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The Academy for Technology & the Classics

Lesson Plan Template


Instructors name: Kathy Rappaport Week of: Feb 18-21 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. Students practice choosing arguments to support their case and backing up arguments with evidence. Students analyze Bethel School District v. Fraser to use as a precedent case. Students practice summarizing the opposing arguments and building counterarguments. 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

Lesson activities for instructor and students

MONDAY Learning TargetPresidents Day

Assignment(s) Due-

TUESDAY Learning TargetSupreme Court Unit Test Students will analyze a landmark Supreme Court case and show what they know about by answering questions.

Assignment(s) DueStudents will take a test on Supreme Court Cases Watch Gideons Trumpet And answer questions. Students will each think up a question of their own which we will write on the board. Students will have a discussion about the importance of having an attorney for all crimes. Assignment(s) Due-

WEDNESDAY Learning TargetStudents find evidence to support both sides of an argument as they read about the controversy over who is the real William Shakespeare.

Reading articles about the controversy. Writing down evidence for both sides of it. Coming up with their own opinions. Discussing as a class. Assignment(s) Due-

THURSDAY Learning TargetStudents identify main ideas both explicit and implicit as they listen to a video about Julius Caesar and who what they know by answering questions.

Watch first 20 minutes of video Answer Questions Finish watching video

FRIDAY Learning TargetStudents will identify puns as they do a dramatic reading of Act 1, Scene 1. They will find as least one example of a pun and write it down. Students will evaluate the logic of several statements about fate, destiny, prophecy and superstition. They will write down logical arguments refuting or supporting these statements and share them with the class.

Assignment(s) DueExample of a pun and an explanation of why its a pun. Arguments refuting or supporting statements about fate, destiny, prophecy and superstition.

Post-Teaching Reflections on Lesson

What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: