The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Kathy Rappaport Week of: Feb 3-7 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 TargetStudents will support claims using valid reasoning and evidence and demonstrate this skill by writing a persuasive essay about Hazelwood v. Kuhlmeier complete with introduction, body paragraphs that present arguments and counterarguments backed with evidence and logical reasoning, and ending with a conclusion.

Assignment(s) DueStudents will read the Supreme Courts decision in the Tinker case to see another example of how Justices use precedent cases to cite their claims. Students will work on their essays about Hazelwood v. Kuhlmeier. The class is divided into two groups: one side will support the student; the other side will support the school. Students can meet in their groups to brainstorm ideas. Students will review a list of arguments that support each side of the case and add additional arguments that could help their case. Students will also support each argument with precedent cases or the quotes of Supreme Court Justices. Each student will then write their own persuasive essay including: *An introduction summarizing the case using facts favorable to their side. *At least 5 body paragraphs that use valid reasoning and evidence to both support their side of the case and refute the opposition. *A concluding paragraph that reviews the most important points and ends on a thoughtful note.

TUESDAY Learning TargetContinuation of yesterday. WEDNESDAY Learning TargetStudents will then present findings and supporting evidence clearly, concisely and logically as they present their side of the case to the class. Students will evaluate evidence presented and then make a prediction about how the Supreme Court probably decided in this case.

Assignment(s) Due-

Continuation of Yesterday Assignment(s) DueStudents will divide up their presentations and present their arguments and counterarguments to the class. After listening to both sides of the argument, students will then write down their opinion of how they think the Supreme Court decided and why. Students will listen to the Supreme Courts actual decision.

THURSDAY Learning TargetStudents will make strategic use of video to enhance understanding of how evidence is used to back claims in both criminal cases and Supreme Court cases. FRIDAY Learning TargetContinue Watching Students will participate effectively in a class discussion by writing up their own discussion questions and sharing them with the class.

Assignment(s) DueWatch Gideons Trumpet

Assignment(s) DueContinue Watching Students will engage in a Socratic Seminar about the usefulness of evidence in arguing a case.

Post-Teaching Reflections on Lesson

What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: