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Olivia Werderman Grade: English 8 Text: Ch.

20, Carl Hiaasens Hoot 10/19/13 Standards

Essential Understanding of this lesson: Claims and evidence are necessary to prove a point of view.
CCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (Day 1) CCSS.ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. (Day 2) CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (Day 2) CCSS.ELA-Literacy.W.8.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (Day 3)


Instructional Materials and Resources

1) SWBT make claims and gather evidence about the topic Animal Rights. 2) During classroom discussion, SWBT synthesize and support claims with evidence. 3) SWBT connect current issues with the text Hoot by Carl Hiaasen. 1) Computer lab 2) White board with dry erase markers 3) Paper and pen for each student 4) Enough copies of the essay prompt per student

Learner Factors

This lesson will be accommodating to different developmental levels because it allows for research, discussion and a synthesis of a different point of view. Students who do well with research and writing an analytical essay will find the research and written portion effective for their learning ability. Students, who may not be as adapt to research and writing essays, can benefit from the discussion portion by sharing their claims and evidence about the topic.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Environmental Factors

Students will be assigned into 1 of 2 groups on the second day of this lesson. For the effectiveness of the lesson, students in group 1 will be asked to face group 2 and vice versa. This will help with the discussion portion of the lesson. This will not be a safety issue. Instructional Day one: Individual work in a computer lab where Activities and Tasks students will make claims and gather evidence about Animal Rights. This aligns directly to the first objective. Day 2: Students will have a discussion where half of the class poses claims for Animal Rights and half poses claims against Animal Rights. They can use the claims and evidence from the research on Day 1. This aligns with the second objective. My hope is that this would be an individual practice of gaining speaking and listening skills. However, it could also end up being a guided practice since this may be the first time students would have this form of discussion. Day 3: There will be a 15-20 minute reading strategy. Then, with all of the research from Day 1 and further discussion of the research on Day 2, students will begin writing an analytical essay. The 15-20 minute reading strategy is intended to model a different way to think about the text in relation to realities of the world. In the essay they will form an argument about a particular character, their point of view of Animal Rights and their effectiveness with making claims and supporting with evidence. This aligns with the third objective and also the fourth objective. Assessments Formative assessment Assess participation on Day 1 while helping to direct students towards scholarly and reputable research. Assess the participation of students on Day 2 in the group discussion of Animal Rights. Summative assessment Overall, the essay will assess if students have truly benefitted from the individual and group discussions by reading their presentation of a characters point of view on Animal Rights. Rationale I made this lesson plan with the idea that many lessons would have already occurred in the classroom. At this point I would have explained that students should read with the purpose of following the actions of the Adapted from Brown University Teacher Education Lesson Plan Template (2008)

characters. This way it would be easier for them to think in the manner I expect for the essay prompt. I would have also discussed brainstorming about ideas involved with Animal Rights. (Its definition, student ideas about the topic, preconceived notions, etc.) All of this would then lead up to this lesson plan that teaches students to read the word and the world. They will fully consider the controversial issue of Animal Rights, discuss the topic but furthermore connect the realities of the world with the plot of the text. They will also learn the importance of claims and evidence when proving a point of view. Other smaller rationales: The HW prompt connects the activities of the day to the text. Flipping a coin to start discussion It is random Negates the idea that the group the teacher asks to go first is what he/she is in support of. (Unbiased) Reasons for numbered selection strategy Ensures each student may have to read Limited amount of distraction Helps the teacher know which students are more nervous about public speaking/reading The essay prompt may not be following along with students making claims and evidence in a persuasive essay format. However, it does allow them to reflect on the work they did in relation to a characters actions. They are then able to analyze what the character did well and what needed improvement in regards to claims and evidence. The essay would assess a students ability to identify beneficial research skills. For day three, I had students imagine that the events of the story were actually a reality for an endangered species in Michigan. This directly relates to the idea of reading the word and the world. Students can critically think about the text, the world and their own actions in a situation all at once. It is a powerful moment of several connections and ideas. Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Instructional tasks and activities What the teacher is doing

What the students are doing

Day 1:

8:10 A.M. 9:08 A.M.

Before class T will write a note that will direct late students to where they need to be, which will be clearly tapped on the front door. T will write HW prompt on board: Considering the research youve done today in the lab, think about Roy, Beatrice and Mullet Fingers. Have they done research in this way to gather evidence about the owls? If not, how do they plan to protect the owls? Have they already started their plan of action and is it effective? Write a 3 paragraph response to these questions. T welcomes students to class at the door. 8:10-8:15 In classroom, T will announce: Today, we will be working on our research skills in the computer lab. You will each work at a computer to find information on the topic Animal Rights. We have already brainstormed ideas and claims about Animal Rights, so now you can work on finding evidence for these claims. On the computer, you will create a word document that has a table of 1 row and 2 columns. In the first column, you will make 4 claims in support of Animal Rights and find information to support your claim. In the second column you will make 4 claims against Animal Rights and find information to support those as well. Upon finding scholarly or reputable online source, you will copy and paste the link into your word document. Read these articles and enter 2-3 pieces of evidence for your claim. Upon completion, you will print off your work as a reference for later. Also, choose two articles that best support your claim for and against Animal Rights. Print these articles for a discussion tomorrow in which you will use evidence for your claims. Before we leave, please copy the journal assignment on the board so you can respond for homework later tonight. 8:15-8:20 T will direct students to walk quietly to the computer lab. Upon entering the lab T will instruct students to sit where they would like then take attendance. T will then ask Is there any confusion about the task at hand. If so, raise your hand and I 8:10-8:15 S will be seated and listening to T instruction.

8:15-8:55 S will follow T to the lab, be seated, turn on computers and begin their work.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

will be around to assist you. 8:20-8:30 T will meet with students who are confused about what the assignment and assist with any questions. (How to make a table in word, where to start with research, confusion about the topic and task in general etc.) 8:30-8:55 T will walk around the computer lab to see the work of each individual for a formative assessment. T will ask questions as appropriate to direct students towards reputable sources. 8:55-9:08 T announces: We are coming to the last 10 minutes of class. You can begin 8:55-9:08 printing off your work. Do not worry if you were unable to S will begin printing their work. find all eight sources, you can finish it for HW. This information will be used for a class discussion and a paper in a few days, so make sure to keep your work for future reference. T will assist students who need help with printing or answer any final questions before the hour ends. Day 2: Before class Teacher writes a T chart on the board with one side stating, For Animal Rights and the other side stating Against Animal Rights. T welcomes students to class at the door. 8:10-8:20 T will take attendance, then announce: Today we are going to have a student-led discussion about Animal Rights. (Directing to one side of the room.) This half of the class will be stating and supporting claims in support of Animal Rights. (Directing to the other side of the room.) While this half of the room will be stating and supporting claims against Animal Rights. I understand that you may be in a group where you do not agree with the stance you are supposed to make, but your work from yesterday in the computer lab will help with this. Please pull out your work from the lab yesterday. I will not be partaking in this discussion except to present a new idea if the conversation comes to a long pause. Please work on directing your claims and questions towards the students with opposing claims and 8:10-8:20 S will be seated and listen to the T instruction.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

always, always, always be respectful of different points of view. Can I have someone volunteer to write on the board, you can still participate in the discussion? Thank you name, you will be writing the main claims each group makes for or against Animal Rights. I will flip a coin to decipher which side will make a first claim. Heads is For Animal Rights and tails is Against Animal Rights. (Flip) Blank it is. Lets begin. 8:20-8:55 T will sit in an inconspicuous place in order to assess which students speak, which students seem hesitant to say something and those who seem completely removed from the activity all together.

8:20-8:55 Hopefully, S will engage in a conversation that is not tense but open to new ideas and points of view.

I understand this may be the first time this format of discussion is presented to T will contribute when necessary but ultimately leave the floor 8th graders, so the T may have to to the students so they can work on peer-to-peer learning. engage in the conversation the first time. This would present itself as scaffolding for the next discussion like this. 8:55-9:08 8:55-9:08 S respond to T prompt with a positive T will announce: or negative response. I am sorry to interrupt, but we are getting into our last ten minutes of class. Lets review the claims made by each side. (Read through the claims.) As a class, were you able to come to a conclusion about Animal Rights today? If so, what is your conclusion? -Upon a Yes response, That is great that you were able to collectively come to a conclusion about Animal Rights in a half-hour period of time. Now that your claims have been fully interpreted and analyzed, you can use this information to write an analytical essay. This essay will be written from the point of view of one of the characters from Hoot. The general idea is for you to explore the concept of Animal Rights within the text. In particular, answer the question of, How might a character feel about Animal Rights? We will discuss more about this tomorrow. -Upon a No response, It is certainly understandable that you were not able to come to a general conclusion over Animal Rights. It is a controversial issue that is still argued about in the world today and not every conversation needs a resolve. However, you were able to interpret and analyze different points of view on Adapted from Brown University Teacher Education Lesson Plan Template (2008)

the topic and now each of you can move into writing an analytical essay about the topic. This essay will be written from the point of view of one of the characters from Hoot. The general idea is for you to explore the concept of Animal Rights within the text. In particular, answer the question of, How might a character feel about Animal Rights? We will discuss more about this tomorrow.

Day 3:
Before class T welcomes students to class at the door. T writes questions for during reading on the board. 8:10-8:20 T takes attendance. Strategy adapted from Question the Author (QtA) by Cathy Simon. (Random selection for readers. T has numbered pieces of paper, 1 for every student. T chooses a random number to begin the reading. When the 1st reader is tired they choose another number. This continues until the reading is complete.) T announces for students to take out their Hoot texts. Then explains: Today we will read a portion of the text together. Please open your books to page 262. We will start reading at As soon as the photo pose ended T allows student to read. Then politely stops him/her after Roy makes a claim about owls on the property and says it is their home. T states and asks the question. Lets imagine that this is actually happening to an endangered species in Michigan and we are trying to protect them. Is it enough to show the physical proof in order for others to agree with a point of view? (Allow a minute for student response.) Then continue reading until signs are presented. T asks the question, Are large amounts of people and posters an effective means of making others agree with a point of view? (Allow a minute for student response.) Then continue until Roy tried and failed to use pictures as proof. T asks the question, Are pictures an effective means of evidence? Why or why not? (Allow a minute for student response.) The last student reads until Mullet Fingers announces that he would Adapted from Brown University Teacher Education Lesson Plan Template (2008) 8:10-8:20 S are seated then listen to the teacher instruction. Several different students read and stop when directed by the numbered selection.

rather be buried then to allow the owls to die. Last question that the teacher will ask, Is it ever ok to put yourself or others in a dangerous situation to prove a point for a good cause? (Allow a minute for response.) 8:20-8:25 8:20-9:08 As a movement into the next activity for the day, T announces: S listen to T instruction. Then begin Considering the research you have done a few days ago and their work on the essay. the conversation you had yesterday, lets think about how those activities connected to the text we just read together. In your research, you gathered evidence about the topic Animal Rights. In the portion that we read, it is clear that Roy was trying to gather evidence as well to prove his claim about the endangered owls. In the conversation you had yesterday, you presented your claims, evidence and counterclaims regarding Animal Rights. This concept was happening between Roy and the vice-president of Mother Paulas too. Roy was making claims about the owls while the vice-president was making counterclaims. Its clear that when presenting an argument, one should have several claims and evidence to prove a point of view. This all leads into the essay prompt you will be working on. In this essay you will consider a character from the text. Did this character care about Animal Rights? Did they effectively present their point of view about their opinions? 8:25-9:08 T hands out copies of the essay prompt. Then explains, You will be individually working on ideas, brainstorming and writing your essay for the remainder of the class period today. You can begin now. Raise your hand if you have any questions. T works individually with students if there is confusion. T walks around the room to assess the progress of students. Essay prompt: Considering Hoot by Carl Hiaasen, write an analytical essay from the point of view of one of the characters. (Your choice.) Using your understanding of the character, quotes from the text and research you found on the topic Animal Rights, respond to the following questions. 1) Did the character care about Animal Rights? 2) How did they support their point of view? 3) Were they effective in their endeavors? Why or Why not? Adapted from Brown University Teacher Education Lesson Plan Template (2008)

4) How could they have improved their claims and evidence to be more effective with their argument?

Adapted from Brown University Teacher Education Lesson Plan Template (2008)