Week Three Plans

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationships

Lesson Title Monday: Review Debate Format and Work Day

Purpose/Goals	Today is a work-day for students.  They have a lot of projects culminating this week, so I’ve planned in time for them to work on their projects.  I’ve also planned for class work should students decide not to take advantage of the time to work.
Objectives	I can: Manage my time and prioritize my work in order to make the best use of my time.
National and Ohio Standards	Variety: Depends on what projects students are working on.
Assessment
	Formative I’ll be assessing students on their productivity.  This will go into their class participation grade.
Community Knowledge and Experience	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.  They will also be working with books that they’ve chosen and preparing to make recommendations to the rest of the class.
Procedures including: • Opening • Activities • Closure	Opening: Collect any papers that didn’t have a hard copy turned in. Remind students that to get credit for the paper it must be turned in to TurnItIn.com. Activities: Review Debate format and requirements for the debates. Explain the peer-assess and scoring sheet. Remainder of first/third period students can work on anything they need to for the Debates. Second/fourth period students can SSR or write their 4th book journal.  They can also meet with their book group to work on final book group projects. If students don’t appear to be taking advantage of the time, I can bring the class back together as a whole and we can watch and discuss stereotypes in commercials. Closing: Remind students: They have book journals due tomorrow Book group presentations are tomorrow Written notes for 2-3 min. argument w/ 3 facts and 5 crossfire questions are due on the day of their debate The first debate is tomorrow (and who it is.  Schedule TBD right now)
Resources	Copies of assignment sheets Copies of rubrics Students need materials to work on projects
Applications, Connections, Extensions	Students will be preparing for their debates in the coming days, and well as for their book group presentations.  This unit is wrapping up to end when Spring Break begins.
Inclusive Instruction	During this work day students can work at their own pace on projects they that they need the most work on or the most help with.  They will have chosen their debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also have the option of working with their group members.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationships

Lesson Title Tuesday: Book Group 4 Meeting & Presentations and Debates

Purpose/Goals	Students will be having their final book group meeting, and then present their final project to the class.  This will allow the whole class to hear about the different books students have been reading and whether or not their peers would recommend them.  This opens students up to more opportunities for reading should they choose. The second half of the class will be devoted to the first debate.  This gives students a chance to practice vocalizing and supporting an opinion, and give those students listening a chance to hear about different topics and learn to evaluate the arguments of others.
Objectives	I can: Pose and respond thoughtfully to high-level questions. Make value judgements based on a range of criteria. Clearly vocalize and defend a position/opinion using persuasive techniques and specific evidence.
National and Ohio Standards	Research 7.  Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented. Communication: Oral and Visual 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points. 8. Deliver informational presentations (e.g., expository, research) that: a. present a clear and distinctive perspective on the subject; c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources. 10. Deliver persuasive presentations that: a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion, to support position and to address counter-arguments or listener biases; c. use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).
Assessment	Summative Students will be presenting for their book groups.  This is the group portion of the summative assessment for their book groups.  The more heavily weighted individual portion of their book group grade will come from their top book journal and self-assessed book log. During the debates I will assessing students on how well they vocalize the argument for their side, and how well they anticipate the opposing side’s questions.
	Formative The students watching the debates will be keeping track of argumentative strategies to determine which side wins.  This will keep them engaged and thinking about how to evaluate the arguments of others. The book journal and write chat both function as a running record of students’ thoughts about the book they’re reading, and their ability to compose and prepare their thoughts ahead of time, and respond thoughtfully using what they’re prepared.
Community Knowledge and Experience	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.  They’ll be learning important life skills in defending their opinion.
Procedures including: • Opening • Activities • Closure	Opening: Tell student the agenda for the day. Activities: Book Group Meeting 4: (30ish minutes) Have students get into their book groups and have someone get the groups’ book log folder.  I’ll be coming around to check to be sure everyone has his or her journal. Students will be engaging in a Write Chat to discuss the section of the book they read and wrote a journal on for this meeting.  Students will take turns posing the discussion questions they prepared in their journals, and then responding on the write chat sheet with thoughts and responses, using their journal and prepared passage for examples and support. Following the Write Chat students will fill out the log sheet and put all the materials back into their Book Group Folder. Have students staple their 4 journals together, putting what they think is their best journal on top.  This will be the one that I’ll grade thoroughly. Students will get 5-10 minutes to do any last minute planning they need to for their presentation. Book Group Presentations: As each group presents the rest of the class will be writing down the book titles and listening to the presentations. After all the presentations students will rank the books from highest to lowest in the order they think they’d like to read them. I’ll collect the written/drawn products from each book group after their presentation. Debates: There is one debate today.  Schedule is TBD right now. Hand out peer-assess/score sheets. Set up for debate. Debate! Closing: Remind students: Written notes for 2-3 min. argument w/ 3 facts and 5 crossfire questions are due on the day of their debate Who is debating tomorrow.  Schedule TBD right now.
Resources	book group folders w/ construction paper book group final project assignment pieces independent reading books debate notes and questions debate peer assess sheets debate rubrics
Applications, Connections, Extensions	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.  They will also be working with books that they’ve chosen and preparing to make recommendations to the rest of the class.
Inclusive Instruction	They will have chosen their debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also be presenting in groups for the books.  There were different roles available in the group for the students to delegate as they saw fit.  This allowed for students to play to their strengths.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationships

Lesson Title Wednesday: Gender Issues Debates (Commercial Stereotypes)

Purpose/Goals	Class will be devoted to the debates.  This gives students a chance to practice vocalizing and supporting an opinion, and give those students listening a chance to hear about different topics and learn to evaluate the arguments of others. Any extra time will be used to debrief from the debates and possibly examine stereotypes in commercials and other media.
Objectives	I can: Clearly vocalize and defend a position/opinion using persuasive techniques and specific evidence.
National and Ohio Standards	Research 7.  Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented. Communication: Oral and Visual 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points. 8. Deliver informational presentations (e.g., expository, research) that: a. present a clear and distinctive perspective on the subject; c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources. 10. Deliver persuasive presentations that: a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion, to support position and to address counter-arguments or listener biases; c. use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).
Assessment	Summative During the debates I will assessing students on how well they vocalize the argument for their side, and how well they anticipate the opposing side’s questions.
	Formative The students watching the debates will be keeping track of argumentative strategies to determine which side wins.  This will keep them engaged and thinking about how to evaluate the arguments of others.
Community Knowledge and Experience	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.  They’ll be learning important life skills in defending their opinion.
Procedures including: • Opening • Activities • Closure	Opening: Hand out peer-assess/score sheets. Set up for first debate. Activities: There are three debates today.  Schedule is TBD right now. Possible overflow activity:  Watching commercials that contain stereotypes and discussing these in relation to the unit as a whole. Closing: Remind students: Written notes for 2-3 min. argument w/ 3 facts and 5 crossfire questions are due on the day of their debate Who is debating tomorrow.  Schedule TBD right now.
Resources	debate notes and questions debate peer assess sheets debate rubrics
Applications, Connections, Extensions	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.
Inclusive Instruction	They will have chosen their debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also have the support of a group member by their side, as well as any notes they have prepared.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationship

Lesson Title Thursday: Gender Issues Debates (Commercial Stereotypes)

Purpose/Goals	Class will be devoted to the debates.  This gives students a chance to practice vocalizing and supporting an opinion, and give those students listening a chance to hear about different topics and learn to evaluate the arguments of others. Any extra time will be used to debrief from the debates and possibly examine stereotypes in commercials and other media.
Objectives	I can: Clearly vocalize and defend a position/opinion using persuasive techniques and specific evidence.
National and Ohio Standards	Research 7.  Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented. Communication: Oral and Visual 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points. 8. Deliver informational presentations (e.g., expository, research) that: a. present a clear and distinctive perspective on the subject; c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources. 10. Deliver persuasive presentations that: a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion, to support position and to address counter-arguments or listener biases; c. use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).
Assessment	Summative During the debates I will assessing students on how well they vocalize the argument for their side, and how well they anticipate the opposing side’s questions.
	Formative The students watching the debates will be keeping track of argumentative strategies to determine which side wins.  This will keep them engaged and thinking about how to evaluate the arguments of others.
Community Knowledge and Experience	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.
Procedures including: • Opening • Activities • Closure	Opening: Hand out peer-assess/score sheets. Set up for first debate. Activities: There are three debates today.  Schedule is TBD right now. Possible overflow activity:  Watching commercials that contain stereotypes and discussing these in relation to the unit as a whole. Closing: Have a good spring break! We’ll be starting a unit on Peace and War when we get back.
Resources	debate notes and questions debate peer assess sheets debate rubrics
Applications, Connections, Extensions	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.
Inclusive Instruction	They will have chosen their debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also have the support of a group member by their side, as well as any notes they have prepared.

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