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TARGET

6th Grade ELA Standards

CCSS. RL 6.6

Explain how an author develops the point of view of the narrator or speaker in a text.

CCSS.ELA-LITERACY.SL.6.1.B

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles

as needed.

CCSS.ELA-LITERACY.SL.6.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that

preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under

discussion.

Lesson Objective:

Students will demonstrate their understanding of point of view and counterpoint through their

participation in a debate.

Big Question:

How can students demonstrate their understanding of point of view and counterpoint?
Knowledge:

1) Students will understand the terms Point of View and Counterpoint

2) Students will learn to work in a small group to form an argument support one author’s

point of view.

3) Students will have read and taken notes on the point they’re arguing and come prepared

to the class debate.

4) Students will reflect after the debate on whether or not their opponents were able to

persuade them to change their opinions.

Skills:

1) Students will practice expressing their ideas clearly to each other.

2) Students will share facts related to their assigned opinion

3) Students will acknowledge information received from others and modify their own

opinion if appropriate.

Student Social-Emotional Goal (LEARNER): Students will participate in one on one, group and

teacher-led discussions to develop and share their point of view.

Barriers to Learning (LEARNER): The class consists of 3 students who have IEPs and

disabilities that have hindered their learning. Some of these students may not be familiar enough

with successfully developing and presenting an argument.


Common Misconceptions (LEARNER & TARGET):

Students will sometimes forget the definitions of point of view and counter point. Often times,

students will feel their disagreeing with a point of view is sufficient and won’t offer a counter

point that supports why they disagree.

My Classroom Composite (TEACHER & LEARNER):

This group of students is made up of 6th grade students from 2 6th grade classes. The students in

this class are those across the grade who need more support in understanding ELA concepts

taught. This is a very diverse class consisting of a variety of learners including English Learners

and 3 students with IEP’s needing Special Education services and RSP time. Some students in

this class are also chronically getting into trouble because of behavior.

Accommodations/Adaptations/Intervention (TEACHER, LEARNER, INSTRUCTION,

MANAGEMENT)

Students may not understand the subject they’re given to defend so they’ll be given access to

their Chromebooks to do more research than what is handed to them.

Students will be arranged at the start of the lesson so they are partnered with someone they will

work well with. I will partner students with IEPs with strong leaders in the class that will take on

the role of guiding their partner and are not dominating. I will partner my chronic behavior

problems with students who are responsible and will encourage their engagement.
MANAGEMENT (TEACHER, LEARNER, MANAGEMENT)

While I’m presenting the material and reading the information to the students I will walk around

the room to make sure students are staying on task and following along. I will also periodically

pause midway through a sentence and have students complete the sentence. This will help ensure

students are follow along. During partner work, I will monitor the classroom and randomly stop

at each group to see how they’re doing. I will answer questions and clarify when needed. The

close proximity will also help in making sure students stay on task. When calling on students to

share their responses at the start of the lesson I will use equity sticks to randomly select students.

Throughout the different stages of the lesson I will update students with how much time they

have left to complete each step.

INSTRUCTION

Over the next 4 days students will be working with partners and individually to express a point

of view. They will have the opportunity to take notes, research, read with the teacher, partner and

individually, write summary and speak to share what they and their partner have agreed one.

These activities will give the students multiple ways to participate in the activities. (UDL:

Multiple Ways of Engagement)

To reach the variety of learners in the classroom I will do the following: I will post definitions of

Point of View and Counterpoint on the board for students to refer back to once they provide the

definition. They will be on display all week. Along with me reading the debate material handed

to the students they will be asked to read with their partners and individually. Sentence frames

will be posted that can help students properly state their point of view or counterpoints. (UDL:

Multiple Means of Representation)


Day 1: Students review the concepts and definitions of Point and Counterpoint. Students

will be given 1 minute to discuss and review their understanding of the two meanings

with their shoulder partner (student they’re sitting next to). I will use equity sticks to

randomly call on students to share the definitions and write them on the board. I will tell

the students that they’re going to have a debate later on in the week and they and their

partners are going to be assigned a topic they’re going to support. The two topics will be:

“Google’s Android Operating System offers better features than Apple’s IOS” and

“Apple’s IOS offers better features than Google’s Android Operating System”. I will

assign each set of partners their opinion and provide them a brief printed list of features

for what I have assigned them. I will read both lists to the class, having student follow

along and read for me when I pause.

Day 2: Students will be asked to review the meaning of Point of View and Counterpoint

just as the day before. Students will be told that with their partner they’re going to

research more reasons why their Operating System is superior to the other. Students will

be encouraged to use their Chromebooks and search articles and reports that would be

helpful in finding information to prove their point. Chromebook usage expectations will

be reviewed before students are allowed to use them. Students will be told that their notes

will be graded at the end of the assignment and they need to find at least 6 reasons why

their Operating System is superior to the other. Students can write their own notes and

just list who their partner is or both students can share one paper with both names listed. I

will monitor the room the make sure students are on task and to make sure both are

engaged in the assignment.


Day 3: Students will be told they’re going to participate in their debate today. Partners

will organize their ideas on paper which will not be graded and only used for their

reference during the debate. Students will be given 10 minutes with their partner to do so.

Before beginning the debate, partners will be told my expectations. Students must be

respectful, speak one at a time and listen to the speaker. Partners will decide if they will

have one speaker expressing their views or if they will take turns. Students will be given

sentence frames to help them respond during the debate, such as “I

believe….because….”, “That’s a great point, but…” or “I disagree because…”. I will tell

the students which side will begin their debates (Apple or Android). I will monitor the

room during the debates which should last no longer than 10 minutes. I will listen into

each debate to make sure partners are following the expectations I gave them.

Day 4: Students will be given 10 minutes to review the previous day’s debate with their

partner. Individually, they will have to express whether they were given a convincing

enough argument from the opposing side to change their opinion or why their opinion

was not changed. Did their point of view on this topic change? They will express their

findings in a brief summary that will be graded. In the summary the students will also

provide a definition of point of view and counterpoint.

Materials

● Notebook paper

● Pens, pencils

● Chromebooks
ASSESSMENT

The teacher will be analyzing group and individual behavior in the process of rewarding

participation points. Are they expressing themselves clearly? Are they listening to each other?

Are they building on each other’s ideas? During the debate I will walk around the room and give

participation points to students who are engaged, either listening or speaking. Participation points

will also be given if students show evidence of using their research and notes from the present

and previous day. Participation points will also be rewarded if students are correctly using the

sentence frames to express their point of views or counterpoints. Points will be provided for the

summary if students correctly define each term and also summarize what came from the activity.

Through these multiple assessments students would have had several ways to express their

learning. (UDL-Multiple Means of Expression)

Instructional Decisions Based on Analysis

I will use the results of the assessments to determine if additional practice on the understanding

between point and counterpoint. I will use this information to decide whether or not the students

are ready to participate in a whole class debate, not just against partners.

SUMMARY OF CHANGES:

Mrs. Ruiz commented on my original plan that a written summary needed to be included in the

lesson to assess the understanding of the terms. I agree that it adds an additional way of students

expressing their learning and would work well for students who are more confident in their

writing than their speaking skills. I added an additional day to the lesson with the final day

including the writing of the summary.


Other changes made were to include the mention of the summary throughout the plan when

necessary and also to make corrections for errors that had been missed when creating the original

lesson. I have also included ideas or edits from suggestions read for different plans on the

discussion board.

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