ConneXions Daily Lesson Plan

Teacher: Lardieri Date: 03/02/18

Course: Humanities Grade Level: 8

GENERAL EDUCATION PLAN IEP ACCOMMODATION

Summative Assessment Summative Assessment How will you tailor

What is the final task at the end of the Unit (essay, project,
etc.) Reference Unit Plan
Students will create and present a digital project that further explores a
topic that we have studied as well as teaches their classmates some new
information.
How does this lesson help to prepare students for completing
the summative assessment at the end of the Unit (essay,
project, etc.)
This lesson prepares students for the summative by providing them
with a topic they could use for the assessment.
this written task to help Ss with disabilities?
1.Ss can be given an extension on the due date
for this essay.
2.Ss can be given the opportunity to work with
their special educator in a pull out capacity (until
staffing allows for push in).
3.Ss can be given a heavily scaffolded project
outline during workshop time.
4.Ss can be allowed to hand in modified project
length.
5.Ss can participate in the editing process with
the teacher in a one-on-one setting rather than in
a peer tutor capacity.

Common Core Alignment

The skills being taught in today’s lesson will help Ss to master the
following Common Core Standards (reference Unit Plan):

W:
 CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and
relevant evidence.
R:
 CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
SL:
 CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions

Formative Assessment These are some guiding questions to Formative Assessment How will you tailor this
help you understand what a formative assessment should be. This task to help Ss with disabilities?
written product does not have to be in the form of an “Exit Ticket”. It
can be the work sample from today’s lesson.  One on one assistance.
 Differentiated readings
Completed packet with station activities (Due 03/02)  Strategic groupings

Daily Learning Targets What specific literacy and content skills Learning Targets What classroom supports
will students be practicing? For examples of skills please reference are needed for Ss with disabilities in order for
“Literacy Skills” or “Instructional Stages” which can be found in them to reach the Learning Targets?
the Shared Folder “Planning Documents”
 One on one assistance.
Writing Skill (s): SWBAT create warrants to support a claim.  Differentiated readings
 Strategic groupings
Reading Skill (s): SWBAT analyze secondary sources.
Content Skill (s): SWBAT determine the purpose of confederate
monuments and understand the conflict surrounding them in our
modern society.

Activities/Tasks: What will take place in the classroom that will Activities/Tasks: How are you differentiating
help Ss practice the Skills above and will help them to complete the the lesson to help Ss with disabilities prepare for
formative assessment? the above formative assessment?

Do Now: __5__ minutes  Students have differentiated readings 8D &

8C:860-990 / 8A & 8B: 610-720
What was something interesting that you learned in yesterday’s stations?  Students may receive extended time
What piece of information would you want to share with your classmates or  Teacher will circulate to assist in completion
myself? of stations
 In 8A and 8B students will be given one pro
and one con and they will document 2
Teacher Driven Instruction: __05__ minutes warrants instead of 3.
 Analysis questions will vary in response to
Teacher reviews objective and today’s question. student understandings

Today’s question for station activities: Should states be allowed to

take down Confederate monuments?

Teacher reviews expectations of station activities from yesterday.

Next week we will be writing letters to the governor asking him to
either keep or remove the Confederate monuments in our state.

Teacher explains that students will only have 15 minutes at each

station, so they will need to work quickly and efficiently to get their
work done.

Station 1: Should cities be allowed to take down confederate

monuments? PRO

Station 2: Should cities be allowed to take down confederate

monuments? CON

Station 3: How the United States got so many Confederate

monuments.

Station 4: News Videos of Monument Debate

Students received a worksheet for all 4 stations yesterday. The

backside has the closing activity in which the students determine
their claim and warrants.

Students will spend 15 minutes in each station. Two stations

yesterday and two stations today.

Student Driven Instruction: _30___ minutes

Station 1 involves students reading and annotating a passage and then

documenting 3 reasons to take down the monuments.

Should cities be allowed to take down confederate monuments? PRO

Station 2 has students reading and annotating a passage, then documenting 3

reasons for leaving the statues up
Station 3 has students reading and annotating a passage and then answering
4 analysis questions.

Station 4 has students watching two videos regarding confederate statues

and documenting at least 3 take aways and one question

Students switch stations after 15 minutes.

Close: __10_ minutes

Students circle the claim that represents their beliefs:

States should be allowed to take down Confederate monuments

OR
States should not be allowed to take down Confederate monuments

Students then document their 3 warrants based off of their findings

during the station activity.

Resources/Materials: What texts, digital resources, & materials Resources/Materials: How are you
will be used in this lesson? differentiating the texts read during this lesson for
those Ss with disabilities?
https://newsela.com/read/lib-history-confederate-statues/id/34162/
Supplementary Aids:
https://newsela.com/read/confederate-statues-procon/id/30571
The reading will be available in multiple lexiles
bit.ly/VID10228 depending on the needs of each class.

bit.ly/VID20228