Teacher: Peter J. Rice, Ms.

Ed ELA / Technology
Learning Target​: I will conduct research and begin writing for my school newspaper.

Learning Objectives:
Students will be able to… 

● Distinguish claims from opposing viewpoints 

● Identify evidence used to support an opposing point of view 
● Use target academic language to articulate a counterpoint

How does this lesson address our 2017-18 Instructional focus (​student-to-student communication)​ ?
Students will learn to work together, express and listen carefully to ideas, integrate information from oral, visual,
quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve
communicative purposes, and adapt speech to context and task.

IEP Goals:
V09
Jun Will demonstrate initiation skills. Luis Will learn self-advocacy skills.
Christian Will learn functional writing skills. Rafi Will learn following directions skills
Fouad Will demonstrate reading skills Samil Will demonstrate comprehension skills.
Guiyou Will develop social skills. William Will learn self awareness skills .
Isaac Will demonstrate self-advocacy skills. Jennifer Will learn writing skills.
Jadine Will demonstrate self-advocacy skills. Kenny Will develop organizational skills.

Common Core State Standards for English Language Arts & Literacy in History/Social 
Studies, Science, and Technical Subjects  
 
College and Career Readiness Anchor Standards for Reading  
 
Key Ideas and Details  
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite 
specific textual evidence when writing or speaking to support conclusions drawn from the text.  
 
Craft and Structure  
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, 
and figurative meanings, and analyze how specific word choices shape meaning or tone.  
 
6. Assess how point of view or purpose shapes the content and style of a text.  
 
Integration of Knowledge and Ideas  
7. Integrate and evaluate content presented in diverse formats and media, including visually and 
quantitatively, as well as in words.  
 
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the 
reasoning as well as the relevance and sufficiency of the evidence.  
 
10. Read and comprehend complex literary and informational texts independently and proficiently.  
 
College and Career Readiness Anchor Standards for Writing  
Research to Build and Present Knowledge  
8. Gather relevant information from multiple print and digital sources, assess the credibility and 
accuracy of each source, and integrate the information while avoiding plagiarism.  
 
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.  
 
College and Career Readiness Anchor Standards for Speaking and 
Listening  
 
Comprehension and Collaboration  
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse 
partners, building on others’ ideas and expressing their own clearly and persuasively.  
 
2. Integrate and evaluate information presented in diverse media and formats, including visually, 
quantitatively, and orally.  
 
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.  
 
College and Career Readiness Anchor Standards for Language  
 
Conventions of Standard English 
1. Demonstrate command of the conventions of standard English grammar and usage when writing or 
speaking.  
 
Vocabulary Acquisition and Use  
6. Acquire and use accurately a range of general academic and domain-specific words and phrases 
sufficient for reading, writing, speaking, and listening at the college and career readiness level; 
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase 
important to comprehension or expression.  
 
CDOS-Standard 3a—Universal Foundation Skills.1 
Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and 
mathematical functions. 

Vocabulary​: Access, Analyze, Evaluate, Create, and Media, social reality, aesthetic, deconstruct, and disseminate

Materials​:
● Pencil and Independent worksheets. Sheet protectors and dry erase markers

Procedure​:

Anticipatory Set (Hook):

(Whole Group/Modeling)
● The teacher will write two ​statements (arguments) on the whiteboard. For each match, the students will have
to pick which argument is stronger, and justify their reasoning in a short writing response on a piece of paper.
They should support their reasoning by assigning a point value to each argument they select. (Ex: 10=
 extremely effective argument, 1= not effective at all)

-At the end of the exercise, they will tally the total to see which side of the debate had the stronger arguments
overall.

Discussion

Have each partnership share their reasoning with another pair of students. They will compare how they
evaluated the arguments made by the author. Then have students complete the exit ticket.

● The students will be broken into groups a assigned a reading assignment related to their newspaper article that
they will need to break down.

(Guided Practice)-Student Driven

GROUPING STUDENTS RATIONALE

GROUP 1 Guiyo, Isaac, and Jennifer Assigned Cellphone Issue

GROUP 2 Jun, Raf, and Chirstian Assigned Statue Issue. Christian has
been added to this group because
the article was translated and Jun
can help transcribe.

GROUP 3 Jadaine and Samil and Fuad Assigned Pledge Issue

GROUP 4 William, Kenney, and Luis Assigned Kneeling Issue. Luis was
added to group because article has
been translated and Kenny helps to
translate.

● First, the students will be asked to read the article assigned to their group. When finished, they will be asked to
grab either a JUDGE, PRO or CON card based on their initial reactions to the article.
● With their card in hand, have students re-read the article and highlight evidence that supports their group’s
side in green. Have students find at least two pieces of evidence that go against their group’s side and highlight
them in red and written on their PRO/CON graphic organizer. This will help students prepare for a
counterargument.

(Independent Practice)
● Once students have gathered their evidence, they need to put it into an argument. Each side will have five
minutes to present and then one minute each to present a counterargument to the judge. To give each student
a chance to talk, the group can have different group members present different pieces of evidence with their
partner.
● The Judge will ask the interview questions and record the student responses. When finished, the judge will
reveal who had found the best evidence to support their side of the argument.
Differentiation:
1. Engaging Visual Learners​ – Use graphic organizer and visuals with all words.
2. Engaging Auditory Learners​ – Vary pitch and tone of voice to emphasis key facts.
3. Engaging Kinesthetic Learners​ – Physically holding the answers and holding up responses.

Research:​ Carol Ann Tomlinson & Cindy Middendorf

Para Responsibilities:
1. Teacher
a. Prepare all materials and set up the SmartBoard
b. Hand out schedules to student after finding a seat
c. Assist student in checking and following directions
d. Ask wh-questions
2. Para 1:
a. Monitor peer interaction and communication
b. Assist students to remain seated
c. Assist students to respond to Wh’ questions asked by peer or teacher
d. Make sure 1:1 is following along and engaged in the activity
3. Para 2:
a. Positioned near assigned student
b. Assist student with getting and giving out item using gestural cues
c. Assist student in asking Wh’ question to peer (“Would you like ______?”)

There is limited talking by the teacher/paras during this routine. Gesture and picture prompts are used to help aid
independence during the routine.

Assessment​: Exit Questions

Homework (HW): T​he students will have to take their articles with the red and green highlights home and write their
findings on the PRO/CON graphic organizer to help prepare them for the upcoming writing assignment.

Instructional Grouping Chart (1)

Learning Level Student Names Instructional Skill Need Areas

Luis  SANDI Item numbers and descriptions:

Christian  Reading (LV1):

Jadine  ● Sorting Pics into Categories (39)

Group Name: ● Pictures to Retell a Text (37)
Fouad  ● Identifying signs/pics (26/27)
● Identify rhyming words (35)
Level 1 
  Writing (LV1):

  ● Connecting dots / tracing (18-25)

Math (LV1):
 
● Counting dots/sorting/matching/ID numbers
● Name shapes/add to 5 (17-38)

Instructional Grouping Chart (2)

Learning Level Student Names Instructional Skill Need Areas
 Kenney  SANDI Item numbers and descriptions:
Guiyou  Reading (LV2):

Rafi  ● Identify Name of Pics (40-56)

● Read/Decode CVC Words (58-68)
Samil  ● Wh’ Questions for Key details/Character (69-75)
● Identifies Character Emotions (70)
Group Name:   Writing (LV2):

Level 2    ● Copies Letters/words (34-35)

● (Retell) Sequences 5 Picture Cards (36)
  ● (With starters) Writes 2 Sentence with end
Punctuation (40-44)
Math (LV2):

● Solve addition/subtraction word problems,

● skip count, name bills, use number line,
● use symbols to compare numbers,
● select operation sign (40-70)

Instructional Grouping Chart (3)

Learning Level Student Names Instructional Skill Need Areas

Levine  SANDI Item numbers and descriptions:

Jennifer  Reading (LV3):

William  ● Sequence Events in Text (79/82)

● Describes Characters/Setting/Themes (80)
Isaac  ● Compares/Contrasts Characters (85-86)
● Match Synonyms/Antonyms/Idioms/Similes/
  homographs (92-97)
● Answers questions about text (100-109)
  Writing (LV3):
Group Name:
  ● Writes a 5-Sentence Story (46)
Level 3  ● Writes Journal Entry with Main Topic and
Supporting Sentences (48-49)
● Uses quotations, capitalizations, and
punctuation (52-56)
● Writes 2-paragraph report/argument/
request (63-69)
Math (LV3):

● Solve 2-digit word problems, find factor pairs,

● ID fraction parts, multiplication/ division
● Read graphs, solve 4 operations, solve
● 2-step inequalities, convert measurements (73-99)
 Lesson’s Scoring Rubric

Reflection on Lesson
_____________________________________________
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_____________________________________________
Name: ___________________________ Date: _____________________

Exit Slip
Name: ___________________________ Date: _____________________

Homework
Directions:​ Using your questions, write an outline that you could possible use when writing your article for the
newspaper.

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