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Lesson Plan On How To Gather Evidence

A Spongebob Square Pants CCSS aligned Lesson plan to introduce students on how to gather evidence to format argumentative essays.

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Kacey
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545 views4 pages

Lesson Plan On How To Gather Evidence

A Spongebob Square Pants CCSS aligned Lesson plan to introduce students on how to gather evidence to format argumentative essays.

Uploaded by

Kacey
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Student Teacher: Kacey Parks Date of Lesson: February 9th 2015

Lesson Title/Description: Introduction to Argumentative Essay


Lesson # 2 of 10

Time Allotted for this Lesson: 50 minutes

Goals: CCSS.ELA-Literacy.W.6.1Write arguments to support claims with


clear reasons and relevant evidence.
CCSS.ELA-Literacy.RI.6.1
Cite textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text.

Objectives:
-Students will gather evidence from police
reports to aid in either the Defense or Prosecution
of SpongeBob Squarepants. The students will use
this evidence to construct an argumentative
template, which includes: claim, argument,
supporting evidence, explanation and conclusion.

CCSS.ELA-Literacy.RI.6.2
Determine a central idea of a text and how it is
conveyed through particular details; provide a
summary of the text distinct from personal
opinions or judgments.

Pre-Requisite Knowledge and/or Skills: Students have learned what an argumentative essay
is. Students will have a previous knowledge of what facts and supporting details are.
Materials/Equipment/Supplies/Technology/Preparation:
Doc camera with computer attachment. Scratch paper and pencil for exit slip. Posters of
evidence.

Procedure: Teacher Does

Procedure: Students Do

Time

Motivation/Hook:
Students will watch the trailer and think pair
share about the differences between the trailer
and the book The Lorax. Students will be
prepared to be called on for discussion answers.

Motivation/Hook:
Will welcome students at the door,
6 Mins. and show The Lorax trailer (to
review the Lorax text we read
yesterday). This will lead into the
discussion of what the difference
between the book and the movie,
and how the movie has extended
the call for action that the book
states.
Teaching:
The teacher will introduce the
10
review fact vs. opinion through
mins.
the means of a PowerPoint. This
PowerPoint uses examples from
the mentor text The Lorax.

Teaching:
Students will take notes on the definitions of
facts and opinions.

The Teacher will play the


SpongeBob Squarepants theme
song, to transition into the next
activity.
32
Mins.

The teacher will introduce the


Trail of SpongeBob Squarepants
activity by reading the synopsis of
the case on the doc cam. The
teacher will also read the
instructions.
The teacher will model how to
gather evidence from the work
sheet, and what it looks like to
rotate stations.
The teacher will be available for
questions and additional support.
Group Application:
The entire class will be receiving
instruction through the means of a
PowerPoint for fact vs. opinion.
They will receive instruction via
doc camera for the group rotation
activity.
Independent Application:
The teacher will guide the
students through the activity as a
monitor and answer questions.

The students will watch the theme trailer. The


students will listen to the teacher as she gives
instruction.
Once instruction has been given the students
will be divided up into three groups in order to
rotate into three stations. At each station the
students will gather police report evidence
that either proves SpongeBob is guilty or
innocent in the case. Students will write down at
least one fact that he or she believes most
strongly supports their side.
Students will begin work on the back of the
paper on the argumentative template, in order to
start framing their facts and drawing
conclusions from the evidence. This activity will
continue into the next day.
Group Application:
The entire class is taking notes on the fact vs.
opinion PowerPoint, and they will be rotating to
each station.

Independent Application:
The students will take notes on the PowerPoint
slides; they will also individually gather
evidence and begin work on framing their side
of the case.
Closure:
The students will turn in their papers.

Closure:
The teacher will collect the papers
to save for tomorrow and provide
ample time to complete the
activity.
Meeting Varying Needs of Students:
The classroom is such that there is a high level of ELL and SPED students. With these varying
needs we have three instructional assistants in the classroom. Instruction is both visual and
auditory. The teacher will read out loud all parts of the PowerPoint slides answering various
questions. The SpongeBob activity is a series of rotation stations. The instructions are given
under the doc camera and the transitions are video centered. The instructional assistants will be
walking around the room aiding in extra support. Students are given several opportunities to

discuss with their partners and a chance to be mobile around the room.

Assessment
1. Evidence collected during/as a result of this lesson: Formative evidence- the teacher
will note which questions students have. The teacher will collect the activity sheets
noting the amount of progress made and to indicate comprehension and the additional
time needed for the next day.
2. Summative assessment is ___9__ days after this lesson.
Reflection:
1. How did the students do re: the objectives, and how do you know?
Students were able to successfully identify and fill out facts that supported his or her side of the
argument. I recognized this by collecting and analyzing their paper submissions. Several
students began work on the backside of the paper as they were starting to form their
argumentative template.

Reflection:
2. Describe any changes you made as you were teaching the lesson. This lesson took a lot
longer then originally anticipated. I adjusted the role of my mentor teacher and the instructional
assistants by having them act as station leaders. For my introduction to this activity, I staged a
phone call from the bikini bottom police (the fictional police from the SpongeBob television
show) and informed the class that we would be assisting in gathering evidence. This greatly
increased engagement.
Reflection:
3. What would you change about this lesson plan? Pay attention to situations where
students either did not learn or already knew.
I would read the evidence out loud and have a timer rotation. Students for the most part were
engaged, yet sometimes would gather into social groupings and get off task. I would also
provide some hand held copies of the evidence stations, as students would crowd around the
poster to find their evidence and not let other students see the poster.

Reflection:
4. How did the results of this lesson influence the way that you will teach in the future?
This lesson taught me to include more time for student activity. It takes students a lot longer
then anticipated to gather information; therefore it is important to allow ample time for students
to do hands-on activities.

Reflection:
5. What did you learn about teaching this lesson?
Recognize when an activity may take a lot longer then expected
Read everything out loud
To be even more animated when introducing a new activity

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