The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Kathy Rappaport Week of: Feb 10-13 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 revise, edit and correct their Hazelwood v. Kuhlmeier essays. Students will present information, findings and supporting evidence clearly and logically so that listeners can follow the line of reasoning as they present both sides of Hazelwood v. Kuhlmeier. Students will evaluate evidence presented and then make a prediction about how the Supreme Court probably decided in this case.

Assignment(s) Due-

Revised essays

Classroom presentation: Students 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.

TUESDAY Learning TargetContinuation of yesterday.

Assignment(s) Due-

Continuation of Yesterday Students will take a test on Supreme Court Cases Assignment(s) DueWatch Gideons Trumpet

WEDNESDAY Learning TargetStudents will watch a video to enhance understanding of how evidence is used to back claims in both criminal cases and Supreme Court cases.

THURSDAY Learning Target-

Assignment(s) DueWatch Gideons Trumpet

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) DueContinue Watching Students will engage in a Socratic Seminar about the usefulness of evidence in arguing a case and the importance of legal council.

Post-Teaching Reflections on Lesson

What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: