- I can present an argument about why my focus figure's accomplishments were remarkable. (W.6.1, SL.6.4)
- I can delineate my peers' arguments about why their focus figure's accomplishments were remarkable. (SL.6.3)
- I can paraphrase and reflect on our multiple perspectives about our individual focus figures' accomplishments. (SL.6.1d)
Focus Standards: These are the standards the instruction addresses.
- SL.6.1d, SL.6.3, SL.6.4
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RI.6.1, RI.6.8, RI.6.10, W.6.1, W.6.5, W.6.10, SL.6.1a, SL.6.1b, SL.6.1c
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lesson 10 (RI.6.1, RI.6.8, W.6.1, W.6.5, W.6.10)
- Work Time A: Part I of Present and Delineate Argument: Independent Essay (W.6.10, SL.6.3, SL.6.4)
- Work Time B: Part II of Present and Delineate Argument: Independent Essay (W.6.10, SL.6.3, SL.6.4)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - RI.6.8 (5 minutes) 2. Work Time A. Present and Delineate Argument - SL.6.3, SL.6.4 (20 minutes) B. Share Peer Feedback - SL.6.4 (10 minutes) 3. Closing and Assessment A. Reflection Discussion - SL.6.1d (10 minutes) 4. Homework None for this lesson |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Prepare the groups of four in advance. Ideally it would be good to mix the students so they are with three other students who researched a different focus figure than they did. Assign students to their roles as appropriate, rather than having them choose once in their groups.
- Also prepare the presentation order for each of the groups, and who will delineate for each presenter. Post this for student use during the lesson.
- Review the directions for the Present and Delineate Argument activity several times to ensure clarity. Choose students with whom to model the process. Display the groupings on chart paper or on an external monitor.
- Review the instructions for the Walk and Talk activity in Closing and Assessment A. Prepare music to play while students are mingling about the classroom.
- Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
- Prepare copies of handouts for students, including entrance ticket (see Materials list).
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time A: Use recording technology to capture all students presenting. Recordings can then be accessed later by the students for self-assessment and reflection and/or for formative assessment after the lesson ends.
- Work Times A and B: Students can complete the Present and Delineate Evaluate Argument: Independent Essay handout using an online tool such as http://eled.org/0158 if preferred over handwritten notes.
- Closing and Assessment A: Set up a device for playing music during the Walk and Talk activity.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 6.I.A.4, 6.I.B.5, 6.I.B.7, 6.I.B.8, 6.I.C.9, 6.I.C.12, 6.II.A.2, 6.II.B.3, 6.II.B.4, 6.II.B.5, 6.II.C.6, and 6.II.C.7.
Important Points in the Lesson Itself
- To support ELLs, this lesson repeats a task from Lesson 5, in which students have the opportunity both to present an argument and delineate arguments presented by their classmates. This lesson features a gradual release of scaffolds: whereas in Lesson 5, students presented and delineated arguments collaboratively, students present and delineate arguments individually in this lesson. A gradual release of scaffolds increases the level of challenge incrementally, which reinforces learning and boosts ELLs' confidence.
- As in Lesson 5, ELLs may find it challenging to delineate the arguments presented by their peers, especially without the support of their collaborative writing partners. Consider building additional time into Work Time A for students to ask clarifying questions of the presenter. This process will help ensure that ELLs understand their classmates' arguments well enough to effectively delineate them.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time C)
- Work to Contribute to a Better World anchor chart (one for display; from Module 1, Unit 3, Lesson 8, Closing and Assessment A)
- Module Guiding Questions anchor chart (one for display; from Module 4, Unit 1, Lesson 1, Work Time C)
- Grade 6 Speaking and Listening checklists (Informal Assessment) (see the Tools Page)
- Independent Argument Essay (one per student; from Module 4, Unit 3, Lessons 8-9, Work Time A)
- Argument Writing checklist (one per student; from Module 4, Unit 3, Lesson 1, Closing and Assessment A)
New Materials
Teacher
Student
- Device to play music (for use during Closing and Assessment A)
- Entrance Ticket: Unit 3, Lesson 10 (one per student)
- Present and Delineate Argument: Independent Essay (one per student and one for display)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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A. Engage the Learner - RI.6.8 (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. Present and Delineate Argument - SL.6.3, SL.6.4 (20 minutes)
"I can present an argument about why my focus figure's accomplishments were remarkable." "I can delineate my peers' arguments about why their focus figure's accomplishments were remarkable."
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B. Share Peer Feedback - SL.6.4 (10 minutes)
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For Lighter Support
For Heavier Support
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Closing & Assessments
Closing |
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A. Reflection Discussion - SL.6.1d (10 minutes)
"I can paraphrase and reflect on our multiple perspectives about our individual focus figures' accomplishments."
"What did you notice about the different arguments about the focus figures during today's lesson?" (Responses will vary.) "What did you learn about these people and their experiences? What are some of the takeaways about these people after today's lesson?" (Responses will vary) "Why is it important that we know about these individuals?" (Responses will vary. Add pertinent answers to the Module Guiding Questions anchor chart under question 3: Why is it important to study the accomplishments of the "hidden figures" and of others whose stories have gone unrecognized?)
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Homework
Homework |
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