Towson University

Department of Secondary Education

Lesson Plan Template
Name: Jennifer Stanley

Date: 09/17/15

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations):
I will be teaching in an 8th grade GT Language Arts classroom. Although none of the 24
students have IEPs or 504s, there are 2 students with medical conditions in the classroom. I will
have approximately 65 minutes for my portion of the lesson. The remaining 20 minutes of the
lesson will be led by the primary instructor.
Unit: The Challenge of Civil Rights
Lesson Topics: SlamDunk! Slavery and Abolitionism (finishing)
The Three Triangles of Rhetoric (beginning)
Prior Knowledge (How do you know the students are ready for this lesson?):
Prior to this lesson, students will have discussed four topics essential to their
understanding of Narrative of the Life of Frederick Douglass as well as the unit as a whole
these topics are: slavery, abolition, womens rights, and The Underground Railroad.
They will have completed a carousel activity, activating any prior knowledge they might have
had about these topics and brainstorming as to what they still do not know. Prior to this section
of the lesson, students will also have conducted individual research and taken notes on these four
topics through the informative links provided in the SlamDunk! PowerPoint. These links
provide multiple representations (e.g. articles, virtual tours, and videos) of the content which,
Alignment:
Standard (State and
Professional Organization
Content Standard)
Lesson standards:
RI.8.6. Determine an
author's point of view or
purpose in a text and
analyze how the author
acknowledges and responds
to conflicting evidence or
viewpoints.
W.8.9. Draw evidence from
literary or informational
texts to support analysis,
reflection, and research.
SL.8.1. Engage effectively

Objective

Assessment

Slavery
Debate activity:
Students will use
the information
they have
gathered, as well
as background
knowledge, in
(2) Students will examine order to persuade
the triangles of rhetoric
other individuals
in order to analyze the
that a slave
rhetorical situation and
should be freed.
appeals used in a speech.
Lesson objectives:
(1) Students will
synthesize details from
multiple informational
texts in order to compose
an accurate and authentic
persuasive response.

Activities

Revisiting Carousel
activity: Students will
revisit the activity from
the previous lesson and
will see if they can add
more information to a
given topic.
Slavery Debate
activity:
Students will use the
information they have
researched and

in a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 8 topics, texts, and
issues, building on others'
ideas and expressing their
own clearly.

background knowledge
in order to persuade
other individuals that a
slave should be freed.
They will take different
positions/roles.

Materials Needed:

PowerPoint links and laptops for students to complete their research

Chart paper from carousel activity (will be revisited)
Worksheet for debate activity
o Attached
Timer for activity

Technology Integration/Needs:
During this opening lesson, laptop computers are required for the students to finish their
individual research on the four provided topics. Once they have finished their research,
technology is not needed again until the end of the lesson, which will transition into a
PowerPoint about rhetoric in which, a computer and projector is required (the primary
instructor will lead this portion of the lesson).
Lesson Procedure:
Opening Activity:
At the beginning of the lesson, I will ask students to pull out their graphic organizers
from the previous lesson and will then ask how much time they believe they will need to finish
their research. I will let them know that they have no more than 30 minutes to do so, however. I
will then start calling students over to sign laptops out and immediately resume their graphic
organizer notes from the previous lesson.
Time Allotted: ~2 minutes
Transition: Make sure your graphic organizer notes are out and that youve
signed out one of the laptops! Remember, you have about 30 minutes to finish your notes. Take
your time, but make sure you hit on all of the four topics womens rights, slavery, abolition,
and The Underground Railroad!
Activity 1: Researching
Students will continue to conduct research on the four topics listed above. Under each of
the headings, they should have collected notes about important events, historical figures, and
perspectives gained by researching through various website and interactive methods. Once 30

minutes have passed, students will be asked to clear their desks, but to keep out their graphic
organizer notes. We will then transition to the next activity.
Time Allotted: ~30 minutes
Transition: Okay, you should be finished with your research by now. Make sure
you save your file to the correct folder so that we can print it out for you! Once youre done
saving your work, be sure to log off of the computer, sign it back in and plug it in to the
appropriate charger
Activity 2: Revisiting Carousel
After the laptops are put away and the students have been regrouped into four groups of
six members, they will revisit the carousel activity completed during the previous lesson. This
time, they will be asked to look at their previous knowledge of one of the given topics (only one
rotation will occur). Students will then have the opportunity to expand on their knowledge by
recording new information they learned from their individual research. They will discuss
amongst themselves what to write down at a minimum, they should be able to record five new
facts or historical figures/events connected with the term. They will be given three minutes to
discuss what they will write and to then write this information down. After 3 minutes has passed,
they will be required to share with the class what they have recorded. All students should be
actively participating; therefore I will call on students at random to share with the class. I will
briefly draw upon the answers they provided during the previous lesson and compare these
answers to what they have just written, with the expectation that the answers written during this
lesson will be much more well-informed and factual.
Time Allotted: ~10 minutes
Transition: I can tell that you all have learned a lot about these topics by doing
some research we dont have just superficial knowledge anymore. We know, for example,
that the Underground Railroad isnt actually a railroad or underground. So, in order to test
what youve learned about a couple of these topics so far, Ive come up with a little activity
First, I want you to get out your graphic organizers again. Youll be using all of the notes youve
just taken for this next activity a debate! Your goal is to persuade everyone that your viewpoint
is right by synthesizing details from all of the sources youve explored and by crafting an
effective argument. Let me explain the directions in more detail before you start anything
Activity 3: Slavery Debate
Students will be provided with a worksheet, attached, which will explain the directions of
the debate. Prior to explaining the assignment, I want to inform students that this assignment will
be collected at the end of the activity. Essentially, students will be provided with one of the
following roles abolitionist, or slave owner. If a student receives the abolitionist role, it
will be their task to convince the slave owner that the slave needs to be freed. If a student
receives the slave owner role, they must convince the other two parties that the slave should
not be freed. Students will have 3 minutes to prepare an argument for their side individually,
using the information they have discussed in class or have learned through their research (they
will have access to their completed graphic organizer notes). Then, they will get together into
3

their larger subgroups and will have 5 minutes to discuss their most important/powerful points in
order to prepare for the class-wide debate. After all groups are sufficiently prepared, I will
remind them to use appropriate language while in the debate, regardless of their provided
position. Then, each group will have 4-5 minutes to present their respective cases. All students
will be required to speak; therefore, each student will only present one piece of
evidence/viewpoint. During this time, whoever is not speaking is asked to take notes in the other
column in order to prepare for a rebuttal phase. They will be allowed 1 additional minute each
for rebuttal after both groups have spoken. After the rebuttal, the primary instructor and I will
decide who we believe had the most efficient/accurate argument and I will collect the debate
worksheet at the end of this exercise as a means of assessment.
Time Allotted: ~20 minutes
Transition: Great job, everyone! Did you enjoy arguing with one another? I am
curious about something, however What do you think your arguments consisted primarily of?
Sample Response: Facts? Or the fact that slavery is not moral?
Transition: Believe it or not, there are some specific terms for some of the
techniques you unintentionally applied Mrs. Kuczynski, would you like to explain these
terms?
Activity 4: Introduction of Rhetoric/Persuasion / Closing Activity:
These sections of the lesson will be handled by the primary instructor
Time Allotted: ~20 minutes

Stanley
English 8 GT
Scenario: You will be provided with one of the following roles abolitionist, or slave
owner. If you receive the abolitionist role, it will be your task to convince the slave
owner that the slave needs to be freed. If you receive the slave owner role, you must
convince the other party that the slave should not be freed. You will have 3 minutes
individually and 5 minutes as a group to prepare an argument for your side. Everyone
must participate in the argument! Tip: Be sure to think of counter-arguments before you start
the debate! Please use language that is appropriate in modern context. While the other
side is presenting their views, you will be asked to take notes in the opposite column
(below). Be sure to use details, text-based evidence, and/or key phrases in your
argument! This assignment will be collected at the end of the activity.
Abolitionist

Slave Owner

Stanley
English 8 GT
Directions: List at least one appeal you used during your debate today. If you did not
use one from any of the three appeals, create one of your own! This worksheet will be
collected.

Ethos:

Pathos:

Logos: