Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design,

Candidate Rashele Delin Grade level 9th grade

Lesson title 1984 Debate 4/26/18

Step 1—Desired Results (What students will learn…)

Standards, benchmarks, other objectives as needed. What should students know, understand, and be
able to do as a result of the lesson?

Objectives:

Students will be able to Analyze the short story “Harrison Bergeron” by Kurt
Vonnegut Jr.

Students will be able to Demonstrate understanding by debating the relationship of

rules/ laws and equality using “Harrison Bergeron” and 1984.

Enduring Understanding/ Essential Questions:

What happens to society when the basic structure gets broken?

Can total equality really be established?

Standards:

Standards 4.1.b. Integrate information from different sources to form conclusions about an author’s
assumptions, biases, credibility, cultural and social perspectives, or world views.

Standards 2.2. e. Use flexible reading and note-taking strategies (outlining, mapping systems,
skimming, scanning, key word search) to organize information and make connections within and
across informational texts.

Step 2—Assessment Evidence (Summative/Formative check for learning)

Performance task—What will students do to show what they have learned?

Performance criteria—How good is good enough to meet standards? Provide checklists, rubric, or
criteria.

Performance Task: Students will complete an outline that details the position they will debate. Once
the outline is complete students will then present their stance. As each group is presenting their side
the listeners will take notes, so they can counteract the claims. Students will debate for two rounds
and then add closing remarks to sum up their idea.
Performance Criteria: I will be checking the students outline and jotting down notes of who talks. I
will be checking for complete outlines and the students will have to speak at least twice to receive
full participation points.

Step 3—Learning Plan (detailed enough for another teacher to follow)

Learning activities: Steps for students. Use action Notes for Teacher
verbs (step by step from start to finish)

Anticipatory Set (5-10 min)

1. Review Structuralism
2. Quick biography of Kurt Vonnegut

Activity 1 (60-70 min)

1. Read and annotate the short story (15min)

2. Get into assigned groups Number students 1 or 2
3. Create a shared document with all group
members. Have students circle up so they can hear each
4. On the document students will outline their other
argument. Each student needs to add something, have
A. One side will support the idea that them label what they added
following the laws/rules put in place
will create equality for all. Each student will need to speak twice to
B. One Side will support the idea that show full contribution to the conversation
following the laws/ rules put in place
creates unity, but not equality.
5. (20-25 min) The outline will consist of an
Introduction statement
A. Define Equality and Unity
B. Summarize the short story and
describe what stance you are taking
and why
6. After Intro write: Supporting points
A. Create three points describing why your
stance is correct and why the idea of the
opposing side is wrong
B. Include one pieces of evidence from the
short story and 1984 for each point
7. After supporting points create a Closing
statement
A. Restate your position and add anything
that wasn’t already said
8. Once the outline is complete each side will
present their ideas on their stance. (10min)
 9. As each side is presenting the rest of the
students will need to take notes on the ideas
of the opposing side.
10. Once each side present their initial
argument students will then discuss the
points made from the other side and discuss
how those points are wrong (3min)
11. After three minutes, each side will present
again and state how their side is still correct.
(5min)
12. After each side presents the groups will take
two minutes to come up with a closing
statement and share those statements
(5min)
Have students write exit ticket on bottom of
Closure (5-10 min)
shared document each person will have to do
1. Exit ticket this.
A. Reflect on how your group did?
B. Which side does 1984 lean towards?

Resources, Timing, and Materials

Timing:

The activity will take about 90 minutes. The anticipatory set will take about 10 minutes. The activity
will take about 70 minutes. The reading will take about 15 minutes to read and annotate. The outline
will take about 20 minutes. Round one of debate will take about 10 minutes. Round two will take
about 10 minutes with discussing the notes. Closing statements will take about 5 minutes with
closing statements. The closure activity will take about 5 minutes to complete.

Materials:

 Laptop
 Harrison Bergeron short story
 1984 novel/ pdf
 Journals from 1984
 Power point

Step 4—Differentiation/Accommodation/Modifications

Which strategies/methods will you use differentiate for different learning styles? How will you
accommodations and modifications for special needs students (IEP)?

To modify: If this activity is too difficult, students will be able to read the story aloud and take notes
as its being read. They will also be able to write their own outline and verbally contribute ideas.
 To Extend: If this activity is too easy, students will be able to connect outside sources to the topic to
help support their stance.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design,
ASCD, 2006.