Standards:

E04.BK.1.1.3:Explainevents,ideas,conceptsina
historical,scientific,ortechnicaltextincludingwhat
happenedandwhy,basedonspecificinformation.
E04.BC.2.1.1:Compareorcontrastafirsthandand
secondhandaccountofthesametopic.
5.3.4.B.Describehowelectedrepresentativesmake
localandstatelaws.
5.3.4.F.Explainhowdifferentperspectivescanleadto
conflict.
S.4.A.3.2Usemodelstoillustratesimpleconcepts.
CCSS.ELA-LITERACY.RL.4.9 Compare and contrast
the treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of events in
stories, myths, and traditional literature from
different cultures.
CCSS.ELA-LITERACY.RI.4.7 Interpret
information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web
pages) and explain how the information contributes
to an understanding of the text in which it appears.
CCSS.ELA-LITERACY.RI.4.8 Explain how an author uses
reasons and evidence to support points in a text.
CCSS.ELA-LITERACY.W.4.6

With some support from adults, use technology to

produce and publish writing as well as to interact and
collaborate with others.

Curriculum Materials:

Knowledge of Students and Context:

Students seems to enjoy engaging in
evidence based arguments/discussions
Educational
Philosophy and Beliefs:
in class
I think
learning
is moreoften
meaningful
if the
CM
and students
say: "Show
me
students
are the ones generating questions
the evidence!"
and
their
the--> CM
bringing
Wide range
ofinterests
learning into
needs
classroom
stressed importance of differentiation
Students
able to talk about things
Westshould
Philly: be
Gentrification
they
are
seeing
in
their
livesinoutside
school
Field
What
trip to Harrisburg
May
Why of How
Lesson
I think
being
able
to
support
your
argument
"Critical citizens" School Vision
with
evidenceTheories
is antrip
important
life skill.
Teaching
and
Enjoyed
field
toofPenn
Everyone
brings
different
skills
and
interests
Learning:
Students seem to enjoy math (possibly
Methods:
Tomlinson:
Students
thatTeaching
should
be
fostered
rather
than have
due to problem
solving?)

Student-student
discussions
(rather
suppressed.
different
learning
needs,
Many students like to make text-self
than teacher-student)
which
is why differentiation is
and text-world
connections
Authentic important
performance assessments
Different
of small
groups (i.e.
types
Gardner:
Multiple
interest based)
intelligences
Createan Victor:
environment
where
allbest
Students
learn
students feel
comfortable
sharing
when it is hands-on and
Multimodal,
technology, videos, music,
minds-on
etc. Bransford: Importance of
Experiential
assessing and incorporating
Rephrasing
andknowledge
revoicing (Kazemi and
prior
Hintz) Weinstein: Impact of student
Revising your
thinking
(Kazemi and
choice
on engagement
Hintz) Calkins: Students own lives
and experiences are
important and worth writing
about
Hiebert: Students form their
perception of what a subject