Lilly Ryden - Gms - Lesson Plan 3
Lilly Ryden - Gms - Lesson Plan 3
Lilly Ryden - Gms - Lesson Plan 3
Assess
t
he
i
nnocence
o
r
g
uilt
o
f
UV
lighting?
collect,
analyze,
and
evaluate
the
narrator
in
The
Tell-Tale
evidence
as
part
of
building
and
How
is
forensic
evidence
used
to
make
inferences
and
draw
conclusions?
Heart
based
on
textual
revising
models
and
evidence
and
forensic
science
explanations.
What
forensic
evidence
could
be
utilized
throughout
the
text
that
could
techniques.
determine
the
narrators
innocence
or
guilt?
CCSS.ELA-Literacy.RL.8.1
Cite
the
textual
evidence
that
Write
an
opinion
piece
arguing
Is
there
enough
forensic
evidence
to
determine
the
narrators
innocence
most
strongly
supports
an
the
narrators
innocence
or
or
guilt?
Explain.
analysis
of
what
the
text
says
guilt,
using
evidence
to
explicitly
as
well
as
inferences
strengthen
the
claim.
drawn
from
the
text.
CCSS.ELA-Literacy.W.8.1.b
Support
claim(s)
with
logical
reasoning
and
relevant
evidence,
using
accurate,
credible
sources
and
demonstrating
an
understanding
of
the
topic
or
text.
Planning:
Teacher
Resources:
Pinterest
(for
planning
ideas),
http://sciencespot.net/Pages/classforsci.html#powerevid,
Smart
Board
or
Power
Point
presentation
(will
have
Power
Point
presentation
prepared
in
case
Smart
Board
is
not
functional)
Academic
Vocabulary:
Forensic
science,
forensic
evidence,
fingerprinting,
hairs
and
fibers,
blood
evidence,
UV
lighting
Materials:
Student
textbooks
(The
Tell
Tale
Heart
story,)
graphic
organizers,
handouts
of
the
vocabulary
terms,
pens/pencils,
old
newspapers
(to
create
the
bulletin
board,)
tape,
poster
board
(for
the
CSI
banner.)
Technology:
Smart
Board,
Power
Point
Groupings:
Two
mixed
ability
groups
of
about
10
Student
prior
knowledge
needed:
Prior
to
this
lesson,
students
will
have
read
and
studied
Edgar
Allan
Poes
The
Tell
Tale
Heart.
Co-Teaching
Strategy(s):
One
teach,
one
assist;
Parallel
Teaching
(during
the
group
portion
of
the
lesson.)
Teacher
What
questions
will
you
ask?
What
will
you
do,
say,
and/or
write?
What
tools
will
you
use?
The
teacher
will
engage
the
class
by
asking
them
a
series
of
questions
related
to
the
narrator
from
The
Tell-Tale
Heart.
This
will
ultimately
lead
to
the
question,
Did
the
narrator
really
kill
the
old
man
in
the
story?
EXPLORE
(20
mins)
After
the
questioning
has
been
completed,
the
teacher
will
then
begin
to
explain
how
in
many
modern
day
crime
investigations,
forensic
science/evidence
is
used
to
solve
crimes.
The
teacher
will
also
explain
that
forensic
science/evidence
has
sometimes
been
used
to
prove
people
innocent
who
were
previously
found
guilty.
The
teacher
will
then
go
over
the
vocabulary
terms
and
ask
the
students
to
think
of
examples
of
when
each
might
be
used.
The
cooperating
teachers
will
assist
in
handing
out
the
vocabulary
terms
to
the
students.
EXPLAIN
(30
mins)
The
teacher
will
split
the
class
in
half
(straight
down
the
middle
of
the
room.)
The
teacher
will
then
take
one
side
of
the
room
while
one
of
the
cooperating
teachers
will
take
the
other
side
of
the
room.
The
remaining
cooperating
teachers
will
hand
out
graphic
organizers
to
the
students
and
may
then
circulate
during
the
activity.
Each
teacher
will
work
with
their
group
to
analyze
the
text
and
look
for
possible
places
where
a
forensic
science
technique
could
be
Students
What
will
students
do?
What
tools
will
students
use?
Where
in
the
classroom
are
the
students?
How
will
students
be
grouped?
Students
will
be
at
their
desks
during
this
time.
They
will
participate
by
answering
the
questions
about
the
narrator.
During
this
time
they
may
turn
and
talk
to
discuss
their
thoughts
with
one
another.
Students
will
remain
at
their
desks
during
this
time.
They
will
receive
handouts
of
the
vocabulary
terms
and
may
take
notes
in
their
notebooks.
Students
will
also
be
asked
to
think
of
examples
of
each
forensic
science
term/technique
by
turning
and
talking.
They
may
ask
any
questions
they
have
during
this
time
and
may
also
discuss
questions
with
their
partners
during
their
turn
and
talk
moments.
Students
will
be
split
into
two
groups.
Every
student
will
then
be
provided
with
graphic
organizers
that
will
help
them
keep
track
of
textual
citations,
forensic
techniques
to
be
used,
how
said
techniques
would
be
employed,
and
whether
that
would
prove
the
narrators
innocence
or
guilt.
Students
may
look
at
their
vocabulary
handouts
in
order
to
assist
them.
As
the
students
read
through
the
text,
they
will
be
asked
to
note
and
discuss
points
where
a
forensic
science
technique
could
be
employed
to
prove/disprove
the
narrators
innocence.
Any
points
within
the
text
that
EXTEND (5 mins)
EVALUATE
(ongoing)
are
ambiguous
or
unclear
can
be
acted
out
by
students
within
the
groups
in
order
to
help
their
group-mates
better
visualize
what
is
occurring.
Student
actors
may
rotate
in
the
acting
(no
designated
actors)
so
that
multiple
group
members
can
have
a
turn.
Once
each
group
has
finished
analyzing
the
text,
the
groups
will
share
and
discuss
what
they
were
able
to
discover.
Students
will
be
seated
at
their
desks.
They
will
be
given
exit
slips
that
ask
the
following
question:
Based
on
the
forensic
evidence
you
gathered,
do
you
believe
the
narrator
is
innocent
or
guilty?
Explain.
Students
will
be
evaluated
during
the
engage,
explore,
explain,
and
extend
portions
of
the
lesson.
During
these
portions,
student
learning
will
be
evaluated
through
student
monitoring,
questioning,
and
participation.
Students
will
also
be
evaluated
using
the
rubric.
**THE
FOLLOWING
DAY**
RUBRIC:
CATEGORY
Contributions
4
Routinely provides useful
ideas when participating
in the group and in
classroom discussion.
3
Usually provides useful
ideas when participating
in the group and in
classroom discussion.
Group Focus
Understanding of Key
Terms
Inference Making
Student successfully
states their opinion and
uses evidence to back up
their claim. Writing is
coherent and logical.
Sometimes provides
useful ideas when
participating in the group
and in classroom
discussion.