Manhattan College

Education Department
Learning Segment Template
Grace Arias
Number of lessons: 5
Unit Plan: 5 out of 5
Subject: English
Grade Level: 10th Grade
Learning Segment Title: Determining and Evaluating Evidence-based claims (2 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 made this documentary convincing?
- Did you see yourself in the documentary?
- How is it applicable to what you see/hear on a daily basis?

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:
- Teachers will work one on one with students who need extra assistance with the writing
assignment.
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, and 3.
-

10. References
- Platt, B (2010) “​Writing Rubric Exposition​” Retrieved April 26, 2020 from
https://www.slideshare.net/GjDarma/writing-rubric-exposition

Day 5:

Learning Objectives​: Students Assessments​: (include evaluation

will draw a conclusion criteria for formative assessment)
- Summative Assessment:
Write a letter to a Source

Procedure: ​Include an estimate of how much time you will allot for each phase below:

Anticipatory Set ​(hook, motivation, etc. to ​ENGAGE​ students)

- Do Now Slip Handout #1​ Students will answer the following prompt: Reflect on
yesterday’s documentary “​The Merchants of Cool.” Answer the following questions:
What made this documentary convincing? Did you see yourself in the
documentary? How is it applicable to what you see/hear on a daily basis? (3
minutes)
 - Answers will be discussed as a class and written on the whiteboard (5 minutes)
Initial Phase ​(instruction – direct/indirect)​ EXPLORE
- An “Evidence-Based Claim Example” Handout #2 will be modeled to students on the
project and given to students as a hand-out. This example models how the teacher
identifies a main idea of the documentary, evidence that supports that main idea ,
an explanation which examines the evidence and an evidence based claim (10
minutes)
- Students will be asked to pay close attention to this modeling because they will
be asked to complete this sheet afterwards

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

- Students will be split up into three groups, and each group will be assigned one of the
three sources we explored in the previous lessons. The directions are the following:
- In order to complete the ​“Evidence Based Claim Example” Handout on your
groups assigned source, you must look back at previous handouts that help you
identify the main idea of the source, evidence that supports this main idea, an
explanation which examines the the evidence and finally ​a evidence-based
claim which clearly explains the documentary's argument based on the
evidence. Be sure that each section is completed thoroughly with 2-3
sentences. (15 minutes)
- After group work, students will fill in each section on the whiteboard.
Students will then be able to ask each group some questions. (10
minutes)
Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap
up lesson)
- Students will independently begin “Writing an Open Letter to a Source” Handout #3 after
directions are read and the rubric is reviewed by the teacher:
- Your task is to write a letter to a source of your choice. Be sure to look back at
your rubric to understand your expectations. You have three goals to accomplish
in this letter:
- 1. Compose a claim by answering our main question: and explaining your
answer.
- 2. Choose one source that supports this claim (you should mention the
main idea of this source here)
 - 3. Use at least​ three ​pieces of evidence from the source to support your
claims. Be sure to examine and explain this evidence (suggestion: look
back at the ​“Evidence Based Claim Example” Handout for this step)
- 4. Make your letter convincing by using the vocabulary we have learned
throughout the week. The letter should show your understanding of the
claim and it’s evidence while also adding your own creative voice and
opinion.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
- Students will complete ​ “Writing an Open Letter to a Source” Handout #3 for homework
as a draft before publishing their letter.

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