Lesson Plan Template

Name: Alex Infusino, John Byrd, Max Haverland Class/Subject: CI 403 Date: Sept 17, 2013 Student Objectives/Student Outcomes:
1) Students should be able to form a coherent argument based on evidence and personal experience. 2) Students should be able to have respectful and active discussion based upon their well formed opinions. 3) Being able to defend a side to a Public Issue outside of their own lens (another race, gender, sexual orientation, etc.)

Content Standards:
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence.

Materials/Resources/Technology: - Projector - Speakers - Cheerios Ad http://www.youtube.com/watch?v=kYofm5d5Xdw - Lupe Fiasco All Black Everything http://www.youtube.com/watch?v=TuQ9r_JDCxk Teachers Goals: - To control the environment of a classroom based on how students are reacting to each other - The teacher should be able moderate and initiate active discuss with questions and information Time Start of Class: Students come into class and sit down. Desks are put into sides by the teachers ahead of time.

10-15 min

Introduction of Lesson: Students will watch the Lupe Fiasco lyric video, the Cheerios ad via youtube. Following the videos, the floor will be open for a discussion on their thoughts towards each of the medias. - Hopefully their views are in support of the Lupe Fiasco song being more polarizing than the Cheerios ad - Ask the students Are people too soft on public issues presently? And Are you willing to discuss it openly?

20-40 mins.

Lesson Instruction: Teachers will bring up Hesss 3 steps to choosing Controversial Public Issues (CPI) to talk about: - The controversy is "live," meaning it is currently on the public platter - Some "public" either informs or makes a decision about the issue - There is significant disagreement about the best solution - After bringing up these steps, ask the students if they can come up with a CPI debate. - When the student states the issue, ask the class if it covers (1), wait for answer (2), wait for answer, (3), wait for answers. If it covers, write on board - After having 3-5 issues on the board, ask the class (by show of hands), to choose two issues to discuss in class that day - Once the two issues are chosen teachers will choose one side to be for an issue and the other to be against the issue. Students will be arguing their side of the issue through a lens set by the teacher. Discussion will begin after this - The teacher at this point will act as a facilitator by either initiating group discussion, asking questions to further debate etc. - The teacher will control the arguments to not allow for heated emotions towards opposite debaters. The arguments need to be based in evidence. - After the discussion has died down, or ran its limits on time, there will be a wrap-up discussion on how they felt the conversation went based on how it (1) addressed the problem, (2) gave alternatives, (3) seek students own stakes - Repeat with second topic

5-10mins

Assessments/Checks for Understanding: - Exit Slip asking 1) How did you feel arguing for a perspective that may not have been

your own? 2) Did these discussions change your opinion about either topic, and if so, in what way? 3) Would you implement these types of discussions in your own classroom during this year in placement or for student teaching ?

5 mins

Closure/Wrap-Up/Review: - To close the class we will revisit the two medias examples that opened class. - With this, we will ask if they feel anything has changed based on what they gained from discussion.

Self-Assessment: Teachers will evaluate themselves on the active participation and the debate that took place during class as well as the students responses to the critical thinking questions.

Exit Slip NAME __________________ 1) How did you feel arguing for a perspective that may not have been your own?

2) Did these discussions change your opinion about either topic, and if so, in what way?

3) Would you implement these types of discussions in your own classroom during this year in placement or for student teaching ?

Exit Slip NAME __________________ 1) How did you feel arguing for a perspective that may not have been your own?

2) Did these discussions change your opinion about either topic, and if so, in what way?

3) Would you implement these types of discussions in your own classroom during this year in placement or for student teaching ?