Concept Unit

Lesson Plan Template

Unit Working Title: What is Truth?

Unit Big Idea (Concept/Theme): Truth and perspective

Unit Primary Skill focus: Evaluating and understanding point of view in non-fiction texts

Week 3 of 3; Plan #8 of 9; [90 mins.]

Plan type: Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)
N/A: Workshop day!

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
1. Truth is malleable

A. Students will understand that information can be manipulated to create alternative

truths.

Performance (do):
7. Students will be able to apply their understanding of point-of-view purposefully.
C. Students will be able to construct an alternate point of view in the form of a video
presentation.

SOLs: [List with numbers portrayed in the SOL document]

12.1 The student will make a formal oral presentation in a group or
individually.
12.1 d) Use media, visual literacy, and technology skills to create and
support the presentation.

CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA.11-12.SL.4. Present information, findings, and supporting
evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range or formal and informal tasks.

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
 Diagnostic Formative Summative
Script Check- Flip the Script Video:
In/Conferences during Ultimately, the video will
Workshop: demonstrate how well the
Teacher will be able to assess students were able to
how students are progressing manipulate the perspective of
on their project that is due their original piece.
next class. This way, the
teacher will be able to adjust Obj. 1A, 7C
the due date if need be or
clarify any issues may seem to
be consistent across the
groups. The check in will
measure if students are
progressing not just on the
assignment, but appropriately
applying the objectives from
the unit in order to

Obj. 1A and 7C

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

[Changes in this arrangement that become necessary later will be noted in the plan]
Seats will be arranged in their normal pods. Students will sit in their assigned groups until they
are told to move for the video workshop.

1. [10 mins.] SSR:

SSR will be reduced today in order to give students more time to work on their project in
class. Students will read for 15 minutes. During this time, instructor will go around and
hand back papers, check in with students who may have been absent, etc.

2. [5 mins.] Script/Project check in

Teacher will check in to see if there are any clarifying questions about the assignment
before moving into the jigsaw.

3. [20 mins.] Film Jigsaw:

Students, with their project groups, will complete a jigsaw. Each student will be
responsible for listening to a screencast about different film concepts (Appendix A).
Then, that student will have to teach the rest of their group about the terms they had. The
students will have 8 minutes to gather their information, then 3 minutes each (4 people
per group) to share their information. The students will use a graphic organizer
(Appendix B) to sort and identify the concepts.

4. [50 mins] Group Project Workshop:

 The students will work on recording their projects. They will be allowed to go out in the
hall/to the library/other pre-determined locations that the teacher has approved for
filming. The teacher will check in with all groups at the beginning of workshop and stay
in the room for questions and concerns. All students are told to be back by 10 minutes
before class ends.

5. [5 mins] Closure:
Teacher asks last time if anyone has any questions surrounding the assignment or any of
the logistics.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)
Elsie: The jigsaw activity requires Elsie to participate and share her wealth of knowledge. It is a
low-pressure setting where she will be able to talk to just a few of her classmates, without the
pressure sometimes associated with sharing with the whole room.
Hayden: Hayden will have to listen intently to his classmates if he would like to get the
information about the film terms that he is not yet familiar with. This forces him to work on his
listening skills, but also affords him an opportunity to share some knowledge.
Materials Needed (list):
Appendix A: Film Screencasts
Appendix B: Film Graphic Organizer

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)