Names: Rachel Putnam
Subject/Focus Area(s): Literacy
Learning Objective(s) or Learning Target(s)
This should support the central focus, overarching goal, big idea, or
essential question(s); should be measurable; should indicate what
students will be able to do at the end of the lesson (These can be
written as “I can” statements)
Personal Assets, Cultural, Assets, Community Assets (also referred
to as Funds of Knowledge) of class
 Cultural: How does this lesson connect to students’ lives
and experiences? How will you use students’ traditions,
languages and dialects, worldviews, literature, art, music,
dance, etc. to support learning?
 Community: How will you use students’ community
resources, such as local landmarks, community events
and practices, etc. to support learning?
Georgia Standard (s) of Excellence, WIDA Standard(s), etc.
Note standards that apply to the lesson.
Learning Objective(s) or Learning Target(s)
This should support the central focus, overarching goal, big idea, or
essential question(s); should be measurable; should indicate what
students will be able to do at the end of the lesson (These can be
written as “I can” statements)
Prior Academic Knowledge and Prerequisite Skills
What prior academic knowledge and/or prerequisite skills will this
lesson activate?
What prior academic knowledge and/or prerequisite skills will
students need for this lesson?
Materials/ Text(s) from Text Set
Key elements/quotes/questions/vocabulary other points from
text to highlight for focus and facilitation
Thornton ECE 7704 Summer 2019
Date: 7/11/2019
Grade Level: 5th Grade
 I can critically analyze depictions of Muslim and Arab people
in commercials and other ads.
 I can state my opinion and defend my opinion with reasons
and evidence.
 I can digitally publish a piece to communicate my opinion
with the world outside my classroom.
 Cultural: This lesson will connect to students’ cultural
experiences both inside and outside of school. Since the
discussion will center around religion and school, the
students’ experiences as students will help them connect to
the lesson content. The students’ cultural experiences with
religion will also help them make connections to this lesson.
 Community: This lesson will use the students’ experiences
with religion in the community outside of school to support
their learning.
ELAGSE5RI8. Explain how an author uses reasons and evidence to
support particular points in a text, identifying which reasons and
evidence supports which point(s).
ELAGSE5W1. Write opinion pieces on topics or texts, supporting a point
of view with reasons.
 I can critically analyze depictions of Muslim and Arab people
in commercials and other ads.
 I can critically analyze consumer responses and media
coverage of Muslim and Arab people in commercials and
other ads.
 I can state my opinion and defend my opinion with reasons
and evidence in a multimodal presentation.
 Encoding
 State an opinion
 Create an organizational structure in which ideas are grouped
logically to support opinion
Sawicky, M.B. (2017). Pro/con: Is it time for public schools to put
religion back into schools? Retrieved from
https://newsela.com/read/procon-religion-school/id/33753/
Associated Press (2017). Supreme Court case toes the line between
church and state. Retrieved from
https://newsela.com/read/school-church-state-
separation/id/29688/

Instructional Strategies and Learning Tasks:
(include activities and discussions that engage students to develop
and apply understandings related to the topic and specific learning
objective(s). Learning tasks may be scaffolded to connect to prior
knowledge and include formative assessments)
Lesson Closure
Thornton ECE 7704 Summer 2019
The Young Turks. (2017, June 26). Separation of church and state gets
hurt on the playground. Retrieved from
https://www.youtube.com/watch?v=4uxrHV14DWg
Discussion Questions:
 What perspectives are shared in this text? What is the
author’s opinion on the separation of church and state?
 What evidence does the author give to support their opinion?
 Whose voices are being heard in this text? Whose voices are
not heard?
 Whose interests are promoted in the text?
I Do:
 Facilitate discussion of Newsela articles and YouTube video
 Support students as they conduct research for opinion piece
 Scaffold for students as they work independently on opinion
pieces
We Do:
 Discuss Newsela articles and YouTube video
You Do:
 Read Newsela articles
 Develop opinion on separation of church and state
 Gather evidence to support opinion from YouTube video,
Newsela articles, and/or other sources
 Select media type to communicate opinion
 Compose opinion piece
 Share opinion piece
Students will share their presentations with the class and share them
digitally. Over the next several weeks, students will monitor responses
to their presentations and discuss them with the class. They may also
construct responses and conduct additional research as necessary.