Manhattan College

Education Department
Learning Segment Template
Grace Arias
Number of lessons: 5
Unit Plan: 3 out of 5
Subject: English
Grade Level: 10th Grade
Learning Segment Title: Gathering Evidence from a Guest Speaker
Length: 50 minutes

1. Central Focus
●​A description of the important understandings and core concepts that you want students to develop
within the learning segment. It should go beyond a list of facts and skills, align with content standards,
and learning objectives, and address ​the subject-specific components​ in the learning segments.

- The students will make judgements about responsibility on social media and they
will do this by reading articles, watching videos, communicating with peers and
composing their own individual thoughts and claims. This learning segment will
also serve as a building block for future argumentative papers in order to ensure
that they can make valid arguments. This topic will also guide students to make
meaning of the importance of privacy on the internet. Students can ​integrate and
evaluate multiple sources of information presented in different formats in
order to address a question or solve a problem.

3. Essential Questions
●These questions are 2-5 simple, thought-provoking questions that identify the
essential purpose of the unit plan/learning segment, clarify its focus and are written in
student-friendly language.
- What are some questions we can ask our guest speaker?
- Was anything that the speaker said a violation of your privacy?
- Do their thoughts reinforce or challenge your opinion?
- What information has been similar or different about the resources we have
learned about thus far?

4. Learning Standard
●NYS relevant standard used in the entire learning segment.
CCSS.ELA-LITERACY.RI.11-12.7
 Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.

7. Differentiation:
- Students who have trouble listening or concentrating will be placed at the front of the
room to be seated in front of the guest speaker.
8. Academic Language:
- Students will have to engage with the following vocabulary: evidence, argument, opinion,
reliable, agree, disagree, claim.
9. Resources and Materials
●​White board, Projector, Handout #1, 2 and 3.

10. References
- Jacobs, M (2020). Discussion Web Retrieved March 7th, 2020 from ​Post-Reading
Strategies - Week 8.pptx
- Guest Protocol Worksheet Retrieved March 8th, 2020 from
https://bhs.banning.k12.ca.us/documents/Webmaster/General%20Forms/Guest%20Speak
er%20Student%20Handout.pdf
- Sader, D (2015). Reflection Rubric Retrieved March 7th, 2020 from
https://iblog.stjschool.org/religions/2009/02/10/7-2/
- Corbis, O (2012). Retrieved February 20, 2020 from
https://theweek.com/articles/476492/digital-shadow-how-companies-track-online

Day 3:

Learning Objectives​: Students Assessments​: (include evaluation

will: form questions in order to
gather evidence for an
argumentative essay
criteria for formative assessment)
- “Reflections Worksheet”
Homework Handout #3
with a Personal Reflection
Evaluation Form

Procedure: ​Include an estimate of how much time you will allot for each phase below:
 Anticipatory Set ​(hook, motivation, etc. to ​ENGAGE​ students)
- Students will complete the Do Now Handout #1 independently:
- List 3 questions you want to ask the guest speaker about privacy. Look back at the
“How to effectively approach an argument” worksheet if you are having trouble
thinking of something. Remember to keep yesterday and Monday’s lessons in
mind in order to help you make a reflection later. Be sure to LISTEN and take
notes (it will help you compose your evidence-based claim).
(5 minutes)
- Students will be reminded to think about past articles and worksheets from the
prior lessons.
Initial Phase ​(instruction – direct/indirect)​ EXPLORE
- Students will take notes on the Guest Protocol Handout #2 and ask questions while
listening to the guest speaker. (25 mins)
Middle Phase ​(practice-guided/independent)​ EXPLAIN
- After our speaker leaves, a discussion web graphic highlighting our thought-provoking
question from Day 1--​should prospective employers be able to check your social media
account?--​will be displayed on the projector. Students will be asked to draw this graph in
their notebooks and as a class we will use the information from our guest speaker and one
other source to fill in the chart.
Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap
up lesson)
- Students will independently complete Handout #3 Post-Speaker Reflection: (10 mins)
- Write a reflection on the presentation provided by the guest speaker. Include
information about what you learned, what other information you may want to find
out, what you found interesting, and what type of speaker they were. Use your
notes to be sure you answer the two following questions: Was anything that the
speaker said a violation of your privacy? Do their thoughts reinforce or challenge
your opinion? The reflection should be well-thought out and thorough, and
specific.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
- Students will complete ​Homework Handout #3:
- Think about the 3 sources we have examined based on internet privacy (the Ted
Talk, the article “​How companies track you online”​ and our guest speaker). What
 information was different about all three sources? What information is similar? Is
there one source you agree with the most and why? Which source challenges or
goes against your opinions and why? Be sure to use at least 3 direct quotes from
the sources in your answer. Please complete this in 10-12 sentences.

Materials: ​(items, technology, etc.) ​White board, Projector, Handout #1, 2 and 3.