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Literacy Lesson Plan

Opening to Lesson (8 minutes)


1) opening routine: do in classroomwalk together to outside tables
2) I will ask the students what controversial topics they have heard of and that are important to
them.
“Can someone tell me what controversial means?”
“ Has anyone ever hear of a controversial topic?”
“Let’s discuss a specific controversial issue that I think we all can relate to.”
-Lead a discussion about the issues of cyberbullying. Ask for examples they may have
experienced or witnesses themselves.
“How would you describe cyberbullying to a super old person who doesn’t have social
media?”
“Has anyone ever seen cyberbullying? What does it look like?”
“How can you avoid being cyberbullied? Well here’s an idea that a few people think
would help stop cyberbullying----parents monitoring their child’s social media
*read Learning target: Students will research and debate the controversial topic of parent’s
monitoring cyberbullying.

Body of Lesson (20 minutes)


1) Students will be assigned a controversial topic (parental monitoring to prevent
cyberbullying) and they will be assigned the “for” or “against” viewpoint. (5 minutes)
a. 8 students total=4 students “for”, 4 students “against”
b. discuss “debate-norms”list on whiteboard
“How do we listen respectively?”
“If someone else is talking, what should you be doing?”
“What if someone does not agree with the opposite team’s point?”
“I choose this learning target so that you can practice finding and using
evidence. So, should we tell the other team ‘YOU’RE WRONG’? Because
is it really their words and reasons or are they using evidence they found
well?”
2) Students use time on the computer to find credible sources that argue their side of the
issue. (15 minutes) GROUP WORK
*2 evidence card worksheets
*laptops “keep them closed until I finished directions, you can share the laptops or use
individually for research, it’s up to your group”
a. You will need one person to be the “scribe” who writes on the evidence from your
computers onto the evidence cards
b. Students work together to find evidence and write 4 arguments on evidence cards
(1 argument per card, 1 worksheet per team)
c. Students will write in their own words the evidence on the Us worksheet
Against: https://www.npr.org/sections/alltechconsidered/2013/09/16/223185991/why-spying-on-
our-kids-to-solve-cyberbullying-might-not-work
For: http://www.ocregister.com/2014/08/05/parents-should-monitor-what-their-children-do-
online/
i. Write directions to get to websites on paper
ii. read the article, write down evidence (4)
iii. explore the website for other sources if they have time
d. walk around adding in questions to act as preparation for a counter argument

Debate: (6 Minutes)
*8 for & against worksheet
“laptops closed. During the debate, I want you to listen respectively by writing down what the
other team is saying on the “us and them” worksheet. You might be convinced by what they have
to say!”
-model a short debate (2 minutes)
for -opening statement: I wanted to move to Philly because I got into UPENN.
against-opening statement: I could have gone to a school in California and stayed home.
f -evidence: Upenn is one of the top schools for education.
a -evidence: I understand the it’s the best education, but I could save money staying home
f -I think saving money is important, but Philly is a really cool city
a -Philly is a really cool city, but so is SF
f -closing statement: I think it would help me grow to try something new
a -closing statement: I think I should stay home where I am comfortable

*anyone noticed what each side did before stating the evidence and claim?
emphasize acknowledging what the other person says before counter arguing
can we come up with more sentence starters to acknowledge the other side’s claim before stating
our own? Write on the board

1) “For” presents first argument (30 seconds)


2) “Against” presents first argument (30 seconds)
3) “For” presents first argument
4) “Against” presents first argument
5) “For” presents first argument
6) “Against” presents first argument
7) “For” presents first argument
8) “Against” presents first argument

Close (15 minutes)


1) Can someone tell me what we did today? Debate Why did we learn to debate? Essays
and evidence What is important for debates to have? Structure and respect
2) Students will vote anonymously (heads down, raising hands) on which side they
personally would agree with after the debate. Tally the votes on the board
“After hearing all this information, which view point would you side with now? Everyone
put theyir heads on the table and close your eyes, no peeking! Raise for hands For parents to
monitor their kid’s social media to prevent cyberbullying? Write number on board “FOR”
raise you hand if you are against parent’s monitoring? “AGAINST” Teacher’s facilitation
questions (5 minutes)
“What evidence made the biggest impact on your viewpoint?”
“If we do not have parental monitoring, how do we prevent cyber bulling?”
“Until what age would parental monitoring be acceptable?”
“Which evidence was most influential for your decision: emotional reasons or data?”
“Why do you feel think this is a controversial topic?”

Assessment: (8 minutes) Write a paragraph using at least 1 evidence/quote from the debate to
support your argument.
*binder paper
wrap up: (2 minutes) decide a cheer and a compliment to 2 students

Assessment of the goals/objectives listed above


Describe how you will assess students with respect to your goals.
Students will write a short summary of their issue that is concise and clear and accurately
describes their viewpoint of the issue. They must use include 1 evidence/quote from the
discussion to support their viewpoint.
It will be written work that is collected at the end of the class. It will show me if they listened to
the arguments during the debate and if they can use evidence in their writing to support a claim.

Anticipating students’ responses and your possible responses


a) Management issues
-The use of the internet opens up the risk of distractions of other websites.
-student’s speaking over each other when it’s not their turn

b) Response to content of the lesson


-They will not want parental monitoring.
-They may have parents who are able to monitor because of their jobs.

Accommodations
a) Accommodations for students who may find the material too challenging
-If some students need extra help, the teacher can work with them in small groups. Teacher can
also give advice on topics. Teacher should be motoring progress along the way in order to be
certain that students conceptually understand the task at hand.
-If a student is unable to contain their passion during the debate, change their position to time
keeper “do want to take a walk? I’m so glad to see your passionate about this lesson but would
you mind helping me do the timer? You can be like me-not on either side of the debate but
helping control the flow”

b) Accommodations for students who may need greater challenge and/or finish early?
The teacher will ask the questions that will be used for the group discussion to further press them
to find the most influential evidence.
Resources:
http://www.ion.uillinois.edu/resources/otai/debate.asp
https://www.theguardian.com/teacher-network/2011/oct/20/debate-activities-classroom-
resources
http://www.saskdebate.com/media/3101/grab%20and%20go%20debate%20unit.pdf
https://idebate.org/debatabase/science-internet-society-family-youth-digital-freedoms-
privacy/house-would-allow-parents

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