Shanice Solomon

FRIT 7234 Mini Lessons

The Outsiders Novel Study

Mini Lessons:

Topic: “What is self-defense?”

Grade: 6

Mini Lesson Focus: Research of laws relating to our Novel Study

Standards:

Georgia Standards of Excellence:

ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
ELAGSE6RI7: Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
ELAGSE6SL5: Include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information

ISTE Student Standards:

1a. Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes.
3a. Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3b. Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
3d. Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions.
4b. Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.
AASL
AASL1A2 Recalling prior and background knowledge as context for new meaning.
AASL1B1- Using evidence to investigate questions
AASL2A2- Adopting a discerning stance toward points of view and opinions expressed in
information resources and learning products
AASL2B2- Evaluating a variety of perspectives during learning activities

Digital Fluency standards:

DIF1.B Learners create effective and efficient search queries
DIF1.C Learners select digital search tools based on their effectiveness and efficiency
DIF1.D Learners select and apply appropriate search strategies to effectively and
efficiently locate reliable digital information related to their academic learning goal(s)
Lesson Overview: Students will research laws relating to self-defense and what it takes for
this ruling to occur in the courtroom. This is to tie in with a novel study on The Outsiders by
S.E. Hinton. Special attention is paid to the question as to whether or not the character Johnny
is guilty of murder or acted in self-defense.

Anchor Text: The Outsiders by S.E. Hinton

Learning Objective(s):
● Students will use research skills to help them create a definition of self-defense.
● Students will create a multimedia presentation of their findings.
● Students will discuss their inquiry process and conclusions made towards the claim of
whether or not Johnny is guilty.

Curated Resources: These curated resources will assist students when compiling research on
laws related to self-defense.

Inquiry Focus:
Authenticity: integration of a real-world connection, determining what self-defense actually
means, considering current cases involving determination of self-defense
Deep Understanding: Laws related to self-defense depending on location and time period
(students should compare these during their inquiry).
Appropriate Use of Technology (SAMR)- modify the task design by having students present
the information through a podcast using Anchor.fm, a video presentation using Flipgrid or
create an infographic using Canva.

Vocabulary/terms: self-defense, law, statute, ruling, characterization, evidence, claims, guilt,

innocence, case, inquiry, conclusion

Guiding Questions: How does your definition of self-defense affect your claim of whether or
not Johnny is guilty? How should you start your search on this topic? What prior knowledge do
you have from reading the text? How is Johnny seen to law enforcement or others outside of
his main group? Does this affect possible decisions about whether or not he is guilty of
murder?

Instructional tools: padlet, anchor text (The Outsiders), chromebooks, anchor.fm, canva,
flipgrid, Google Docs

Activity:
Students will perform an inquiry on laws related to self-defense. This will include examining the
location and time period (students should compare these during their inquiry). This is a
structured inquiry since this will be an early use of inquiry based learning. I will be a guide for
students, so a majority of their inquiry and creation stage will occur in the classroom. However,
students will have the opportunity to work at home. Prior to this lesson, students will have
learned about research tools and ethical research. They also will have read The Outsiders up
to chapter 4, after the event in which Johnny, the Greaser, kills Bob, the Soc. All sources found
should be curated onto a Google Doc so that it can be referenced once they move on to the
creation stage. They will annotate each source, summarizing and noting the relevancy to this
activity.

At the culmination of the lesson, students are put into groups to create a presentation of the
information they find from their inquiry. Students are expected to discuss their inquiry process
and conclusions made towards the claim. Each group will be composed of students who are in
one of the following categories: Believe Johnny is guilty or believe Johnny acted in self-
defense. Students have the options of the following presentation tools: Canva, Flipgrid and
Anchor (podcast). They may use other presentation tools, but it must be approved by the
teacher. Students also will utilize Galileo and Google Scholar for their inquiry on the laws of
self-defense.

Assessments:

Formative
Students should evaluate their sources by looking at the source type (dot com, dot org, etc.)
and using the CRAAP test or another form of source evaluation.Throughout their research, it
should be clear that their list sources are reputable and relevant to their inquiry.

Summative
Based on their presentations, the teacher should see the student's ability to cite textual
evidence as well as their understanding of self-defense (ability to summarize what it means
and analyze how it pertains to the novel study and the sources they’ve found). Teacher will
also examine the student’s ability to demonstrate how their definition of self-defense affects
their claim of whether or not Johnny is guilty?
Topic: “Is Johnny Guilty?”

Grade: 6

Mini Lesson Focus: Rules of Debating/Making a claim

Standards:

Georgia Standards of Excellence:

ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
ELAGSE6RI7: Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.

ISTE Student Standards:

1a. Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes.
3a. Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3b. Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
4b. Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.

AASL
AASL1A2 Recalling prior and background knowledge as context for new meaning.
AASL1B1- Using evidence to investigate questions
AASL2A2- Adopting a discerning stance toward points of view and opinions expressed in
information resources and learning products
AASL2B2- Evaluating a variety of perspectives during learning activities

Digital Fluency standards:

DIF1.B Learners create effective and efficient search queries
DIF1.C Learners select digital search tools based on their effectiveness and efficiency
DIF1.D Learners select and apply appropriate search strategies to effectively and
efficiently locate reliable digital information related to their academic learning goal(s)
Lesson Overview: Students will research the rules of debate in groups of 2-3. This is to tie in
with a novel study on The Outsiders by S.E. Hinton. The topic of debate is whether or not the
character Johnny is guilty of murder or acted in self-defense. Students must use textual
evidence as well as their sources on self-defense in their arguments. At the culmination of the
debate, students will write an argumentative essay on the topic in question.

Anchor Text: The Outsiders by S.E. Hinton

Learning Objective(s):
● Students will use research skills to determine the most effective set of rules of debate.
● Students will evaluate sources to determine credibility and relativity to the topic.
● Students will discuss their inquiry process and conclusions made towards the claim of
whether or not Johnny is guilty.
● Students will debate, using curated resources on debate and prior knowledge of the
novel.
● Students will summarize their findings, with evidence, in extended response form.

Curated Resources: These curated resources will assist students in understanding what
debate is and its parts.

Inquiry Focus:
Deep Understanding: making arguments/claims and providing supporting evidence
Appropriate Use of Technology: Students share resources on Padlet (can be accessed at
home or school).
Assessment: Student tasks directly correlate to the learning objectives.

Vocabulary/terms: debate, self-defense, claim, textual evidence, curation, relevant, reliable,

evaluation, resource, characterization, rebuttal, opening statement, closing statement

Guiding Questions: How is a debate structured? What is the best way to prepare for a
debate? How can you support your argument?

Instructional tools: padlet, anchor text (The Outsiders), chromebooks, Google Docs
Activity:
After student inquiry into self-defense, they will be placed into groups of 2-3 based on their
claims as to whether or not the character Johnny is guilty of murder or acted in self-defense.
In these groups, they will first research the rules of debate, curating relevant and reliable
resources that help them demonstrate knowledge of these rules. This search can be through
Galileo or Google Scholar, Google may be used. After an instructor-modeling of source
evaluation, students will evaluate these sources using the CRAAP test and other evaluation
processes prior to completing this part of the task. A link to a Padlet or other curation web tool
should be emailed to me before preparing for debate.

Instructor will show a video example of a debate, highlighting the roles of those participating.
choose 3 sets of debate rules from student’s curated sources and a vote will determine which
will be adopted during the debate. Once the rules have been established, 2 or 3 students will
be chosen as moderators. Seating will be Fishbowl Style, with debaters and moderators in
the center, and the audience (non-participants) surrounding them. As debaters and
moderators participate in the debate, non-participants will evaluate, noting if arguments
made have proper supporting evidence. They will also examine which argument presented is
the strongest. They will use the form below for the evaluation.

We will rotate until all students have entered the fishbowl for debate. Then the class will
debrief at the end of the debate, discussing the arguments and supporting evidence, which
was stronger, and how it may affect their opinions on the question of Johnny’s guilt. Students
will use their knowledge of the novel, the resources they’ve gathered, and their takeaways
from the debate to write an argumentative essay on whether Johnny is guilty of murder or
acted in self-defense. This will be typed in a Google Doc and shared with the instructor.
Drafts will be reviewed and comments added by the instructor to make any corrections.
Students will then turn in their final draft.

Assessments:
Formative-
Curated list of debate resources
Debate- demonstrate knowledge of debate rules, use of textual evidence from The Outsiders
(with attention to characters in Chapter 4), knowledge of self-defense (whether for or against
this claim)

Summative
Argumentative essay- Summarization of findings, use of textual evidence, clear claim made
with supporting details, bibliography.

Topic: Examining how we use sources

Grade: 6

Mini Lesson Focus: Ethical Use of Information

Standards:

Georgia Standards of Excellence:

ELAGSE6RI7: Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
ELAGSE6W6: Use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others.
ELAGSE6SL2: Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

ISTE Student Standards:

1a. Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes.
3a. Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3b. Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
4b. Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.

AASL
AASL1B1- Using evidence to investigate questions

Digital Fluency standards:

DIF1.B Learners create effective and efficient search queries
DIF1.C Learners select digital search tools based on their effectiveness and efficiency
DIF1.D Learners select and apply appropriate search strategies to effectively and
efficiently locate reliable digital information related to their academic learning goal(s)
Lesson Overview: Students will use the digital fluency model to evaluate sources and learn
how to properly give credit.

Anchor Poster:

Learning Objective(s):
● Given a group of sources, students will practice evaluating reliability.
● Students will research a topic of choice and curate sources with appropriate citations,
demonstrating an ethical use of information.
● Students will provide feedback to classmates on their ability to properly credit sources.

Curated Resources: These curated resources will assist with understanding what ethical use
of information should look like.

Inquiry Focus:
Deep Understanding: what makes a source credible and the effects of copyright
infringement
Appropriate Use of Technology: Students take notes on the Good Notes app (can be
accessed at home or school).

Vocabulary/terms: ethical, resources, research, copyright, citation, references, credibility,

query, inquiry, information

Guiding Questions: What does ethical mean? What ways can you give an author of a
resource proper credit? What makes a source credible or not?

Instructional tools: padlet, chromebooks, ipads, Google Docs, think aloud article, Good
Notes, Promethean board, Animoto, Screencastify

Activity:
We will be deciding how to use resources in our queries and how to properly credit them. This
will help with future lessons in which we must do research. We will start with a think aloud,
using an excerpt from a Rolling Stone article on how music execs are buying beats and are
not crediting the original creators (some from TikTok). The discussion will be centered around
fairness of the use of the beat. The teacher will use Good Notes to save student thoughts on
the article, leading students to an activity on copyright.

How to give proper credit:

Using the appropriate sources from the Curated list on Padlet as well their own research,
students will explore what copyright is and how to avoid it. To do this, students must use the
fluency model. The teacher will model this with a sample topic, demonstrating on the
promethean board the steps taken. Students should come to the conclusion that sources must
be cited properly. All sources found credible should be curated onto a Padlet and shared with
the teacher. Students will present their findings on copyright through a short video (edited on
Animoto) with a credit roll at the end or screencast best sources on avoiding copyrighting (with
audio explanations) using Screencastify.

Next students will view a slide presentation and take notes (through Good Notes) that
reviews how to determine source credibility. A Think, Pair, Share activity at the beginning of
the slide presentation, prompting students to answer what makes a source credible or not.
Afterwards, students take notes on slides 3-17 (instructor will highlight what they should note
on the promethean board). The culminating activity to the notes will be to rate a list of sources
from most credible to least credible. They will submit this rating via a Google Doc. They will
share their thoughts with the same partner from the Think Pair Share pairing earlier by sharing
the document with them. They must also share the document with the instructor.

Lastly, students will take a quiz through Quizziz to test their knowledge of finding credible
sources.

Assessments:

Formative-
Curated sources on copyright using Padlet
rating sources on credibility

Summative-
Presentation on copyright research findings using the fluency model
quiz on source credibility

Mini Lessons Reflection:

When thinking about how to design my mini lessons, I thought about how to

integrate information fluency and inquiry-based learning into lessons I have previously

taught. I wanted to use highly engaging and effective lessons and enhance and extend

them. As I developed my content, I thought about what web tools would best enhance

and extend learning in the classroom. The lesson on the laws of self-defense in relation

to the character Johnny in The Outsiders (which I previously loved doing) has now

enhanced and extended student learning by allowing students to research and evaluate

the information they take in using tools like Anchor (podcasting) and Flipgrid (video

creation).

The peer evaluation was very helpful in helping me see what holes may be

present in my lessons. It is always great to have another set of eyes on the things we

create because we never know how another person could perceive it. I was able look

back and improve areas like “technology motivates students to start the learning

process” and “ technology causes a shift in the behavior of the students, where they

move from passive to active social learners (through co-use or coengagement).” The

suggestions really helped guide my edits as well as how to formulate the other mini

lessons.
 At the beginning of the summer semester, I really did not know if I could get a

good grasp of information fluency, inquiry and technology integration. I had a knowledge

base of these concepts, but being able to integrate into teaching was something that I

wasn’t too clear on as far as how it looked in practice. I am now much more

knowledgeable about how to implement them in my classroom. I have thought much

more thoroughly about how I choose activities, resources and overall how to plan

instruction more effectively.