Henrico County Public Schools
Sample English Elective Instructional Planner
Teacher: Secondary English Elective Sample / Reporting Category: (n/a) / Unit Name: Have an Opinion / Duration of Unit:(1.5 weeks)Grade Level: Mixed Content Area(s): Debate Class: Sample / School: Sample Secondary / Date(s):(5 days at beginning of year)
STAGE 1: DESIRED RESULTS - What will students learn?
BIG IDEA/GOAL: (Put in themes for MP and Big Question for this unit)
Have an Opinion? Debate starts when two people have different opinions about the same topic. But, what types of opinions are worthy of debate?
TARGETED LEARNING OBJECTIVES/SOL(s): (For electives without standards, put SWBAT)
SWBAT understand and “build the roof of the house called debate.”
SWBAT form opinions and correctly determine the type of opinion.
SWBAT choose correct language for expressing an opinion.
SWBAT determine resolution statements for opinions.
SWBAT understand that debate starts with forming opinions and evaluating those opinions.
SWBAT see that debates in the media stem from issues in the news/media in which people have differing opinions. / UNPACK THE LEARNING OBJECTIVES/SOL(s)
Indicate Verb(s) / Level / Bloom’s Taxonomy
Form / 6 / Create
5 / Evaluate
4 / Analyze
Determine / 3 / Apply
Choose / 2 / Understand
Understand / 1 / Remember
Instructional Design Process / / ACQUIRE:
Whatdo studentsneed to learn, … / SWBAT form opinions and correctly determine the type of opinion.
SWBAT choose correct language for expressing an opinion.
SWBAT determine resolution statements for opinions. / Driving Questions / / Do all opinions stem from the same type of issue?
Is it effective to use informal remarks, such as “it’s ok” when stating opinions?
What outcomes stem from stating opinions?
/ UNDERSTAND:
…process, and make meaning of, in order to… / SWBAT understand that debate starts with forming opinions and evaluating those opinions. / / Do you and your classmates have varying opinions on topics? Which topics and opinions seem trivial? Which seem important?
Can trivial topics become important?
/ TRANSFER:
…apply and connect their understandings to the real world? / SWBAT see that debates in the media stem from issues in the news/media in which people have differing opinions. / / What topics are currently in the news?
Which of these are part of the political/media debates currently taking place?
STAGE 2: ASSESSMENT USING MULTIPLE SOURCES OF EVIDENCE
How will students apply and connect their understanding of the learning goals to the real world?
Summative Assessment(s):(Please highlight all the elements that will be used in your unit/lesson assessment and provide a brief description)
Essay / Fill in the blank
Matching / Multiple Choice
Open Book / Performance Task
Portfolio / Presentation
Project-- Political Figures Project / Report
Research Project / Short Answer
Take-Home / True/False
Other: / Other:
Please highlight or attach the rubrics to be used for your assessments:
6-Traits Scoring Rubric / Annotation Rubric
AP Scoring Rubric / Rhetorical Précis Rubric
SOL Domain Scoring Rubric / Other: Project Rubric
Sources to make your rubrics:
Evidence of Mastery:80% of students will achieve a passing score on the project rubric.
STAGE 3: PLANNING INSTRUCTIONAL DELIVERY TO MEET THE NEEDS OF STUDENTS
Texts, Materials, Resources, Etc.
General/Texts: / Notes/Handouts: / Web Items:
Debate For Students / Facts vs. Opinions and Editorial Comments / Exam View Quiz—Fact/Opinion/Types of Issues
Sticky notes / Opinions of Value, Policy and Fact / Dinner Party Audio Recording
(from publisher’s site)
Index cards / Opinion and Response Chart
Envelope / Political figures Project Template / Political leaders site (teacher created w/links)
Poster Size Sticky Notes
STAGE 3: PLANNING INSTRUCTIONALDELIVERY TO MEET THE NEEDS OF STUDENTS
How willstudentsacquire, understand,andtransfer new knowledge?
How will the delivery of instruction be sequenced and differentiated to optimize achievement for all learners?
Indicate Instructional Delivery / Minutes / Cognitive Level(s) / Description of the Differentiated Instruction,
Embedded 21st Century Skills, and Supporting Resources / Formative Assessment(s) / Evidence of Mastery
Date
Mon. / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 50 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Journal Warm-up: Look at the picture of the man in NY. What is his opinion of NY? How do you know? What details from the picture speak to his opinion? Have class discussion.
Have students sketch a picture (paper or computer) of their home-town or favorite town (not NY). Make sure to follow the example from the warm-up. Then have students do a Venn-Diagram to compare the two. They should see that some of the same items are in both opinion visuals. Display teacher model on board as students work.
Have students work alone to look at remaining 6 pictures and decide if they agree or disagree with the opinion given.
Do a 2-corner activity to see where student opinions fall on the issues.
Have students work with their elbow partner to choose 2 of the pictures/issues and use a creative way to list two sides of the argument. Have students post this on class blog and look at a few of the items as a whole class.
Have students write what they gained from this activity (hopefully that everyone thinks differently, and it’s ok) on sticky notes to leave with teacher. / Flag-it (post-it note) / 100% participation to use as warm-up
Date
Tues/ Wed / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Warm-up: Review flag-it notes left last class.
Review facts vs. opinions. Expand with opinions vs. editorial comments. Have students take notes. Show some statements on the board and have students tag them as fact, opinion, or commentary (use active vote). Students should see that some statements are both opinion and commentary.
PPT notes on Opinions of Value, Policy and Fact. Put in notebooks. Label statements on handout as value, policy or fact. Discuss as a class.
Working with elbow partner, complete cloze exercise on statements of value, policy and fact. Have students share their answers on board (document camera if available).
Get into small groups. Each group gets an envelope with issue statements—make sure each envelope has different items. Categorize on Sticky Poster Board provided. Tape answers around room. Students have round, stickers (different color for each team) to mark any statements they think are in the wrong column. Discuss answers as whole group.
Have each student write an opinion statement for each type and put on an index card—don’t label the type. Have students work with students at their table and pass around the statements and write each under the appropriate column in their notebooks. / Notebook check—last activity / 100% of students correctly categorize 70% of statements
Date
Thurs/ Fri / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other Assessment
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Mini online Quiz—Fact vs. Opinion and Value/Policy/Fact
Display results of quiz and discuss any missed items.
Quick notes and discussion—ways to respond (strong vs. weak remarks)
Go over practice items from workbook together. Have students complete the exercise on their own and compare answers with elbow partners.
Have students pull up Opinion and Response chart. Each student needs to respond to all items, using each method of response at least once. Walk around room and select students to add their responses to teacher’s computer.
Display each issue and its four responses on board. Discuss as a large group which answers sound better for each issue—like the person is insightful. Discuss importance of strong, formal opinion statements.
Listen to conversion of a dinner party (Handout #9 from text). Figure out the four topics of discussion. Decide if you agree or disagree. Check if topic is a matter of fact, value or policy. / Listening Activity / 100% of class correctly answers all parts of 3 of the 4 items
Date
Mon / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 50 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Journal Warm-up: Resolution. What base word can you pull out of resolution to help you figure out what it means? Thinking about story structure/plot, what is a resolution? Can you have multiple resolutions to a story/problem? Share journal entries.
Talk about resolution as it relates to debate and news. Work through first two practice matching items on resolutions in news stories. Have students work on last three alone. Go over answers. Have students write out resolutions with a partner for the last two items in text.
Find and Post an article. Describe the two opposing opinions and a resolution.
Add your name to which side of the issue you stand for all posts.
Respond to three of your classmates’ posts with your extended opinion statement and resolution. / Blog post / 100% of students post; 80% of students correctly identify issue and a resolution
Date
Tues/ Wed / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other Project
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Complete article assignment from Monday. Discuss outcomes of the assignment. Do thumbs up/thumbs down to quickly go over a few of the posts.
Political Figures Project introduction—pick a political figure to follow.
You will be comparing his/her opinions on topics to your own in Google Doc. Today, use the site link given to investigate and pick a figure. Then pick your first issue to map.
-Issue Type (value, policy, fact)
-Issue (short summary, stating opposing sides)
-Articles (min. 2) that state the politicians view
-Give commentary on that view and your extended opinion
-Resolution statement / Thumbs up/down / 80% of students to respond correctly to asked questions.
Teacher Reflection/Effectiveness of Learning:
On the first day, students got too caught up in how their pictures looked and wasted valuable time—have students bring in pictures next time. Students confused the fact vs. opinion items with the types of statements (value, policy, fact) because they both had the word fact. Pull out fact vs. opinion and just focus on opinion vs. editorial commentary next time. I thought a whole period to start the project would be disastrous, but students need the time and my moving around helped those who were stuck much more than just the long project explanation I usually give.
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