be split into groups based on readiness, and their prompt will also address
their readiness to engage the idea of ethos, pathos, logos. For the groups of struggling
students, each column will be labeled either ethos, pathos, or logos, so they only have to
focus on one at a time. For students who are ready for it, they will include examples of
ethos, pathos, and logos in each column.

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students
We are going to begin by looking at a blatantly bad Facebook argument from the
comments section, specifically one that says something along the lines of, “You’re
stupid if you think that,” as an example of bad ways to make an argument
because it isn’t constructive. Some will have already done this earlier in the week,
so I will choose a different example. Students will discuss whether or not they
think it is an effective tactic, what could be done better, and why it is important to
have constructive conversations. I will end the hook with an explanation of Dr.
Blanco’s theory that people should begin arguments by acknowledging a strength
of the opposing argument and a weakness of their own.
B) Communicate the purpose of the lesson to students
(objective/assessment)
That will segue us into the objective, which we will read, and then practice.

C) Instructional Sequence
I will have previously arranged the desks according to group, so students will
already be in their groups. I will explain the format of the debate carousel, and
then instruct them to flip over their table’s prompt which will be face-down at their
tables/desk clusters. I will keep the timer and call out when to pass their sheets.

D) Closure: To wrap it up, we will come back together as a class and discuss
what was difficult about that exercise (probably the part where they had to play
devil’s advocate). I will briefly explain the upcoming project and give directions to
brainstorm 3 ideas for potential project topics.
Create the Teaching Tools: Copy/Paste/Create student teaching tools required for the long form lesson
plan day.

Debate Carousel

In the first column, respond to the prompt on your table with a claim. State your opinion, and list one
reason that shows why you are credible in making that claim (ethos). Initial in the bottom right corner.

Pass your sheet to the person on the right. Read their claim, and add a supporting claim (even if you
disagree with it) that appeals to the audience’s emotions (pathos). Initial in the bottom right corner.

Pass your sheet to the person on the right. Read the first two columns, and give a counter-argument
(even if you disagree with it) that appeals to logic or reasoning (logos).

Claim Supporting Counter-

Claim Argument

Debate Carousel
In the first column, respond to the prompt on your table with a claim. Defend your claim using ethos,
pathos, and logos. Initial in the bottom right corner.

Pass your sheet to the person on the right. Read their claim, and add a supporting claim (even if you
disagree with it) that uses ethos, pathos and logos.

Pass your sheet to the person on the right. Read the first two columns, and give a counter-argument
(even if you disagree with it) that appeals to ethos, pathos, and logos.

Claim Supporting Counter-

Claim Argument
Create the Assessments: Copy/Paste/Create two forms of assessment below.

Assessment 1: Day 5-7

Addressing the World

What are you passionate about? What would you fight to keep if someone was taking it away? What
problems do you see within our school? Community? World? What can you do about it? We have been
discussing how to present an argument that can be taken seriously. Consider what we have said about
injustice in the world of Maycomb, Alabama, and think about the problems you see in our world today.
This is not a rant, this is a chance for you to present an argument. Write as if you will be presenting this to
someone who has the power to change it (a policy/lawmaker, parents, teachers).

Step 1. Choose a project

Each project must include an introduction with a thesis (main claim), 3 supporting points/claims,
2 counterclaims, and a conclusion. If you have a brilliant idea for a different project, talk to me!

Visual Presentation Essay Lawyer Showdown Letter to the

Alone or with one partner, Argumentative With a partner, act as opposing Editor
create a visual presentation essay (speech lawyers. Choose a topic, and Write a ‘Letter to
(Powerpoint, Prezi, Emaze). style) defend two different sides of the Editor’
the issue. response to an
issue.

Step 2. Choose a topic

Consider something you are passionate about. This is a chance to articulate your thoughts on
something important to you that you would like to see changed. This could be something like driving age,
curfew, first amendment rights, whether graffiti is art or vandalism, or any persistent problem you see in
the world around you.

Step 3. Outline
Before you begin each student must turn in an outline (even if you are in a group). Your outline
must include…
● A paragraph that introduces your topic
● Thesis (the main claim you are going to make)
● 3 supporting claims (points)
● 2 counter-claims that you are going to address
● Conclusion
These components may be written as single sentences listed in bullet points. If you need to research, you
may. Outlines must be approved before you can proceed.

Step 4. Project
Develop the items in your outline according to your project.
Visual presentation: You must hand in a written explanation of your claim, supporting claims, and
counter-arguments. You may incorporate them in your visual presentation, however, remember that we
never want to just read from a PowerPoint.
Lawyer Showdown: Each “lawyer” must hand in a written version of your argument.

Step 5. Presentation
Every student will be required to present their argument in class. You will have 5-6 minutes to
give us an idea of what claim you are making, why, and how you address the counter-arguments.

*You are not limited to just presenting in class. You have all learned how to create effective discussion,
support your claims, and respectfully address disagreements. If this is important to you, share it! Present it
to a school or city board, put a video on YouTube-- you all have the means to make yourselves heard.

Step 6. Final Analysis

Each student must turn in an analysis of your own argument. In all written work, identify
examples of ethos, pathos, and logos with highlighters and annotations.
 Argument Project Rubric

Outline Final analysis Organization Spelling and Presentation

grammar

3 Outline Final analysis Student effectively Little/no grammar Student was

included all demonstrated organized thesis, 3 or spelling errors. professional, spoke at
necessary knowledge of ethos, claims, 2 counter- an appropriate
components. pathos, and logos claims, and volume, made eye
throughout the project conclusion. contact, clearly stated
with highlights and main claim.
annotations.

2 Outline was Final analysis Student was missing A few Level 3 criteria were
missing 1-2 demonstrated some one component. grammar/spelling mostly met, but
components. knowledge of ethos, errors. wavered in some
pathos, and logos areas.
including a few
examples with
highlights and
annotations.

1 Outline was Final analysis was Student was missing Multiple Two or less Level 3
missing more missing either more than one claim spelling/grammar criteria were met.
than 2 highlights or or counterclaim. errors.
components. annotation.

0 Student did not Final analysis did not Student did not have Could not read Presentation was
turn in an have highlights or any claims, project. unable to be
outline. annotation. counterclaims, understood.
thesis, or
conclusion.
Assessment 2: Day 2

The Arguments Around Us

We are around opinions every day, and people use different tactics to persuade you to agree
with them. Analyze different sources around the room (must add up to 10 points) and answer
the questions below.

Name:

Source 1:

Examples of….

Ethos:

Pathos:

Logos:

What is something that makes this argument strong?

What could the author do to make this argument stronger?

Source 2:

Examples of….

Ethos:

Pathos:

Logos:

What is something that makes this argument strong?

What could the author do to make this argument stronger?

Source 3:

Examples of….

Ethos:

Pathos:

Logos:

What is something that makes this argument strong?

What could the author do to make this argument stronger?

 Differentiated Learning Plan Project Evaluation
(Keep this included in your final submission)

KUDo’s follow correct format, provide clear direction for the unit, and are
comprehensive. /1
0

The unit plan sketch offers a clear understanding of content, teaching

strategies, and varied uses of differentiation. Brief paragraphs are included /1
for each teaching day. 0

The lesson plan includes all listed components with a clear connection from
standard to objective to assessment. Instructional plans are age appropriate, /1
strategic, and engaging. 0

The lesson plan/unit sketch demonstrates differentiated techniques that

addresses specific learning populations. /2
· The needs of the gifted and high achievers were addressed. 0
· The needs of the students with IEPs were addressed.
· The needs of the 5 low performing students were addressed.
· The needs of the student with average skills/varied profile were
addressed.

All teaching tools required to teach the long form lesson plan day are
included and are professionally prepared/shared. /1
0

Two assessments were created to address learner growth and/or proficiency.

The evaluations include two different aspects of either pre-assessment, /1
formative assessment, and/or summative assessment. 0

/7
Total Score: 0
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