(Teacher Name, School, Grade and Subject)

Four Corners

LP 2
# of Days
1
Prior Knowledge
SWBAT discuss their opinions on certain issues through a class dialogue
Lesson Objective
Lesson
Assessment
(Benchmarks or
Standards)

SW talk through and participate a four corners debate

CCSS.ELA-LITERACY.SL.11-12.1.B CCSS.ELALITERACY.W.11-12.1
Student Learning Task or Activity
Students will work to complete a grammar worksheet.

7 Minutes

4 Minutes

Students will share their answers as a class, while the teacher moves
from one question to the next.
Students will receive a sheet with a list of 14 statements and listen to the
teacher as the teacher gives directions on what to do with this sheet.

5 Minutes

10 Minutes

30 Minutes

Students could be reluctant to participate in the discussion. Some

students may silence other students by being disruptive. As this
(Anticipated Problems) discussion method is kind of free flowing, side conversation could
take away from it.
(Changes for next time)
(What worked well)
Dates

Materials Needed
Time

Enrichment
Accommodations

METHOD

10/15/14
Teacher Activity
The teacher will tell students that through the essays, and with
small writing assignments we have seen that students struggle
when using homophones (to, too, two; their, there, they're;
The teacher will lead students through this worksheet asking
students to share their answers. If there is any confusion, the
teacher will clarify.
The teacher will explain that students have to choose whether
they agree or disagree with the statements. They will make sure
to let students know that they have to choose one side as they
will be choosing a side in their essays. The teacher will also tell
students to choose two specific statements that they want to talk
about. Then tell students to use an appeal to (ethics, logic,
emotion) in defending their position as we went over yesterday.

Students will fill out the sheet with the choices they have made for each
statement. Then brainstorm for a few minutes how they will defend the
choices they have made.
Students will move to a corner of the room based on whether they
disagree, strongly disagree, agree, or strongly agree with the statement
that we are going over at this point. Students will then defend or give
rationale for why they have gone to a specific corner of the room in a
whole class discussion.

The teacher will facilitate the discussion that students are having.
When students fail to go into depth for their reasoning, or do not
give evidence of their reasoning, the teacher will ask them to
think deeper or harder. The teacher will also ask that once
students have shared three times to have a seat so the other
students in class can share.

Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 7/06

(Teacher Name, School, Grade and Subject)

Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 7/06

(Teacher Name, School, Grade and Subject)

Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 7/06