Date: 02/11-12/15
School: Walt Clark Middle School
Grade Level: 8th
Content Area: English Language Arts
Title: Civil Disobedience
Lesson #:_7_ of _11_
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
Standard 4: Research and Reasoning
Concepts and skills students master: 1. Individual research projects begin with information
obtained from a variety of sources, and is organized, documented, and presented using logical
procedures
Students can:
b. Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation. (CCSS: W.8.8)
i. Differentiate between primary and secondary source materials
ii. Document information and quotations; use a consistent format for footnotes or
endnotes; and use standard bibliographic format to document sources
iii. Write reports based on research that include quotations, footnotes or endnotes, and
a bibliography or works cited page
This means: Using a graphic organizer to prepare for the writing of my Peaceful Protest
speech.
List of Assessments: (Write the number of the learning target associated with each
assessment)
1. We will monitor progress as students search for credible sources to ensure they are able
to locate them as discussed during class.
2. Students will turn in guided notes taken during classroom lecture to demonstrate their
understanding of material.
3. Students will show completed graphic organizer to instructor prior to beginning the
writing of their Peaceful Protest speeches. We will review the details to ensure
students are adequately completing the graphic organizer and are prepared to write their
arguments before writing begins. This will be assessed to ensure the arguments are
valid and supported with the evidence presented.
4. Students will turn in a reflection at the end of class as a Ticket out the Door describing:
what they are writing about and the sources that they will be using from their graphic
organizers.
Civil Disobedience
To discuss creative ways to be responsible members
of society and advocates for themselves in regards to
their education. To compose a speech that allows
them to discover their voice, utilize their knowledge of
persuasive language and appeals to get others to
take action.
Approximately 90 minutes
Students will need:
A writing utensil
Daily writing journal
Copy of graphic organizer handout (teacher
provided)
Credible sources handout (teacher provided)
Writers notebook
Assignment sheet w/ rubric (teacher provided)
Copies of text materials: Ghandi (text), Nelson
Mandela (clip), JeffCo article and images,
I Am Malala (clip), (teacher provided)
Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate
the experiences of the students to
the objectives of the lesson, To put
students into a receptive frame of
mind.
To create an organizing
framework for the ideas, principles,
or information that is to follow
(advanced organizers)
An anticipatory set is used any
time a different activity or new
concept is to be introduced.
Procedures
(Include a play-by-play account of
what students and teacher will do
from the minute they arrive to the
minute they leave your classroom.
Indicate the length of each
segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a
teacher that are designed to bring
a lesson presentation to an
appropriate conclusion. Used to
help students bring things together
in their own minds, to make sense
out of what has just been taught.
Any Questions? No. OK, lets
move on is not closure. Closure is
used:
Differentiation
To modify: If the activity is too
advanced for a child, how will you
modify it so that they can be
successful?
To extend: If the activity is too
and modeling.
For students who have already grasped the concept
and finish early, they can begin writing their Peaceful
Protest speech.
Assessment
How will you know if students met
the learning targets? Write a
description of what you were
looking for in each assessment.
2.
What changes, omissions, or additions to the lesson would you make if you
were to teach again?
3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)
Daily Prompt
Gossip columnists collect the latest dirt on celebrities. Write a paragraph about the latest
scandals in the headlines or around the school. Use the breathless, ditzy tone of a gossip
columnist.
Include three credible sources (you can determine if your sources are credible by referring to
the Credible Sources handout given in class)
Use persuasive language with careful attention to audience and purpose
Utilize at least three of the following persuasive tools effectively and accurately
o Ethos, Logos, Pathos
o Repetition
o Parallelism
o Personal Narrative
o Examples
o Statistics
Include citations and bibliography
Include hook to draw audience attention to your argument
Be sure to keep in mind who your audience is and use appeals that will draw in support to your claim.
Some topics to consider (but are certainly not limited to) include:
Standardized testing
Changes to class scheduling (length of classes, reduction of passing periods)
Use of technology (or lack-there-of)
Common Core curriculum
Expectations placed on students
Extracurricular activities
You will be assessed based on the writing workshop rubric as well as your ability to effectively
incorporate all elements above into your writing. Please keep the three persuasive appeals in mind as
you form your argument.