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    Lesson Plan: John Hopkins University School of Education

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    The lesson plan aims to teach students to analyze an author's purpose by identifying facts, opinions, and loaded terms in a text. Students will watch a video, take notes on the definitions of facts, opinions, and loaded terms, and then sort statements and words into the appropriate categories through various guided practice activities. To assess learning, students will complete an exit ticket identifying the author's purpose and giving their opinion on the debate, supported by evidence from the text.

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    Lesson Plan: John Hopkins University School of Education

    Uploaded by

    api-446222620
    374 views5 pages
    The lesson plan aims to teach students to analyze an author's purpose by identifying facts, opinions, and loaded terms in a text. Students will watch a video, take notes on the definitions of facts, opinions, and loaded terms, and then sort statements and words into the appropriate categories through various guided practice activities. To assess learning, students will complete an exit ticket identifying the author's purpose and giving their opinion on the debate, supported by evidence from the text.

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    lessonplandraft nharper

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    The lesson plan aims to teach students to analyze an author's purpose by identifying facts, opinions, and loaded terms in a text. Students will watch a video, take notes on the definitions of facts, opinions, and loaded terms, and then sort statements and words into the appropriate categories through various guided practice activities. To assess learning, students will complete an exit ticket identifying the author's purpose and giving their opinion on the debate, supported by evidence from the text.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    374 views5 pages

    Lesson Plan: John Hopkins University School of Education

    Uploaded by

    api-446222620
    The lesson plan aims to teach students to analyze an author's purpose by identifying facts, opinions, and loaded terms in a text. Students will watch a video, take notes on the definitions of facts, opinions, and loaded terms, and then sort statements and words into the appropriate categories through various guided practice activities. To assess learning, students will complete an exit ticket identifying the author's purpose and giving their opinion on the debate, supported by evidence from the text.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Lesson Plan

    OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL


    What will your students be able to do? How does the objective connect to your
    achievement goal?
    SWBAT analyze the author’s purpose of a text Students need to be able to analyze the
    by identifying facts, opinions, and loaded author’s purpose through their use of facts
    terms. and opinions in order to master informational
    text standards. In order for students to
    achieve a pass rate of 80% on the first round
    of the state test, they must master
    informational text standards.
    PREREQUISITE SKILLS DIAGNOSTIC
    What will your students need to know to How will you assess students’ mastery of
    master the grade-level objective? these foundational skills?
    • Author’s Purpose- persuade, inform, or Students will discuss a CPQ after viewing a
    PRE-PLANNING

    entertain video and share their answers with the class.


    • Inference This provides an assessment on the
    • A.C.E. open ended response format students’ understanding of the importance of
    fact and opinion.
    END OF LESSON ASSESSMENT
    How will you know whether your students have made progress toward the objective?

    Exit Ticket (on an index card)-


    1. What do you think the author’s purpose of this article is? Explain your answer using
    evidence from the text (2-3 sentences).
    2. In your opinion, do you think the presidential debate was a success? Why or why not?
    Explain using facts from the article (2-3 sentences).

    KEY POINTS
    What three to five key points will you emphasize?
    • Fact- a statement that claims truth and contains no value language.
    • Opinion- a personal view or belief based on emotions or interpretation of facts.
    • Loaded term- a term or phrase that has a strong emotional tone and that is meant to
    evoke strong reactions beyond the specific meaning.
    OPENING (7 min.) MATERIALS
    (Consider: How will you communicate what is about to happen?
    LESSON
    CYCLE

    How will you communicate how it will happen?


    How will you communicate its importance?
    How will you communicate connections to previous lessons?
    How will you engage students and capture their interest?)

    John Hopkins University School of Education


    Lesson Plan Template 1
    Teacher introduces the lesson objectives and students read them chorally. Slideshow,
    Then, the teacher introduces the CPQ for students to answer while watching “Lie Witness
    the introductory video. News”
    video,
    CPQ: Why is it important to be able to be able to know the difference between notebooks.
    a fact and opinion?

    Students view “Lie Witness News” video from Jimmy Kimmel and write down
    an answer to the CPQ in their notebooks.

    Students discuss the video and their answers to the essential question with
    their elbow partner. The teacher selects 2-3 students to share their partner’s
    response to the CPQ with the class.
    INTRODUCTION OF NEW MATERIAL (8 min.)
    (Consider: What key points will you emphasize and reiterate?
    How will you ensure that students actively take in information?
    How will you vary your approach to make information accessible to all
    students?
    Which potential misunderstandings will you anticipate? Why will students be
    engaged/interested?)
    Facts & Opinions Mini Lesson- Students complete fill in the blank notes taped Fill in the
    into their notebooks with new vocabulary definitions and examples from a blank notes,
    PowerPoint presentation. slideshow
    Loaded Terms Mini Lesson- Students complete fill in the blank notes taped with the
    into their notebooks with new vocabulary definitions and examples from a notes and
    PowerPoint presentation. examples,
    interactive
    Students will write an example of a fact, opinion, and loaded term at the notebooks.
    bottom of their notes.
    Formative Assessment for this portion of the lesson: Student created Notebooks
    examples.
    GUIDED PRACTICE (16 min.)
    (Consider: How will you clearly state and model behavioral expectations?
    How will you ensure that all students have multiple opportunities to practice?
    How will you scaffold practice exercises from easy to hard? How will you
    monitor and correct student performance? Why will students be
    engaged/interested?)

    John Hopkins University School of Education


    Lesson Plan Template 2
    Switch Sides- Students move to the left side of the room if they think the “Fact” &
    statement on the board is a fact, or they move to the left side of the room if “Opinion”
    they think the statement on the board is an opinion. Students are cold called to signs,
    explain why they chose fact or opinion. We will do ten statements to practice. whiteboards
    • Remediation- if most students are not doing well determining if the & dry-erase
    statements are facts or opinions, then we will complete additional, markers,
    scaffolded practice with whiteboards. examples on
    • Extension- if students show mastery with the first 5 statements, we will the board,
    use statements that contain both facts and opinions. sorting
    activity on
    Loaded Terms Sorting Activity- Students work with a partner to sort words on cardstock,
    cardstock into “positive”, “neutral”, or “negative” based on their connotation. sheet
    The teacher will monitor student work and pick a student with the correct protectors,
    answers to share them and explain their thinking. The other students will class set of
    check their work and adjust for any mistakes. article.
    • Remediation- as the teacher monitors, she will take note of struggling
    students and work with them in small groups for the next activity.
    • Extension- if students show mastery, the next “you do” activity will be
    independent work.

    The teacher models highlighting facts, underlining opinions, and circling loaded
    terms with the first paragraph. Then, the teacher selects a student to read the
    second paragraph, pausing after each sentence when the uses popsicle sticks
    to select a student to come up to the board and highlight facts, underline
    opinions, and circle loaded words from that sentence and explain their
    thinking. Then, the class will determine if they agree or disagree and adjust
    accordingly as students follow along on their copy.

    Formative Assessment for this portion of the lesson: Sorting activity Card stock
    sorting
    activity
    INDEPENDENT PRACTICE (18 min.)
    (Consider: How will you clearly state and model behavioral expectations?
    In what ways will students attempt to demonstrate independent mastery of the
    objective? How will you provide opportunities for extension? Why will students
    be engaged/interested?)
    Students read the article in a sheet protector and highlight facts, underline Class set of
    opinions, and circle loaded terms with their dry-erase marker. The teacher article, sheet
    monitors and provides partner interventions where necessary. protectors,
    dry-erase
    markers.
    Formative Assessment for this portion of the lesson: Index card
    Exit Ticket (on an index card)-
    3. What do you think the author’s purpose of this article is? Explain your
    answer using evidence from the text (2-3 sentences).
    4. In your opinion, do you think the presidential debate was a success? Why
    or why not? Explain using facts from the article (2-3 sentences).

    John Hopkins University School of Education


    Lesson Plan Template 3
    CLOSING (8 min.)
    (Consider: How will students summarize what they learned?
    How will students be asked to state the significance of what they learned?
    How will you provide all students with opportunities to demonstrate mastery of
    (or progress toward) the objective?
    Why will students be engaged/interested?)
    Exit Ticket (on an index card)- Index card
    5. What do you think the author’s purpose of this article is? Explain your
    answer using evidence from the text (2-3 sentences).
    6. In your opinion, do you think the presidential debate was a success? Why
    or why not? Explain using facts from the article (2-3 sentences).

    Students share their answers for #1-2 with their elbow partner. Teacher asks
    2-3 students to discuss their partner’s answers to #2 with the class.

    Notes, Handouts & Materials:

    - Materials: sheet protectors, white boards, dry-erase markers, index cards - Facts or Opinions
    Sorting Activity (attached)
    - “Insults, acrimony dominate an unusually bitter presidential debate” Article (attached)
    - Fill in the blank notes:
    • Fact- a statement that _______________________ and contains ___________________
    ___________________________.
    • Opinion- a _______________________ or _____________ based on emotions or
    interpretation of facts.
    • Loaded term- a term or phrase that has a __________________________________ and
    that is meant to __________________________________ beyond the specific meaning.

    John Hopkins University School of Education


    Lesson Plan Template 4
    References

    Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA:

    Corwin.

    Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San

    Francisco, CA: Jossey-Bass.

    Teach For America. (2011). Instructional planning & delivery. Retrieved from

    http://www.teachingasleadership.org/sites/default/files/Related-Readings/IPD_2011.pdf

    TEKS Resource System. (2014, June 2). Retrieved November 02, 2016, from

    http://www.teksresourcesystem.net/module/content/search/~/item/2192/viewdetail.ashx

    John Hopkins University School of Education


    Lesson Plan Template 5

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