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The Madeline Hunter Model TPA Expanded

Everyday Im Hubblin
Teacher Name: Melissa Brandt
Lesson Date and Time: 10/20/15
Number of Students: 29
Miscellaneous Information (special considerations for instruction): The class arrangement and lessons
are designed for an in-class flip model. See the last section of this lesson plan for details.
Instructional Context:
What do I know about my students that will inform this lesson?
There are three non-native speakers in the class (one whose home language is Arabic, the other two
who speak Spanish at home). There are four students on IEPs who will need slight modifications to the
lessons. Most of what were doing in class can be tailored specifically for each students needs.
Including the iPad lecture (8 minutes) which will be translated into both Arabic and Spanish as a voice
over.
Students are studying graphs and linear equations in math class, and gravity and inertia in science
class. Both math and science instructors are working on similar concepts of space travel and travel to
Mars. The lessons will help inform students writing of the research paper in my class. Students will be
required to apply the scientific method of research to data and a chart or graph must be incorporated
into their individual papers.
How does this lesson connect with and build on previous lesson(s) or learning?
Im planning under the assumption that students have participated in stations in my class before, so
explanations of the station process will be brief. Although the class will have done some writing prior
to this paper, this will be their first research paper in my class.
How do you expect to build on this lesson in subsequent lessons?
This unit is the first four days of a three-week unit. We would continue our work and research,
including lessons on how to use in-text citations and MLA style, spending some time in the computer
lab at the end of the unit for students to type their papers.
Materials and Resources:
12 iPads, worksheets, memory game materials, research articles, written guide sheets
See attached seating arrangement.
What is the lesson objective?
(What will the students learn and/or demonstrate?)
The students will learn to write a research paper to support why we should or should not travel to and
colonize Mars. Project must include scientific data, charts, graphs and in-text support. Final papers
will be published as a blog post on the Mars-One website.

Standards addressed and expectations of students:


(MN State or National Standards)
National standard #157: Conduct a short research project to answer questions (including a
self-generated question) drawing on several sources, generating additional related, focused questions
that allow for multiple avenues of exploration.
State standards/benchmarks: 8.7.11: Write arguments to support claims with clear reasons and
relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons
and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons,
and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.

Anticipatory Set:
(The hook - something to excite the students about the subject matter)
Mars-One Advertisement:
http://www.mars-one.com
Challenger Disaster:
https://www.youtube.com/watch?v=AfnvFnzs91s
Academic Language/Language Function Objectives:
(Vocabulary that essential for you as a teacher to include in this lesson and for the students to
understand and use)
Thesis, introduction, supporting arguments, logos, pathos, ethos, and conclusion
Teaching/Instructional Strategies and Learning Tasks (procedures and timelines):
(Teacher talk/Input, modeling, and checking for understanding)
Time
5 min

Instructional Strategies and Learning Tasks


Starter question: Should humans travel to space? Show the
Mars-One advertisement followed by the Challenger disaster video
footage.

5 -7 min

Check-in: B/D/A Activity - Before Stations/During Stations/After


Stations
On a large sheet of paper we will list/discuss as a class what
students are wondering about a possible mission to Mars.
Should we go? Have you ever thought about space travel? What
would it be like to be alone? Is it brave of people to leave behind
friends and family?
Before - What are you wondering?

Purpose
Focus students
attention on the
topic of space
travel.
Class discussion
to help students
engage and
connect to the
purpose of the
paper.
Standard 8.7.11
(a) introducing
claim.

10 min
20 min
10 min

Day 2 - 4

Explanation of station process: review.


Station work: Students will only have time to visit one station on
day one.
Check in: How stations are working, what needs review, class
formative assessment with exit slips at the corner of each table.
Station Work
TABLEORGANIZATION

EssentialQuestion:
Shouldhumanspursueamannedspace
missiontoMars?

TheSituation:
In2011,agroupofscientistsfromalloverthe
worldnarroweddown200,000applicantsto100foraplanned
colonizationoftheplanetMars.Ofthese100,atotalof24
humanswillmaketheonewayjourneybytheyear2026.We
willresearchandexploretheethics,emotion,andlogicofthis
mission,andpostourpaperstotheMarsOneblog.

LearningTargets:
Thestudentswill

Writeashortresearchprojecttoanswerquestions,drawing
onseveralsources.

Supportclaimswithlogicalreasoningandrelevantevidence,
usingaccurate,crediblesourcesanddemonstratingan
understandingofthetopicortext

Usewords,phrases,andclausestocreatecohesionand
clarifytherelationshipsamongclaims,reasons,andevidence.

Establishandmaintainaformalstyle

Provideaconcludingstatementorsectionthatfollowsfrom
andsupportstheargumentpresented.

SummativeAssessment:
Finalargumentpaper(with
additionalcreativeprojectoption?).

Table1:
PrerecordediPadlessononthepartsofanargument
researchpaper.

Studentswillhaveaccesstothisvideotowatchathome.For
studentswhodonothaveinternetaccessorstudentswho
needreview,theiPadlessonwillbeavailabletotheminclass

informal
formative
assessment
a. Introduce claim(s),
acknowledge and
distinguish the
claim(s) from
alternate or opposing
claims, and organize
the reasons and
evidence logically.
b. Support claim(s)
with logical reasoning
and relevant evidence,
using accurate,
credible sources and
demonstrating an
understanding of the
topic or text.
c. Use words, phrases,
and clauses to create
cohesion and clarify
the relationships
among claim(s),
counterclaims,
reasons, and
evidence.
d. Establish and
maintain a formal
style.
e. Provide a
concluding statement
or section that follows
from and supports the
argument presented.

Lesson will be
available in Arabic and
Spanish as well.

attableone.(PowerPointoption)Ifmany/mostofthe
studentsdonothaveaccesstotechnology,Icouldgivethe
presentationtotheentireclassbeforestartingthetables.

Table2:

EssentialVocabulary
Studentswillbegivena
vocabularyoverviewguide(seeattachedsample)inwhichthey
willdefinetheword,usethewordinasentence,andrewrite
thedefinitionintheirownwords.Therewillbedifferentsortof
methodstofinddefinitionsonthetables,includingadictionary
(bothbookformandelectronicdeviceform).

Table3:
ResearchandPersuasiveScavengerHuntStudents
willbeginunderstandingresearchthatisvalidbyfinding
articlesontheweb.Adirectionsheetcreatedbytheteacher
willguidethem,andseveralofthearticleswillberesourcesfor
themtoutilizeintheirpaper.Afewofthearticleswillbefrom
theMarsOnesitetofamiliarizestudentswiththenatureof
currentblogconversations.Studentswillhavetoidentify
whetherargumentsandadvertisementswithinmagazinesare
demonstrationsoflogos,ethos,orpathosappeals.

Table4:
Memorygame/thesisstatementgenerator.
Studentswillplayamemorygamewiththevocabulary
introducedatanearliertable.

(Firstsetsofstudentstogothroughbeforethevocabtablewill
justdothethesisactivities.)
Studentswillconstructvariousthesisstatementsusingvarious
templates:

Ibelieve____________becauseof_______________,
__________________,and___________________.

Developingathesisstatementthroughguidedquestionsand
answers.Inaddition,studentswillidentifythethesis
statementsofvariousarticlesonthetable.

Table5:
Asstudentsmovethroughthestations,theteacher
willremainatstationfive.Here,studentgrowthand
understandingoftheprocesswillbemeasuredthroughformal
formativeassessmentsincluding
avocabularyquizandshort
answeressayquizonidentifyinglogos,ethos,andpathos

appeals
.Theteacherwillrevisitanytopicsthatneed
clarificationorreteaching.

Table6:

GiveOne,GetOne
Articlereadaloudand
summaryactivity.Studentswilltaketurnsreadingarticles
aloudandwillindividuallywriteathreesentencesummaryof
eacharticle.Studentswillexchangesummarieswithapeerat
thetableandthepeerwillmakeonesuggestedadditiontothe
summary.Thisactivitywillberepeatedtwomoretimes.

PrewritingTable7:

DifferentPerspectivesActivity
Students
willchosearole(i.e.,scientist,astronaut,astronauts
spouse/partner,environmentalist),andcompletethedifferent
perspectivesgraphicoutline.Thiswillhelpthemdevelop
claimsanduseemotional,logical,andethicalargumentsto
defendtheirposition.(Seeattachedoutline)

PrewritingTable8:
Proposition/Support/Outline
Studentswill
begindevelopinganopinionfororagainstspacetravel.Witha
partner,studentswillcompletetheproposition/supportoutline.
TheywilluseiPadstorevisitarticles,theywillincludefactsand
statisticsfrommathandscienceclasses.Thesenoteswillbe
postedontheteachersblogfortheclassandavailabletoall
studentsintheclass.

Notes:
Once students have all been through the vocabulary station, the
work table will become an activity on in-text citations.

The thesis statement review station work will be replaced with


thesis statement construction.
Read aloud station will focus on summarizing articles on isolation.
Vocabulary table will change to a transition table.
Prewriting tables will be replaced with writing strong conclusions.
As students complete and master the content on each table, those
tables will be interchanged with new standards.

Students will have the


choice to demonstrate
one of each the
appeals by giving an
example orally to
accommodate for
students who might
need it
Table 6: the read
aloud will help
support Abby, Dillon,
and Luke for
comprehension
purposes.

Students will be
allowed to write in
their native languages
if they choose.

Interdisciplinary focus
with technology and
collaboration
requirement.

Each day, the teacher will stop the stations to do a formative


assessment of quick writes and exit slips.
Day 1: What seems especially important to me
Day 2: I was interested in. and I wonder why
Day 3: Note card/exit slips - Write one significant thing you
learned today on the front of the card and one question you have
about the material on the back.
Day 4: Select one quote or sentence from the articles you have
read that should be discussed with the class.

Guided practice and monitoring and assessments:


(Monitor orally individually or together; monitor via written language or via a task performance;
monitor via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are
learning the lesson and the objectives are being met)
Monitoring of progress and growth will be measured through quick writes, exit slips, check-ins
(thumbs to check learning), written quiz, oral quiz, and summative assessment of a final paper.
Closure:
(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
Concludingactivityistheresearchpaper(seeassignmentsheetandrubric).Inaddition,atthe
endofeachdaystudentswillcompleteanexitslipformetoevaluatewhattheyfoundvaluable
andwhatneedsfurtherexplorationanddiscussion.Thosetopicswillbediscussedatthestartof
thenextclass.