Day7:SpeedLearning

1.

LessonEssentialQuestion(s):
CompareandcontrastthepoliticalpositionsoftheFederalistsandDemocratic
Republicans.

2. Standards:
a. CCSS.ELALITERACY.RH.68.2Determinethecentralideasorinformationofa
primaryorsecondarysourceprovideanaccuratesummaryofthesourcedistinct
frompriorknowledgeoropinions.
b. 6.1.12.A.2.dCompareandcontrasttheargumentsofFederalistsandAntiFederalists
duringtheratificationdebates,andassesstheircontinuingrelevance.
c. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
impactonpeoplelivinginEuropeandtheAmericas.
d. CCSS.ELALITERACY.RH.68.1Citespecifictextualevidencetosupportanalysis
ofprimaryandsecondarysources.
4.A.LearningObjectivesandAssessments:
LearningObjectives

Assessments

Studentswillbeabletoexplainhowthe

Studentswilltakeopennotesquizon

politicalpartiesformedandwhatimpact

8.3.

differingpoliticalviewshadontheAlien
andSeditionacts.

Studentswillbeabletoexplainthe

Studentswillfreewrite.

argumentsofFederalistsand
AntiFederalistsduringtheratification
debates.
Studentswillbeabletoexplaintherules

Studentswillanswerquestionsona

ofadebate.

whiteboardduringclassdiscussion.

5.Materials:
a. TheAmericanJourneytextbook
b. ThePoliticalPartyGraphicOrganizer
c. TheFederalist/DemocraticRepublicanPrimarySourceHandout
d. Bulleyecharts
e. Postits
f. IndexCards
6.Prelessonassignmentsand/orpriorknowledge:
Studentsknowwheretheiropennotesquizzesarehousedandwheretoputthemwhentheyare
finished.StudentswillhaveagraphicorganizerontheFederalistsandDemocraticRepublicans
thattheywillhavebeenfillingout.TheyhavebeenassignedanissuefromthePoliticalParty
GraphicOrganizerthattheyareresponsiblefor.Theywillalsohavebeenreadingthetextbook
andwillhavebeengiventheFederalist/DemocraticRepublicanhandout,whichhasinformation
oneachissue.

7.LessonBeginning:
(5minutes)Studentswillparticipateinopennotesquizon8.3.Studentswilltaketheirquiz
fromthebackoftheroomandputitintothePeriod3folderwhentheyaredone.Studentswill
beusinginformationfrom8.3toparticipateinthedebate.Thiswilltransitionintothedebate
assessment.
(1minute)Whiletheyaretakingtheirquiz,studentswillbegivenapostit.Theywillbeaskedto
writetheirIDnumberonitandplaceitontheBullsEyeChartwhentheyaredoneoncesection
ofthechartwillaskstudentshowconfidenttheyfeelabouttheirknowledgeofthecontentand
theotheronewillaskthemhowconfidenttheyfeelaboutthedebateitself.Studentswillplace
theirstickerwheretheyfeeltheyarethebullseyemeaningtheyareonpoint,theouterrings
meaningtheyarenot.Thisassessmentofthedebatewilltransitionintoadiscussionofthe
debate.
(9minutes)StudentswillbeaskedWhataretherulesofadebate?Whatisexpectedofyou
duringthedebate?Together,studentsandteacherwilldiscuss,usingwhiteboardtogaugethe
studentsthoughtsonthemostimportantrulesforadebate.Thentogether,theywillwriteoutthe
rulesforthedebate.Thiswillleadintothefollowingdebatepreparation.
8.

InstructionalPlan
:
(3minutes)Eachstudenthasbeenassignedatopicfromthegraphicorganizer.Theywillbe
taskedtoexplaintheirissuetoanotherstudent,whowillinturn,teachthefirststudenttheir
topic.Teacherwillpicktwostudentstomodelhowtoteachtheirissuetoeachotherandoffer
instructiononhowtothoroughlyteachtheirissue,makingsurestudentsdescribewhateachparty
believesinandwhytheybelievethat.Thisexamplewilltransitionintotheactivity.

(17minutes)Thestudentsdeskswillbearrangedintosevengroupsofthree.Eachstationwill
belabeledwithanissue.StudentswillsitintheirIssueTopicGroups.Atfirst,eachgroupof
threewillconsistofthesameissue.Onestudentfromeachgroupwillbetaskedwithbeingthe
runner.
Whentheteachersays,Switch,therunnerswillallmovetothegrouptotheirleft.Thiswillbe
doneuntilthestudentshavebeenversedoneachissue(6switches).
Becauseeachstudentisknowledgeableaboutacertaintopic,thestudentswillusetheirpartners
tofillouttheirgraphicorganizersandlearnmoreabouteachissue.Teacherwillmonitorthe
groupsandoffersmallgroupinstructiontomakesurestudentsarehelpingeachother.
Homework:
Studentswillcompletetheiropeningstatementforthedebateandtheirgraphicorganizer.
o Differentiation:
All504sandIEPswillbeaccommodatedasspecified.
Studentswillworkingroups.
Studentswillreceivesmallgroupinstruction.
Duetotheshiftingofgroups,studentsofallabilitieswillbeabletowork
together.Advancedlearnerswillbeabletohelpweakerlearners,sincethe
ultimategoalofthislessonisforthestudentstoteacheachother.
o Questions
Teacheraskedquestions:
Whataretherulesofadebate?
Whatisexpectedofyouinadebate?

Studentaskedquestions:
Howwillwedebate?
Areweallexpectedtodebate?
Whoisthejudgeofthedebate?
Howwillwedeterminewhowinsthedebate?

o ClassroomManagement
Deskswillbesetupbeforeclassinsevenstations,threedeskspergroup.By
doingthisbeforehand,teacherwilltrytominimizethemovement.Therewillbealotof
movementduringthisclasssotheteacherwillmakesurethestudentsareclearonthedirections
ofhowtoparticipateinactivitysafelysothattherewontbeanyproblems.Thedesksmayhave
tobemovedbrieflyforthequiz,sostudentsarentsoclosetoeachother.
o Transitions:
Studentswilltakeaquizonthematerialthattheywillneedforthedebate.This
willleadintothedebateassessment.Afterbeingassessed,studentswilldiscussrulesofadebate
whichwillleadintopreparationforthedebate.Thiswilltransitionintotheclosing,astheteacher
checksintoseehowthestudentsarefeelingabouttheprogresstheyhavemade.Thislessonon
debatepreparationtransitionsintotomorrowslesson,whichisthedebate.
9.Closure:
(5minutes)Studentswillfreewriteabouthowtheyarefeelingaboutthedebatenow.Doyou
feelprepared?Areyounervousaboutthedebate?Teacherwillaskthestudentstosharesome

oftheirfeelingsonthedebatethefollowingday.StudentwillthenwritetheirIDnumberontheir
freewriteandtapeittoanotherbullseye.Thisonewillbelabeled:Doyoufeelpreparedfor
thedebate?Thebulleyemeansthattheyarereadytheouterringsmeansthattheydonotfeel
prepared.

Reflection
Ibeganmylessonbyaskingthestudentstothinkaboutandwriteontheirwhiteboarda
rulefordebatingthattheythinkismostimportant.Astheyheldthemup,Ipickedoutafewof
thecommononesandaskedthestudentswhytheywereimportanttodebatingthingslikebeing
respectfulandresearchingyourtopic.Ithoughtthiswasagoodreminderofwhatisexpectedof
themduringthedebate.Ithenexplainedtothemhowthedebateisgoingtoworkhowwewill
pickatopicandbasedontheflipofacoin,onesidewillreadtheiropeningstatementfirst.Then
theotherside.Thenthefirstsidecanaddresstheothersidesargument.Thekidsseemed
relievedtoknowhowtheywouldbedebating.
FromthatIleadintotheinformationforthedebate.Ihadstudentsgetintheirissue
groupsandthenIpickedonestudentfromeachgrouptobetherunner.ThiswayIcouldmake
suremymoreadvancedlearnersweretheretohelpmyotherstudents.Thisactivitywastime
sensitiveandmyclassislargeandloud.Althoughgettingthemintoplacethefirsttimetook
sometime,gettingthemtomovewhenIyelledswitchwaseasierthanIexpected.Iwalked

aroundduringactivity,checkingoneachgroupsprogress,andofferinghelp.Iwashearingsome
reallygreatexplanationsasthestudentsexplaintheirtopicstoeachother.Iwasveryexcited
howitwasturningout.However,thespeedlearningtakestime.Icouldonlygetthroughabout
fiveoftheseventopicsonthegraphicorganizerandIrealizedthatIwouldneedtogivethe
studentstimetoworkonitthefollowingday.
Iranoutoftimeduringmyclosing.Iaskedstudentstosharehowtheyfeltbuttheywere
stillpostingtheirfreewritestotheboard,soIonlygotafewverbalanswers.WhenIreadthe
freewriteslater,mostofthekidssaidthattheyfeltnervousaboutthedebatebecausetheydidnt
wanttodaythewrongthingbuttheyalsothoughtheyknewtheirmaterialprettywell.Iamvery
excitedforthedebatetomorrow.