ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Hallie Litt Date: 21, 22, and 23 April 2018
Grade Level: 6th grade Subject/ Topic: Controversial Topics within Science
Approx. time spent planning this lesson: 2 hours
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Students will be completing their debates as well as their final paper for the debate unit.

Brief Context: After taking Friday to practice their debates, students will be debating their topics today (and
tomorrow). Tomorrow students will get their final paper assignment and have time to complete the project over
the next day (23 April).

Prerequisite Knowledge/Skills: Use of technology (laptops, google docs, etc.)

Objectives: MS-ESS3-4 – Construct an oral and written argument supported by empirical evidence and scientific
reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Learning Target 3 (LT3) – Communicate your perspective respectfully and listen to the perspective of others.

Assessment: Debate final paper

Worldview Integration: Thinking about a Biblical world view and how mine impacts interactions with students I
would note that as I am teaching I should remember that every child is made in the image of God. I should keep
a mindset of reconciliation in the classroom – meaning all people make mistakes, but these should be responded
to with grace.

Instructional Resources: Google classroom used to share final assignment details with students.

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
Debate listening and participation, Q & A time, debate Debates!
written paper, Q and A time
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
Written paper, debate form Debate form, questioning, Persistence
discussion, final paper Individual notetaking (debate form)

Options for Comprehension Options for Executive Function Options for Self-Regulation
Debate form, Q and A time, group Monitoring self, time management Individual notetaking, time
discussion management

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building The importance of the unit and the idea
of being Christian scientists and keeping with this mindset will be encouraged. Students will be working together to
come up with the debate information and forming debate points throughout this unit.

CONDUCT MANAGEMENT: To gain attention you can utilize a 3-clap method, or if groups of students seem
to be attentive towards you, you can raise your hand in the air and wait for the students to do so as well (they know
this is a quiet down strategy). While students are in their groups working, the teacher will walk around to monitor
the classroom. A program is used to make sure all students are on task on their laptops (monitored by Mr. Drenth
and Mr. Warners).

PHYSICAL ENVIRONMENT: Initially, all students will meet in Mr. Warner’s room to watch the debates.
Students will work in their homeroom teacher’s room while working on their final paper for the unit.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON

(21 April) Day 1 = normal; (22 April) Day 2 = bold; (23 April) Day 3 = italicized

Motivation/Opening/Intro:
Today students will be beginning their debates. Put a slide with each of the topic questions on the board.
Pass out the Debate form (see assessment page). Explain the form to students. They should write the question that
is being debated and write down one thing that they learned about that topic for each debate other than their own.
There are a couple questions at the end that they will not answer until tomorrow when we finish all of the debates.

Today we are finishing up our debates. Pass out the debate forms and remind the students to complete their form
as the debates are happening. These will be collected at the end of the last debate today.

Students will continue working on their final debate papers. Ask the students if they have any questions before
they begin today and remind them that the paper is due at the end of the period.

Development:
Mr. Warners or myself will state the topic question and students will come to the front with their groups. We will
flip a coin and if it is heads, the group standing closest to the window side of the classroom will be pro and the
other group will be arguing for the con side of the argument (and vice versa for tails). The following will be written
on the board as it is the structure for all debates:
Pro opening statement
Con opening statement
Pro point
Con point
Pro counterpoint
Con counterpoint
Pro closing arguments
Con closing arguments
As students are debating, others will be completing their debate form. After the debate is over, it is appropriate for
students to clap for the groups.

We will finish up our last 2-3 debates today. Have students work on their debate form throughout and after all
debates are over, they will have time to answer the questions pertaining to their own debate topic as well as what
they learned about debating in general.
Show students the final paper description on the overhead and read it over with students. For this assignment they
have the freedom to choose any of the topics that were debated (it does not have to be the topic they debated).
They get to choose whether they are for or against the topic and write a one-page paper on why it is they hold the
position they do on the topic. Students must use resources to back up their position as this is something that we
hope they have learned is important throughout this unit process.
Students may ask any questions they have on the final paper.
Send students back to homerooms to start working on their paper. Collect the debate forms.
Students will work on finishing their final paper. If students finish their paper before the end of the period, they
can visit the resource list that Mr. Warners put together that includes YouTube videos pertaining to each of the
topics that we debated throughout the unit.

Closure:
Close today by collecting the debate forms from students.

Tell students that they will have the rest of tomorrow during science to finish their paper. If they do not think they
will be able to complete the paper in that class period, they should work on it at home tonight.

Students will turn in their papers and have some time to share anything they learned about the topics they chose
to write about and/or debate.

 Note that some students were offered an adapted final (see assessment page).

Resources: co-teachers; Evan Kroon – taught debate unit last year