Lesson 1 - Learning To Whisper

STEPP Lesson Plan Form
Teacher: Ms. Eder

School: Altona Middle School
Title: Learning to Whisper: Introduction
Grade Level: 6th
Date: 3/31/2015
Content Area: Language Arts
Lesson #: 1 of 1
Content Standard(s) addressed by this lesson:

6.1.1.d. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly.
(CCSS: SL.6.1)
6.2.2.a.i. Use Key Ideas and Details to: Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. (CCSS: RI.6.1)
6.2.2.e. Generate questions, make/confirm/adjust predictions, make inferences, and draw conclusions based on text
structures
6.3.2.a.ii. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text. (CCSS: W.6.1b)
CDE Technology Standards

V. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior. Students:
B. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
VI. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
A. understand and use technology systems.
Understandings:
- Students will understand that facts are needed in order to support their opinions.
- Students will understand that providing evidence is essential to making a strong and convincing
argument.
Inquiry Questions:
- Why is it important for people to wait their turn before providing an opinion or giving feedback?
- How do biases interfere with critical thinking?
Evidence Outcomes:
Every student will be able to: have an idea about what they will write their argumentative essay on.
Given the guidance of my peers and Ms. Eder I can: write three arguable questions I could use for an
argumentative essay and my claim in response to those questions on notebook paper or Notability to be
turned in by the end of class.
Every student will be able to: distinguish between fact and opinion.
Given the information I learned in the Nearpod presentation and the consequent discussion I can identify
a fact from an opinion, know how a fact helps support an opinion, and know how this affects the
argumentative paper I will write for this unit.
Colorado State University College of Health and Human Sciences
Page 1
Page 2
Planned Lesson Activities

Name and Purpose of Lesson
Approx. Time and Materials
Anticipatory Set
Procedures
Argumentative Introduction: Learning to Whisper

This will serve as a pretest of where students are at. They will begin to get their feet wet in
the terms of argumentative writing and examining different arguments.
1 class period (85 minutes)
Edmodo quiz, projector, Shmoop video: http://www.shmoop.com/video/argument-essay,
Nearpod presentation on facts and opinion, 12 checks for an arguable topic, Notability,
student iPads.
We are getting a new seating chart so that will get their attention immediately. It will be
projected on the board. Once everyone has gotten in their new seats I will project the Do
Now!
-Go to Edmodo and take the Pretest
-Add the Academic Vocabulary Words to their Notability document
- Read News-O-Matic until their classmates are done.
Seating Chart/Do Now! (10 Minutes)
Check background knowledge and then Shmoop Video (10 minutes): Teacher
input/guided whole class practice - We will go over what some of the students know about
argumentative writing, and then I will introduce the Shmoop video. We will review
arguments after the video.
Nearpod about Fact vs. Opinion (40 minutes): Check for understanding/modeling/whole
class practice - Nearpod allows all the students to watch the presentation I am giving on
their iPads. The really cool thing is that I am the one who controls when we move on. The
presentation itself is pretty interactive, and it checks for understanding quite often. There
are questions that students answer, multiple choice, and circle all that are right. There are
also videos on the presentation. This presentation goes over facts vs. opinions, and the
important part is the picture we look at. We are to give the facts and opinions of the
pictures which will lead into an assignment we are doing later in the week with
WhoDunIts.
Checklist for arguable topics (10 minutes): Whole-class practice - We will go through
the 12 checks for if they have a good arguable topic. This is when I will go over what is
appropriate and not.
Brainstorm for their own essay (remainder of class/15 minutes): Individual or group
practice - On either paper or Notability (which will be turned into Showbie), students are
to put at least three possible topics, and their claim.
Page 3

Closure
Differentiation
Assessment
I will let the students know about the implications their brainstorming has on the writing
process to come. They are not able to begin the writing process until I have approved the
subject and the student has signed that a paper stating they are writing on that subject.
That way they can't turn a paper in about a subject that we did not agree upon.
Some students do not have internet access for Nearpod so they are to follow along without
using their iPad. In periods 2 and 5 I have student who require modifications that include
simplified assignments and grading. For the purpose of this assignment the only
differentiation there was that rather than 3 ideas they could come up with 1 or 2 and I
frequently checked for understanding.
Edmodo Assessment - Formative - This is a pretest to see what the students know. I am
gathering information about student's knowledge of the concepts and vocabulary of
argumentative writing.
Nearpod Assessment - Summative - There are three questions throughout. The last two
could be considering summative because it is supposed to show what the students know
after we have covered material, but I am not going to close the door on that concept (fact
vs. opinion) so I am using the information to move forward.
Topic Brainstorm - Formative - Informal - I am using this as a very informal assessment.
From the students brainstorm I will get to see if they understand how to choose an
arguable topic, put it in proper format, and make a claim. I can adjust according to what I
see or don't see.
Page 4
Post Lesson Reflection

1.
To what extent were lesson objectives achieved?

The Nearpod assessment would be the best to look at the achievement of objectives. In
each class I had close to 90% of my students get the questions correct. This shows me
that objectives were met pretty well. Also, there was a discussion aspect to the Nearpod.
It was a simple picture that had the students state facts and opinions, and this was the
most eye opening aspect of how well my lesson objectives were achieved. According to
my discussion, and level of participation in such discussion, I would once again say that
my objectives were met by a majority of students. When students made mistakes the class
talked through them together and we found out why it might be wrong. In the end
students understood that fact support opinions, and if you want others to believe your
opinion then you need to support them.
As for how the students performed on the pretest, the class averages are as follows:
Period 2 - 63%
Period 4 - 60%
Period 5 - 61%
This is what I would expect from them. They have been exposed to some of these terms
and concepts, but not enough to be masters. This is good to know considering I don't
want to waste any time teaching information they already know.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
In my period 2 I wish I would have asked better questions in regards to the Nearpod
picture. As the day went on I found myself asking the students better higher level
questions. Unfortunately, I think that just comes with getting to teach the same material
over again; I can master it. I also wish I could have required all my students to turn in
their proposals on the iPad, but I like to give them the option for those who like to write.
In hindsight I don't think it would have been a big deal to have everyone do it that way,
and it would have made it easier for me to keep track of everything. I also would like to
find a smoother transition between the Shmoop video and the Nearpod, but I did feel as if
my transition improved from previous times.
3. What do you envision for the next lesson?
For my next lesson, which falls on the next day, I envision continued instruction. We are
going to look at the first step in writing argument papers, gathering evidence for both
sides. I would have liked for this to come later in the unit, but it works best as the next
lesson because of the schedule and Spring Break being at the end of the week.
Page 5

Lesson 1 - Learning To Whisper

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STEPP Lesson Plan Form

Teacher: Ms. Eder

Grade Level: 6th

Content Standard(s) addressed by this lesson:

CDE Technology Standards

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Planned Lesson Activities

Argumentative Introduction: Learning to Whisper

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Post Lesson Reflection

To what extent were lesson objectives achieved?

Colorado State University College of Health and Human Sciences

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