Context:

Course name: Standard English

Grade level: 9th
Length of lesson: 80 minutes
Description of setting, students, and curriculum and any other important contextual
characteristics:
This lesson will be taught in a ninth grade Academic Advanced (standard) level
Collaborative English classroom. The class is comprised of 20 students, each of whom is
seated in assigned groups of four or five. Eight of the students are girls, and twelve of the
students are boys. The class is predominantly (two thirds) white, but there are two African
American students, two Latino students, and two white and African American mixed
students. Every student in the class speaks English fluently, though a few students speak
other languages, such as Spanish. Seven of the students in this class have an IEP, and two of
these students have case managers for behavioral issues and severe emotional baggage.
Accommodations must be made for one of our students, who has Autism; four of our
students, who have learning disabilities; and our two students who, due to emotional issues,
have trouble focusing in class. There is a collaborative teacher in the block, and various TAs
come into the room to support our students with IEPs.
Objectives:
SWBAT:
Cognitive (know/understand):
1. Students will understand that humans are united by shared experiences and shared
traits.
2. Students will understand that, despite shared experiences and emotions, humans have
different perspectives of themselves, their society, and the world.
3. Students will understand that individuals must recognize that experiences and
perspective is individualized and, though valid, not the only valid way of thinking.
4. Students will understand that all humans have identities shaped by external and
internal influences.
Affective (feel/value) and/or Non-Cognitive:
N/A
Performance (do):
5. Students will analyze texts to draw conclusions related to shared experiences,
identity, and different perspectives.
6. Students will use evidence to make arguments for or against a controversial
statement.
SOLs:
9.1 The student will make planned oral presentations independently and in small groups.
b) Use relevant details to support main ideas.
c) Illustrate main ideas through anecdotes and examples.
d) Use grammatically correct language, including vocabulary appropriate to the topic,
audience, and purpose.

g) Credit information sources.

h) Give impromptu responses to questions about presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others
CCSs:
CCSS.ELALiteracy.SL.910.1
Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,
andteacherled)withdiversepartnersongrades910topics,texts,andissues,buildingonothers'
ideasandexpressingtheirownclearlyandpersuasively.
CCSS.ELALiteracy.SL.910.1.a
Cometodiscussionsprepared,havingreadandresearchedmaterialunderstudy;explicitlydraw
onthatpreparationbyreferringtoevidencefromtextsandotherresearchonthetopicorissueto
stimulateathoughtful,wellreasonedexchangeofideas.
CCSS.ELALiteracy.SL.910.1.c
Propelconversationsbyposingandrespondingtoquestionsthatrelatethecurrentdiscussionto
broaderthemesorlargerideas;activelyincorporateothersintothediscussion;andclarify,verify,
orchallengeideasandconclusions.
CCSS.ELALiteracy.SL.910.1.d
Respondthoughtfullytodiverseperspectives,summarizepointsofagreementanddisagreement,
and,whenwarranted,qualifyorjustifytheirownviewsandunderstandingandmakenew
connectionsinlightoftheevidenceandreasoningpresented.
CCSS.ELALiteracy.SL.910.4
Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthat
listenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyle
areappropriatetopurpose,audience,andtask.
Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know about by
N/a
Formative: Students will show their progress towards by
Filling in their graphic organizers to prepare for discussion. During this time, the
teacher will go around to check in on how students are doing individually. If students
need help, the teacher will step in to guide their thoughts so that they can present their
ideas.
Summative:Studentswillultimatelybeassessed(todayorinafuturelesson)onby...
Philosophical Chairs Discussion: students will make arguments and pose questions in
relation to the statement All people are the same. In this discussion, they will use
evidence from class texts and personal experiences to support their arguments.
Students will, in effect synthesize their thoughts and arrive at conclusions in regards
to the units objectives.
Materials Needed:
Activator Slides & Questions
Philosophical Chairs directions and rubric

All People Are the Same graphic organizer

Students will need: loose leaf paper, pencils/pens
Technology: computer, projector, internet, Google slides

BeginningRoomArrangement:

Students will arrive to class and sit in their usual assigned seats in small groups.
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and
behaviors.
1. [17 min.] Greeting and SSR
2. Students read for fifteen minutes and summarize what they've read for 1-2 minutes.
3. [10 min.] Activator
Studentstakeouttheircopiesofeachofthetextswestudiedandwriteasentencesummarizing
whatthetextwasabout,aswellasanypointsthatpiecemadeaboutneedingtorecognize
differentperspectivesorrecognizesimilaritiesamongpeople.Thisismeanttohelpthestudents
refreshtheirmindsonthetextswevediscussed.
4. [10 min.] Describe Discussion
HandoutthePhilosophicalChairsdiscussionguidelinesandhavethestudentsreadoverit.Then
reviewtheguidelines,answeringanyquestionsstudentshave.Next,havestudentsreadoverthe
rubric,emphasizingthattheyshouldfocusonthehighergradestheycanearn,andwhatthey
needtodotogetthosegrades.Asaclass,reviewwhatstudentsneedtodotogetfullpoints.
5. [20 min.] Individual Preparation for Discussion
Individually,studentsprepareargumentsforboththeagree/disagreesidesofthestatementAll
peoplearethesame.TheyfillintheirgraphicorganizersusingtheirnotesfromtheActivator,as
wellastheircopiesofthetexts.
6. [5 min.] Set Up Discussion
Assignasidetostudentstoargue.Thenhaveeveryonemovetothesideoftheroomtheyve
beenassignedto.Next,reviewtherulesandproceduresonemoretime,answeringquestions.
7. [25 min.] Discussion
StudentsdiscussthestatementAllpeoplearethesame.Theteachergradesstudent
participation,andjumpsintoredirectthediscussion,ifnecessary.
8. [5 min.] Closure: Reflection
Studentstakethelastfiveminutesofclasstowriteareflectiononthediscussionandthe
statementAllpeoplearethesame.
Attention to Individual Student Needs: (Differentiation):
Printing out the Activator for students with disabilities in the class provides them with a
visual aid that reinforces what is expected of them.

A graphic organizer helps students to organize their thoughts so as to better participate

during discussion.

Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
Google slides
Projector

Materials Appendix:
1. Philosophical Chairs Directions and Rubric

PhilosophicalChairs
Thispurposeofthisdiscussionistobringtoaclosethethemeswehavediscussed
throughoutthisunit.
PhilosophicalChairsisadebatestylediscussioninwhichstudentsbreakintotwo
groupssplitbyoppositesidesofatopicorquestion.Studentsareassignedaside,
andtheyindividuallyconstructanargumenttosupportthesidetheyareon.When
thediscussionstarts,studentsshareouttheirarguments,tryingtoprovetheir
argumentcorrect.Asthedebateprogresses,studentsmayagreewithwhatsomeone
ontheothersidehasargued.Intheseinstances,studentswillshowtheiragreement
byphysicallygettingupandsittingwiththeotherside.
Individualcontributiontodiscussionisintegraltostudentsuccessinthis
discussion.Bepreparedtosharewhatyouthinkandwhy!
RulesforPhilosophicalChairs:
1 Constructanargumenttosupportthesideofthetopicorquestionyouare
assignedto.Thisargumentmustincludeevidencefromclasstextsandpersonal
experiences,aswellasthoroughanalysis/explanationofexamples.Remember,
yourargumentwontbeaseffectiveifyoudontexplainwhyyourexamplesare
important.Usepersuasion!
2 Oncediscussionstarts,shareyourargumentwiththeclass.Oncethediscussion
starts,youmayswitchsides.Afteryouhavepresentedyourargumentforyour
assignedside,youmaymovetotheoppositesideandcontributetothatargument.
3 Asthediscussionoccurs,occupynomorethanoneminutemaximum
undecided.Youmayfindyourselfstumpedaboutwhichsideyouagreewith.
Youmayoccupytheundecidedspaceforoneminutemaximum.While
undecided,youmustposeaquestiontoeitherside.
4 Beforespeaking,repeatorrephrasewhatthelastpersonsaid.
5 Wait3secondsbeforeaddingyourthoughtstobesurethelastpersonfinished
speaking.
6 Followtheruleoffour:Youcannottalkuntilfourcommentshavebeenmade
afteryouvespoken.Inshort,threepeoplemustspeakbetweenyourcomments.
7 MOVE.PhilosophicalChairsisaboutmovement.Astheargumentprogresses,use
yourfeettowalkandshowsupportforideasexpressed.

StudentName:__________________________Period:____________________Date:______

PhilosophicalChairsRubric

6:30points
Studentoffersmanycommentsandquestionstosupporthis/herargumentthroughoutthediscussion.
Thesecommentsfurtherdiscussionbyincluding:deepanalysis(suggestideasbeyondtheobvious
meanings),meaningfulreferencestoclasstexts,referencestopersonalexperiencesthatsupportthe
argument,thoughtprovokingquestions,andelementsofpersuasion.Thisstudentisvocallyengaged
throughoutthediscussion,andhe/shemovesseatstoshowagreementwithandsupportofarguments
made.
5:2629points
Studentoffersmultiplecommentsandquestionstosupporthis/herargumentthroughoutthediscussion.
Thesecommentsfurtherdiscussionbyincludingsomedeepanalysisofandoccasionalmeaningful
referencestoclasstexts,somereferencestorelevantpersonalexperiences,afewthoughtprovoking
questions,andelementsofpersuasion.Thisstudentisvocallyengagedthroughoutdiscussion,andhe/she
movesseatstoshowagreementwithandsupportofargumentsmade.
4:2225points
Studentoffersmultiplecommentsandquestionstosupporthis/herargumentthroughoutdiscussion.These
commentsmayfurtherdiscussionthroughsomedeepanalysisofandoccasionalmeaningfulreferencesto
classtextsorpersonalexperiences.Manyofthecommentsthisstudentmakesaresuperficialor
hypothetical,butclearlyontopic.Thisstudentmayofferthoughtprovokingquestions.Thisstudentis
vocallyandphysicallyengagedsporadicallythroughoutdiscussion.
3:2021points
Studentoffersmultiplecommentsandquestionstosupporthis/herargumentthroughoutdiscussion.These
commentsusuallydonotfurtherdiscussionbecausetheyaresurfacelevelandhypothetical.These
commentsdonotincludeevidencefromorreferencetoclasstexts.Somementionofpersonalexperience
isshared,andfewquestionsareoffered.Thisstudentisvocallyandphysicallyengagedsporadically
throughoutdiscussion.
2:1019points
Studentoffersfewtosomecommentsandquestionstosupporthis/herargumentthroughoutdiscussion.
Thesecommentsusuallydonotfurtherdiscussionbecausetheyaresurfacelevel,hypothetical,and/or
unrelatedtothetopic.Thesecommentsdonotincludeevidencefromorreferencetoclasstexts.These
commentsdonotincludepersonalexperience,andfewquestionsareoffered.Thisstudentisinfrequently
physicallyorvocallyengagedthroughoutdiscussion.
1:59points
Studentoffersoneorlesscommentsandquestionstosupporthis/herargumentthroughoutdiscussion.
Studentdoesnotphysicallyengagewiththediscussionbymovingsideswhenhe/sheagreeswithwhatis
said.Studentoffersnotextorpersonalevidenceincommentorquestion.

2. Philosophical Chairs Organizer

Name:___________________________
Teachers:________________________
9thGradeAdvancedAcademic
Date:____________________

PhilosophicalChairsPreparation
Todaywewillbringtoacloseourdiscussionsaboutsharedhumanexperiences,learningabout
multipleperspectives,andidentity.Wewanttocomeupwithsomeconclusionsabouthoweach
oftheseconceptsrelate.
Wewilldothisbyinvestigatingthefollowingstatement:

Allpeoplearethesame
Youwillmakeanargumentforboththeopposinganddefendingsides.Youmustcomeupwith
andexplainfourreasonsthatillustrateeachargument.
Forfullpoints,youmustincludeargumentsorideasconveyedinthetextswehavereviewedin
thisclass.Thetextswehavediscussedinclassinclude:
Bread by Margaret Atwood
Persimmons by Li Young-Li
The Odyssey by Homer
Who Am I? Think Again by Hetain Patel

Allpeoplearethesame
Agree
Reason1

Reason2

Reason3

Reason4

Disagree