The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Kathy Rappaport Week of: Jan 27-31 Course/Grade: English Unit Name: Citing Textual Evidence

Common Core/ NM Content Standards: Literacy.RI.9-10.1 Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text Literacy.Ri.9-10.9 Analyze seminal U.S. documents (Landmark Supreme Court Cases)

Essential Question(s): How do you effectively cite textual evidence to support a position?

Other considerations (modifications, accommodations, acceleration, etc.):

Connections (prior learning/prior knowledge): Students determined meanings of Tier Three specialized vocabulary words pertaining to court systems. Students analyze a chapter on First Amendment Rights and used their knowledge to analyze and evaluate landmark Supreme Court cases. Students had to visit the text to cite evidence for their opinions. Students analyze Tinker v. Des Moines to use as a precedent case. Resources/Materials Applying the Bill of right to Real Cases You Decide! Constitutional Rights of Juveniles and Students: Lessons on Sixteen Supreme Court Cases

www.LandMarkCases.org Assessment (How will you monitor progress and know students have successfully met outcomes?) Do Now Questions, Worksheets on Vocabulary and Discussion Questions, Class Discussions, Filling out a graphic organizer guide for analyzing cases

Time allotted MONDAY Learning TargetStudents support claims using valid reasoning and evidence and demonstrate this skill by writing up arguments for each side of Bethel v. Fraser citing examples from prior cases and from the first amendment. Students will also write about

Lesson activities for instructor and students Assignment(s) Due-

Each group will divide up their oral arguments and practice their presentation.

opposing claims and rebut them. Students will then present findings and supporting evidence clearly, concisely and logically as they present their side of the case to the class.

Then each side will present their case. After listening to both sides of the argument, students will then write down their opinion of how they think the Supreme Court decided and why. Students will listen to the Supreme Courts decision. Assignment(s) DueStudents can meet in their groups to answer questions together. Then we meet as a class to review their answers. Students will review a list of arguments that support each side of the case and add additional arguments that could help their case. Students will also relate each argument to a precedent case. The class will be divided into the same two groups. Each group will be given one side of the argument to support, but this time, each student will first write their own 5-paragraph persuasive essay including: *An introduction summarizing the case using facts favorable to their side. *Three body paragraphs that use valid reasoning and evidence to both support their side of the case and refute the opposition. *A concluding paragraph that reviews the most important points and ends on a thoughtful note.

TUESDAY Learning TargetStudents will analyze and evaluate a first amendment Supreme Court case, Hazelwood v. Kuhlmeier and show their skills by answering questions about the case.

Students will use valid reasoning and evidence as they write a persuasive essay supporting their position regarding the case.

WEDNESDAY Learning TargetContinuation of Tuesday THURSDAY Learning TargetStudents will practice presenting their ideas and supporting evidence clearly, concisely and logically.

Assignment(s) DueContinuation of Tuesday

Assignment(s) DueStudents will meet in their groups to share and refine ideas. Then students will divide up the case so that each student has one part to present to the classs and practice their presentation.

FRIDAY Learning TargetStudents will present their ideas and supporting evidence clearly, concisely and logically.

Assignment(s) Due-

Students will present their arguments, counterarguments and rebuttals. Students will guess how the actual Supreme Court decided and then read excerpts of the actual decision.

Post-Teaching Reflections on Lesson

What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: