Manhattan College

Education Department
Learning Segment Template
Grace Arias
Number of lessons: 5
Unit Plan: 4 out of 5
Subject: English
Grade Level: 10th Grade
Learning Segment Title: Determining and Evaluating Evidence-based claims (1 of 2)
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 is written in
student-friendly language.
- What is the main idea of this documentary?
- What claims support this main idea?

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:
- While watching the film, students will be given guided notes in order to follow along and
remain focused on the important information.
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, Post-it Paper, Projector, Handout #1, 2, 3 and 4.
-

10. References
- Mapalo, E (2015). Homework Rubric Retrieved March 13th, 2020 from
https://www.slideshare.net/EmilynMapalo/business-letter-rubric-51342250
- PBS FRONTLINE (2001). Documentary Retrieved March 15th, 2020 from
https://www.filmsforaction.org/watch/the-merchants-of-cool/

Day 4:

Learning Objectives​: Students Assessments​: (include evaluation

will identify a clam, gather criteria for formative assessment)
evidence and draw a conclusion - “Homework”: Write a
letter to PBS

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 be introduced to argumentative terms when they first walk in the classroom
(claim, reason, rebuttal, evidence, counterclaim, credibility, audience, bias, author’s
purpose). The terms and definitions will be written on the whiteboard and students will
be asked to copy these terms in their ​vocabulary notebooks​. Students will highlight
words they did not know. (5 mins)
- Students will be asked to read one term and definition, and they will “show it” by pairing
with a partner to use the word in a sentence and share it out loud. (3 mins)
 Initial Phase ​(instruction – direct/indirect)​ EXPLORE
- Students will be watching the documentary “The Merchants of Cool” by PBS. Handout
#1: DURING THE FILM with guided notes will be handed out. This handout will be
posted on the board and filled out by the teacher throughout the film (with the help of
student answers).
- The film will be stopped at 4 mins and students will turn and talk with their partner to
answer #1 on the sheet: What is the main idea thus far? Students will share their
responses as the teacher records it.
- Students will then independently read #2: “Each time you hear a claim, raise your hand
and the teacher will pause the video. Write each claim you hear below and be prepared to
share it.” Students will share their responses as the teacher records it.
- After students raise their hands and identify a claim, students will then independently
read #3: “Each time you hear evidence to support a claim, clap one time and the teacher
will pause the video. Write each piece of evidence you hear below and be prepared to
share it.” We will do this consistently as a class and all notes will be written on the board.
We will briefly discuss the validity of each piece of evidence (25 mins)

Middle Phase ​(practice-guided/independent)​ EXPLAIN

- Students will engage in a brief group discussion answering: Why are the claims/evidence
we identified important in the context of the film? (5 mins)
- This discussion will prepare them to complete Handout #2: AFTER THE FILM in pairs
chosen by the teacher (10 mins)
- Has the central idea we pointed out in the beginning of the film remained the same? Why
or why not?
- What do the claims we identified say about the major purpose of this film? What would
the director of this film argue?
- How are the documentary’s claims developed by specific evidence? Be specific.
- Do you think we should trust the claims and evidence we identified from this
documentary? Why or why not?
Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap
up lesson)
- Students will independently complete Handout #3 Exit ticket:
- Match each term with the correct definition.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
 - Students will complete ​Homework Handout #4:
- By using your notes and Handout #1 and #2, write a letter (in at least 10
sentences) to PBS explaining at least one claim and one piece of evidence they
used to support that claim. In this letter, explain whether or not you think the
evidence was sufficient for PBS' argument? Do you think this documentary is
credible? Why or why not? ​Be sure to use at least ​4​ terms we reviewed in class
within your response.

Materials: ​(items, technology, etc.) ​White board, Post-it Paper, Projector, Handout #1, 2, 3 and
4.