Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Megan Rucker

Position English Teacher

School/District Paulding County High School/ Paulding County School District

E-mail Lockridge.megan@gmail.com

Phone

Grade Level(s) 12th Grade

Content Area Advanced Composition

Time line Three 90 minute class periods

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Students will cite and analyze specific evidence in order to draw conclusions. Students will
Content Standards also identify evidence that may go against their argument to develop a counter argument.
Students will think critically in order to develop an innovative product. Students will use
NETS*S Standards: research to support their ideas.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

After listening to the Serial podcast as a class, students will engage in an online discussion board on the LMS
platform Schoology. Students will look at individual pieces of evidence presented throughout the case and
argue what they show. After the discussion, students must decide whether they would choose to be the
prosecution or the defense attorney. Once students have decided what side they will choose, a Padlet board
will be set up for each side. Students who choose to be the prosecutor will collaborate to compile all of the
evidence they can identify against Adnan Syed. This includes information from the podcast, but it will also
include court documents that students must find and cite. Each student will add evidence to the board to be
used collaboratively. Once each side compiles their evidence, students will write a closing argument speech
that uses the most powerful evidence for their side. Students will then use Powerpoint and Screencast-o-matic
to record their closing arguments. Students will present their visual evidence as well as explain what it shows.
Once students have completed their screencasts, they will post them to Schoology on the discussion board.
Students from opposing sides will be assigned to watch each others screencasts and give a polite rebuttal.

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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.

How can good evidence help prove my point?

When should evidence be ignored?
How do I use the evidence against me to help make my point?
How can listening to another persons perspective clarify and strengthen my argument?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Formative assessment: Students will engage in a class discussion about the major pieces of evidence in the case
before creating their argument.

Summative Assessment: Students will create a closing argument that lays out all of the most important evidence for
their side of the case. The closing arguments will be assessed with an argument rubric that focuses on whether the
argument has been fully explained, and whether a counter argument has been used. It will also be assessed to see
whether the student made strategic use of visuals.

Differentiation: For students who may be overwhelmed by the amount of information presented in the 12 podcasts
that were presented, they will be directed to use one podcast that provides the most evidence for their case. Those
students will re-listen to their focus podcast to pull the information from the one episode. Students who need more of
a challenge will be assigned a minimum number of pieces of visual evidence to include in their argument. There will
also be a lead attorney assigned during the research portion of the assignment to make sure all of the important
evidence is covered. Additionally, student must turn in the script for their closing argument, and this may be in the
form of a bullet list or a complete script written in paragraphs.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Schoology is an LMS platform that provides a safe place for students to collaborate and discuss the content of
the project. Students will discuss and explore evidence using this platform
The Serial Podcast- this will be used as the text for this assignment. This is a non-traditional text in a format
that may be more authentic for students.
Power Point or another presentation app of choice will be used to present key pieces of evidence. This will give
students the ability to meet the digital media standard for 12th grade English, and ask them to use physical
evidence to make an argument.
Screencast-o-matic will be used to record student arguments. This will allow students to take on the authentic
task of being an attorney making an argument in court. It will also allow students to present their best argument
because they can re-record if they are unhappy with their performance.
Padlet is the collaboration tool that will allow members to each side to organize evidence. Students will work
together to compile all of the necessary evidence for their argument.
Equity: All students will have access to the computer lab and Chromebooks while we work on this project.
Students will also be able to use their own devices for research because of the BYOT policy. If a student does
not have access to a device, the Chromebook cart is available.

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Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Students have been listening to the twelve episodes of the Serial podcast over the last two weeks. Along the way
students have been collecting evidence from each podcast and engaging in discussion about what the evidence
shows. Students have already closely examined each piece of evidence they will use, but now they will synthesize
that evidence within the context of everything they know. Students also have experience writing about evidence they
have collected in previous units. Because students have been practicing this skill throughout the podcast, the teacher
should have a good understanding about student strengths and weaknesses.

Students will have plenty of practice using Schoology as a tool and should not need much instruction with this tool.
Students will also have a choice as well as plenty of experience using their presentation tool of choice. The
technology that students may have the greatest difficulty with would probably be screencast-o-matic; however, it was
chosen over other screencast tools because of its ease of use. All students have to do is hit record and present like
they normally would in class.

The Serial Podcast has been chosen as a text because of the level of interest it creates. As a podcast it is a non-
traditional text, and the controversy behind the story creates a lot of interest. Additionally, students enjoy argument
and are expected to show interest in a respectful argument with their classmates.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Management: For the first stage of the assignment, discussion boards, students will have already gone through a
lesson on appropriate discussion board etiquette. Students will be reminded of those rules before engaging. For
the group collaboration portion of the assignment on Padlet, there will be a lead attorney assigned for each group.
This student will be responsible for making sure that all of the evidence is covered and that posts made about the
evidence are correct. Additionally the teacher will circulate to make sure all students are on task. For the final
portion of the assignment, recording the screencast, students will be spread out in the cafeteria or the courtyard,
depending on the class, to record the audio of the screencast.

Equity: The class will have access to Chromebooks and the computer lab for this project. Additionally, PCHS has
a BYOT policy that allows students to use their own devices. While students work will intersect for several
sections of the project, students will not need to be in physical proximity because of the technology being used.
We will actually have the ability to work with other class periods to compile evidence.

Troubleshooting: One way in which the teacher will troubleshoot potential problems is by setting up tools ahead of
time to avoid confusion. Both Padlet and Schoology will contain very clear instructions and label where information
needs to be posted. As a backup plan chart paper will be provided for group brainstorming. For the research
aspect of the project, the computer lab will be reserved, but PCHS students also have BYOT as a backup if there
are internet connection problems in the lab. Finally, if there are technical problems with the final product the scripts
will be used to assess student learning. All students will be required to submit their script with their final project.

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Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Students will be participating in the authentic, student-centered task of giving a closing argument for a court case.
They will be working collaboratively to collect evidence from the entire unit to help build a case. Students will
engage in a performance- based assessment that has been generated from work done throughout the unit.
Students will have to take real evidence and synthesize it in order to come up with conclusions and make an
argument. Students will be analyzing information from the podcast as well as information gathered from research
using reliable news sources about the case.

Not only will students be generating an authentic product, they will be using authentic tools like podcasts,
collaboration tools, discussion boards, news sources, and screencasts. The teacher will work to manage these
tools by setting them up for easy use, monitoring their use, and appointing student leaders to direct tasks. The
teacher will also discuss proper netiquette before using collaborative tools and discussion boards.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Process: Students will be listening to the Serial Podcast for two weeks prior to completing this lesson. Paper
transcripts will be provided as well as graphic organizers designed to organize evidence. In order to help
students focus because there is no visual stimulus, storyboard paper will be provided for students who would
like to take notes through drawings. Leaders will be appointed for the brainstorming portion of the assignment to
insure all students are able to contribute to the collaboration.
Content: Students who may have difficulty keeping up with the body of evidence required from the podcast will
be assigned focus episodes that provide strong evidence or review evidence. These episodes will be prescribed
based on the choices students make for their projects. Students who need extension will be asked to include
more researched evidence in their analysis.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

The closing event for this lesson will be when students post their closing arguments on Schoology. Students
will spend class time reviewing and rebutting each others arguments. Students will also be asked to analyze
another students argument and evaluate whether that argument was effective. The teacher will be able to
evaluate whether the lesson was effective if students can provide rationales for their evidence and arguments
and if students are able to effectively use a counter argument. Additionally, if students can appropriately
evaluate a classmates argument, the course standards will have been met.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
Planning for the lesson required that I consider how to differentiate all aspects of the lesson ahead of time. It
also required that I consider backup plans and troubleshooting for every element of technology that I chose to
use. This lesson required that I carefully consider the tools I chose to use and whether they were appropriate to
the task.

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Appendix A

Serial Podcast Closing Argument

This assignment is designed to be completed after listening to the Serial Podcast Season 1. Students will work
together to collect evidence to support either the prosecution or the defense of Adnan Syed. Each student will act
as an attorney making the closing argument at the end of the trial. In the closing argument you will highlight the
most important pieces of evidence from the case and argue how these prove your side of the argument. In order
to make an effective argument you will also need to develop a counter argument that acknowledge the other
sides key point and then explain why they do not prove you wrong. All elements of this project will begin in class
and be finished for homework.

Step 1: Discussion: Go to the Schoology discussion about evidence in the case and choose five pieces of
evidence to analyze. Explain what the evidence shows or does not show. If someone else has already posted
what you were going to say, find a way to meaningfully add to the discussion. Do not repeat what someone else
has said. You may also politely disagree with someone if you feel they are wrong.

Step 2: Deicide on a side: Based on all of the evidence, decide on a side to argue. Will you be the prosecutor or
the defense attorney?

Step 3: Go to your classes Padlet page and post about the three most import pieces of evidence from the case.
Make each piece of evidence on a different note. Then do some research online and include artifacts for your
evidence. For example: a picture or diagram of the Best Buy parking lot where she was killed. These should be
authentic to the case, not just any best but parking lot. Include a link to where you found this evidence.

Step 4: Write your script: Make sure you have decided on the most important pieces of evidence for your side of
the argument. You may write your script out completely or create an extensive outline of your points if you feel
more comfortable speaking. Remember to include a counter claim that addresses the other sides most important
pieces of evidence. You need to explain how these do not prove you wrong. Remember that your script will be
graded if you have any technical problems with your project, so it needs to be thorough.

Step 5: Create a visual with pictures of physical evidence that support your argument. You will use this to
illustrate your argument.

Step 6: Present your closing argument using Screencast-O-Matic, and post your video to Schoology.

Step 7: Watch the closing arguments for those who have been assigned to you. Comment politely on any
weaknesses you see in their argument.

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 Appendix B

Closing Argument Rubric

RI.11-12.1 4 3 2 1
Cite strong and thorough textual Above Standards Meets Standards Below Standards Unsatisfactory
evidence to support analysis of what Comments:
the text says explicitly as well as
inferences drawn from the text,
including determining where the text
leaves matters uncertain.
W.11-12.1.a 4 3 2 1
Introduce precise, knowledgeable Above Standards Meets Standards Below Standards Unsatisfactory
claim(s), establish the significance of Comments:
the claim(s), distinguish the claim(s)
from alternate or opposing claims, and
create an organization that logically
sequences claim(s), counterclaims,
reasons, and evidence.
W.11-12.1.b 4 3 2 1
Develop claim(s) and Above Standards Meets Standards Below Standards Unsatisfactory
counterclaims fairly and thoroughly, Comments:
supplying the most relevant evidence
for each while pointing out the
strengths and limitations of both in a
manner that anticipates the
audiences knowledge level,
concerns, values, and possible
biases.
SL.11-12.4 4 3 2 1
Present information, findings, and Above Standards Meets Standards Below Standards Unsatisfactory
supporting evidence, conveying a clear Comments:
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 of formal and
informal tasks.
SL.11-12.5 4 3 2 1
Make strategic use of digital media Above Standards Meets Standards Below Standards Unsatisfactory
(e.g., textual, graphical, audio, visual, Comments:
and interactive elements) in
presentations to enhance
understanding of findings, reasoning,
and evidence and to add interest.
Total

____/20= %

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