K-U-D (Know, Understand, Do) ChartGrade/Course: 9th Grade English

Unit #5: Analyzing different mediums/Author’s Claims– How can we influence others?

Content Standards:CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.9-10.R.L.4 & CC.9-10.R.I.4Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).CC9-10RL5 Craft and Structure: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).CC9-10RL7Integration of Knowledge & Ideas: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.CC9-10RI7 Integration of Knowledge & Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.CC9-10RI9.Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts. CC9-10W1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization

that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CC9-10W1ab. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and

limitations of both in a manner that anticipates the audience's knowledge level and concerns. CC9-10W1bc. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CC9-10W1c

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CC9-10W1d

e. Provide a concluding statement or section that follows from and supports the argument presented. CC9-10W1eCC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.9-10.S.L.1 Presentation of Knowledge and Ideas: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.CC.9-10.S.L.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.CC.9-10.W.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Know Understand Do(Note: concepts, facts, (Big idea, large concept, (Skills, competencies)

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

formulas, key vocabulary) Ideas and Claims Persuasive techniques Various patterns of

organization (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/ solution, simple cause/effect, conflict/resolution)

Author’s intention/purpose (e.g., to reveal a dilemma, to promote self-reflection, to draw attention to an issue or event, to predict the future, to understand the past)

Subject Key scene

declarative statement of an enduring understanding)

Good readers’ and viewers’ understanding of an artistic media is influenced by the unique choices the authors and artists make.

Describe the relationship between text organization and development of ideas and claims

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text

Recognize emphasis (or lack thereof) in more than one treatment of a subject or key scene

Analyze the representation of a subject or key scene in more than one artistic media

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Student Learning MapSchool District: DSCYFCourse/Subject: English 9th Grade

How does presenting information in specific mediums change the message?

Concept:Author’s Ideas & Claims

Concept:Patterns of Organization

Concept:Messages in Various Mediums

Lesson Essential Questions: How do authors support their

claims? (AL) What techniques make some ideas

harder or easier to sell than others? (AL)

Lesson Essential Questions: What patterns of organization do

authors use? (AL) How do readers distinguish text

types from the patterns of organization found in the text? (AL)

Lesson Essential Questions: How do authors convey meaning

through various mediums (interview, short story, newspaper article, video, etc.)? (AL)

How would a topic be told differently in a magazine article opposed to a radio broadcast transcript? (AL)

How do authors build suspense in a film and how does this differ from building suspense with the written word? (AL)

Vocabulary: Seminal Claims Counterclaims Call to Action Statistics Parallelism

Vocabulary: Sequence chronological order classification process description comparison problem/solution simple cause/effect conflict/resolution

Vocabulary: Scene Historical Context Cultural Context Cultural Symbol Dialogue Set Design Props Special Effects Close-ups Prequel Perspective Multimedia

Additional Information/Resources:

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Key Learning: Information is presented differently based on the medium the author utilizes.

Unit Essential Question:

Culminating Activity(Activity that students will do with the unit’s concepts and skills to demonstrate mastery.)

Unit Topic:

Title/Concept Analyzing different mediums/Author’s Claims– How can we influence others?Culminating Activity Essential Question

How does presenting information in specific mediums change the message?

Paragraph Description Teenagers know what they like, and they are usually more than happy to share their opinions. This activity gives them that opportunity as they learn to write reviews on the movies, television shows, music, restaurants, short stories, essays and books they love-and hate!  They then publish their reviews in a variety of formats to share with their peers.

Mini-Lesson(Quick lesson prior to activity.) 1. Ask teens to find two or three reviews that interest them, either online or

from magazines or newspapers. Explain that the review might convince them to see/buy the product, or it may have just the opposite effect. Ask them which is the case for each of these reviews and why.

2. Using these reviews, help teenagers discover and list the important features of a review. You might begin by asking them what they notice about the reviews.  What features or characteristics seem common among the different reviews, such as the kind of language used the combination of opinion/assessment and evidence/examples, and so forth? After they talk about what they notice, you might share with them the Review Writing Tips handout for an outline of these features.

Time (In Days)2-3 days

Steps or Task Analysis(Details of activity.) 1. Ask teens to recall a book, movie/TV show, CD, or restaurant that they have

recently experienced and would like to share their opinion on through writing a review.  Suggest that the subjects they choose be something they have strong opinions about - whether positive or negative.

2. Before writing, guide the writers to consider the importance of audience.  Think back to the reviews they looked at earlier, and ask them to explain where they found the reviews.  Who do they think would the likely reader be for each of those sources, and how might the identity of the reader affect what a reviewer chooses to say about a topic? Have teens look for examples where the author of the review seems to be catering to his or her specific audience.

3. Suggest that teen writers consider what audience they intend for the reviews, and ask them to think about what kind of knowledge they can assume about the audience as well as what information a  particular audience might need, for example, background information on the author, performer, or actor; other

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

works by the same author or performer; and so on.4. Ask teens to begin planning to write their reviews.   Remind them to include

all the components of a review, to keep in mind the intended audience, and to use a lively, entertaining voice that will keep this audience interested.  Encourage them to use prewriting activities such as listing or outlining the points they plan to make.  They should be encouraged to keep in mind a review's focus on providing an opinion, but supporting it with specific examples and facts.

5. Prompt teens to design a clever rating system, one that goes beyond the traditional 1 - 5 stars and one that has meaning for their subject.

6. Have the teen share the review with a friend, asking the peer to suggest revisions to strengthen the review and make it more entertaining.   The writer should then make revisions and prepare a final polished review for publication!

7. Together create a list of possible publishing opportunities.

Summarize/Share .Students will share their reviews with an appropriate audience

Some possibilities are A group publication to share with each other and friends.  (Note:

Read,Write,Think/ Printing Press allows a means for compiling reviews in a reader-friendly format.)

Submissions to print and online publications that seek reviews. (Note: TeenInk publishes reviews written by teenagers on a variety of subjects.)

Submission of reviews of events (movies, concerts, etc.) to the teen's school newspaper.

Contributions to a blog related to the topic of the review. A display of book reviews at a local library.

Differentiation For Advanced students: Teenagers are always interested in their peers' perceptions of

colleges (see the "College Review" section at TeenInk).  Teenagers who are making summer college visits could try their hand at writing college reviews and could suggest that their school's guidance department post these reviews during the school year.

Teenagers who are required to do independent reading might write a review as part of their assignment, with the consent of the teacher.

Once teen writers have become skilled at writing reviews, they might ask a local newspaper if they could submit work for consideration for a teen column.

Revise/Review

Resources & Materials http://www.readwritethink.org/parent-afterschool-resources/activities-projects/speak-writing-review-30307.html?main-tab=2#tabs

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Rubric for Culminating Activity

Scale

Criteria4 3 2 1

Requirements

All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Content

Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Textual Evidence

Product provides abundant evidence from text, multimedia, etc. to support review.

Product provides adequate evidence

from text, multimedia, etc. to

support review.

Product provides some evidence from text, multimedia, etc. to support review.

Product provides little evidence from

text, multimedia, etc. to support

review.

Organization Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Technology

Makes excellent use of font, color, graphics, effect, etc., to enhance the presentation.

Makes good use of font, color, graphics, effect, etc., to enhance the presentation.

Makes use of font, color, graphics, effects, etc. - occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Mechanics

One or two misspellings or grammatical errors.

Three or less misspellings or grammatical errors.

Four misspellings or grammatical errors.

More than four misspellings or grammatical errors.

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Student Assessments(How students will indicate learning and understanding of the concepts in the unit.

Note: Can have multiple assessments, one on each page.)

Unit Topic: Analyzing different mediums/Author’s Claims– How can we influence others?

Title

Description

Time (In Days)

Differentiation

Revise/Review

Resources & Materials

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Launch Activity(Develops student interest by providing hook to motivate and link to prior knowledge.)

Unit Topic: Analyzing different mediums/Author’s Claims– How can we influence others?

Launch Activity Essential Question or Name of Activity

How can we influence others?

DescriptionStudents will view a commercial, a video trailer, and a public service announcement. With a partner, decide which medium had the strongest influence and why. What was the appeal?Then group will preview student learning map and content area vocabulary using anticipation guide. This will enable teacher to assess the background knowledge the students currently possess.

Time (Days) 2-3 days

Mini-Lesson(Quick lesson prior to activity.) Read short paragraphs showing the various methods to persuade readers/viewers

(Emotional Appeals, Appeal to Values, Appeals by Association, Word Choice). Then provide examples of each of the methods and have students match them to the description.

Steps or Task Analysis(Details of activity.)

1. With a partner, students will first view a PSA by the Food Safety and Inspection Service to decide the method used to persuade the audience. http://www.fsis.usda.gov/news/Food_Safety_PSA/index.asp

2. Students will share out their thoughts.3. Next students will view a commercial about fire safety –Smokey the

Bear and Forest Fire prevention. http://www.smokeybear.com/ Then decide with a partner as to what method the commercial utilized to persuade its audience.

4. Groups will share out and defend their choices.5. Finally, students will observe a video trailer and decide what methods

are being used to persuade the audience to view the film: Pirates of the Caribbean V. http://www.youtube.com/watch?v=2A26EGiaFGw&feature=related

6. Groups will again share out responses and defend choices.7. Then group will preview student learning map and content area

vocabulary using anticipation guide.

Summarize/Share With a partner, decide which medium had the strongest influence and why. What was the appeal?

Differentiation

Revise/ReviewResources & Materials

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Acquisition Lesson Plan Concept: __________________Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.

Author Name(s): __________________

Pre-requisite(s):

Common Core Standard(s):CC.9-10.R.L.4 & CC.9-10.R.I.4Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).CC9-10RL5 Craft and Structure: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Essential Question:

How do authors support their claims?-----------------------------------------------------------------------------------------------------------------------------What do students need to learn to be able to answer the Essential Question?

Assessment Prompt(AP) #1: ________Assessment Prompt #2: ________Assessment Prompt #3: ________

Activating Strategy:Tell students that they have heard the word argument used all their lives. It suggests heated discussions characterized by strong feelings and loud voices. In formal speaking and writing, however, and argument is not emotional. An argument expresses a point of view or position on an issue and supports the position and evidence. Sound arguments appeal strictly to reason, not emotions. They include these elements:

The claim –the writer’s or speaker’s position on the issue

The support- valid reasons and relevant and sufficient evidence.

Key Vocabulary Words to Preview:Tier III Words:

Seminal Claims Counterclaims Call to Action Statistics Parallelism

Tier II Words:

Partial Apply Construct Deterred Determined

Teaching Strategies: collaborative pairs, chunk instruction,

Graphic Organizer:

-----------------------------------------------------------------------------------------------------------------------------Instruction:AP #1: ________Instruction:Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

AP #2: ________Instruction:AP #3: ________-----------------------------------------------------------------------------------------------------------------------------Assignment:

Summarizing Strategy:

Resources/Citations:

Attachments:

Acquisition Lesson Plan Concept: __________________Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.

Author Name(s): __________________

Pre-requisite(s):

Common Core Standard(s):

Essential Question: What techniques make some ideas harder or easier to sell then others?

-----------------------------------------------------------------------------------------------------------------------------What do students need to learn to be able to answer the Essential Question?

Assessment Prompt(AP) #1: Recognize the basic elements of an argument.Assessment Prompt #2: Distinguish whether evidence is reliable and relevant.Assessment Prompt #3: Analyze examples for persuasive techniques and their effectiveness.

Activating Strategy:

Think Pair SharePlay the SPCA/ Sarah McLachlan commercial and ask students to express to their neighbor how it makes them feel.http://www.youtube.com/watch?v=IO9d2PpP7tQ

Key Vocabulary Words to Preview:A Story Full of the Stuff of Sorrow

Tier II: Defiantly, Appropriate, Priority, Acquiring, Consumerism

Sowing Change

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Whole discussion:Why is this commercial effective in being persuasive? Tier II: Vigor, Terrain, Withered,

Incorporate, Expertise

Tier III: analyze, persuasive, summarize

Teaching Strategies: Think, Pair, Share Whole group- teacher directed, small group

Graphic Organizer:Students will take notes on Cornell Notes Sheets. http://www.uteed.net/jom/c16.pdf-----------------------------------------------------------------------------------------------------------------------------Instruction: Students will take notes on Cornell Notes Sheets throughout the lesson. http://www.uteed.net/jom/c16.pdf

Teacher led instruction:The Power of PersuasionWhat do a movie trailer, a newspaper editorial, and a political speech have in common?-They all use power of persuasion to convince you to do or believe something.

What is an argument?-It a claim and support for the claim.Examples of a claim:

(1) I’m the candidate who is most prepared to tackle the difficult issues that our community faces.(2) CleanUp Laundry Soap is the best detergent on the market.

Think-Pair-Share:In pairs, think of two claims that are persuasive, write them down, and we will share them with the class when everyone is finished.

Teacher led instruction:When you are analyzing a claim, look closely at what is being stated. Ask yourself what the writer’s purpose is for making the claim.

Example: (1) My community center is in dire need of improvement. (2) Residents have been complaining about it for months. (3) To begin with, much of the equipment should be replaced. (4) The children’s sports gear is falling apart and the exercise equipment is outdated. (5) Also, the swimming pool needs to be repainted.

Which sentence is the claim? And what is the writer’s purpose? (student volunteers answers)A- Sentence 1 directly states the claim. The rest of the sentences are supporting the claim.

The writer is trying to get the needed improvements for the community center.

Supporting a ClaimA writer must support a claim with reasons why the reader or audience should follow the writer/speaker’s advice.Evidence is the information used to support the reasons.There are 5 common types of evidence:

Fact Quotation Example Statistic Anecdote (or story about an event)

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

AP #1: Students will summarize the basic elements (claim, reasons, and evidence) of an argument and give examples of each, in a letter to an absent student.

Instruction:Analyzing EvidenceConsider which type of evidence best supports your claim.

Think-Pair-Share:In pairs, discuss the following example and decide which evidence best supports the claim.Example:Claim: A policy that bans cell phones from school grounds will cause more problems than it will solve.Reason: Such a policy would upset parents who depend on cell phones to stay in touch with their children.

Choose the best evidence:(1) Cell phones tend to distract students during class.(2) Sixty percent of parents surveyed said they would be upset if their kids could not carry cell phones.

After students have discussed their answers with each other the class takes a vote on which is better.

Whole group, teacher led instruction:Let’s take a look at the word Counterargument. Ask students to think about the word and try to break it down into parts. Counter (means against). So, it would be against the argument. Some

AP #2: Students will analyze examples of evidence for reliability and relevance in an argument.Instruction:AP #3: Students will analyze examples of text and media arguments for persuasive techniques and their effectiveness.-----------------------------------------------------------------------------------------------------------------------------Assignment: Students will analyze 3 pieces of media/text for persuasive techniques, determine which one was the most successful in persuading the audience and state the reasons why, in an essay.

Summarizing Strategy:

Resources/Citations:

Attachments:

Acquisition Lesson Plan Concept: __________________Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.

Author Name(s): __________________

Pre-requisite(s):Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Common Core Standard(s):

Essential Question:

-----------------------------------------------------------------------------------------------------------------------------What do students need to learn to be able to answer the Essential Question?

Assessment Prompt(AP) #1: ________Assessment Prompt #2: ________Assessment Prompt #3: ________

Activating Strategy: Key Vocabulary Words to Preview:

Teaching Strategies:

Graphic Organizer:

-----------------------------------------------------------------------------------------------------------------------------Instruction:AP #1: ________Instruction:AP #2: ________Instruction:AP #3: ________-----------------------------------------------------------------------------------------------------------------------------Assignment:

Summarizing Strategy:

Resources/Citations:

Attachments:

Acquisition Lesson Plan Concept: __________________Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.

Author Name(s): __________________

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Pre-requisite(s):

Common Core Standard(s):

Essential Question:

-----------------------------------------------------------------------------------------------------------------------------What do students need to learn to be able to answer the Essential Question?

Assessment Prompt(AP) #1: ________Assessment Prompt #2: ________Assessment Prompt #3: ________

Activating Strategy: Key Vocabulary Words to Preview:

Teaching Strategies:

Graphic Organizer:

-----------------------------------------------------------------------------------------------------------------------------Instruction:AP #1: ________Instruction:AP #2: ________Instruction:AP #3: ________-----------------------------------------------------------------------------------------------------------------------------Assignment:

Summarizing Strategy:

Resources/Citations:

Attachments:

Acquisition Lesson Plan Concept: __________________Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.

Author Name(s): __________________

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Pre-requisite(s):

Common Core Standard(s):

Essential Question:

-----------------------------------------------------------------------------------------------------------------------------What do students need to learn to be able to answer the Essential Question?

Assessment Prompt(AP) #1: ________Assessment Prompt #2: ________Assessment Prompt #3: ________

Activating Strategy: Key Vocabulary Words to Preview:

Teaching Strategies:

Graphic Organizer:

-----------------------------------------------------------------------------------------------------------------------------Instruction:AP #1: ________Instruction:AP #2: ________Instruction:AP #3: ________-----------------------------------------------------------------------------------------------------------------------------Assignment:

Summarizing Strategy:

Resources/Citations:

Attachments:

Acquisition Lesson Plan Concept: __________________Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Author Name(s): __________________

Pre-requisite(s):

Common Core Standard(s):

Essential Question:

-----------------------------------------------------------------------------------------------------------------------------What do students need to learn to be able to answer the Essential Question?

Assessment Prompt(AP) #1: ________Assessment Prompt #2: ________Assessment Prompt #3: ________

Activating Strategy: Key Vocabulary Words to Preview:

Teaching Strategies:

Graphic Organizer:

-----------------------------------------------------------------------------------------------------------------------------Instruction:AP #1: ________Instruction:AP #2: ________Instruction:AP #3: ________-----------------------------------------------------------------------------------------------------------------------------Assignment:

Summarizing Strategy:

Resources/Citations:

Attachments:

Acquisition Lesson Plan Concept: __________________Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Author Name(s): __________________

Pre-requisite(s):

Common Core Standard(s):

Essential Question:

-----------------------------------------------------------------------------------------------------------------------------What do students need to learn to be able to answer the Essential Question?

Assessment Prompt(AP) #1: ________Assessment Prompt #2: ________Assessment Prompt #3: ________

Activating Strategy: Key Vocabulary Words to Preview:

Teaching Strategies:

Graphic Organizer:

-----------------------------------------------------------------------------------------------------------------------------Instruction:AP #1: ________Instruction:AP #2: ________Instruction:AP #3: ________-----------------------------------------------------------------------------------------------------------------------------Assignment:

Summarizing Strategy:

Resources/Citations:

Attachments:

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Extending Thinking Lesson Plan:

Essential Question: (What question—from your Student Learning Map and based on your standards/grade-level expectations—will direct and focus this lesson, as well as extend the learning from the acquisition lessons?)

Mini-Lesson: (What specific instruction, overview, review of content from previous lessons, directions, and/or review of a specific thinking strategy, etc. will students need in order to accomplish the task successfully? What rubric will guide their preparation?)

Task: (What is the specific task students will need to accomplish? Will students work in groups or individually on tasks? If working in groups, how will each individual be held accountable for his/her contribution? Note: The teacher should conference with students at intervals throughout the process. The task may be differentiated to address student interests, readiness, learning profiles.)

Sharing/Summarizing: (How will students summarize what they have learned as a result of the lesson to provide evidence of their understanding, in relation to the lesson essential question? How will they share their extended understanding with others?)

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).

Extending Thinking Lesson Plan:

Essential Question: (What question—from your Student Learning Map and based on your standards/grade-level expectations—will direct and focus this lesson, as well as extend the learning from the acquisition lessons?)

Mini-Lesson: (What specific instruction, overview, review of content from previous lessons, directions, and/or review of a specific thinking strategy, etc. will students need in order to accomplish the task successfully? What rubric will guide their preparation?)

Task: (What is the specific task students will need to accomplish? Will students work in groups or individually on tasks? If working in groups, how will each individual be held accountable for his/her contribution? Note: The teacher should conference with students at intervals throughout the process. The task may be differentiated to address student interests, readiness, learning profiles.)

Sharing/Summarizing: (How will students summarize what they have learned as a result of the lesson to provide evidence of their understanding, in relation to the lesson essential question? How will they share their extended understanding with others?)

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).