Context
of
Learning:
1. Number
of
Students:
23
2. No.
of
Males:
14
No.
of
Females:
9
3. Age
Range:
10
yrs.
11
yrs.
4. Mental,
Social,
Physical,
Social
Notes:
1
IEP
(ADHD)
ELL
Students
(Uzbek
and
Spanish)
5. Background:
Students
have
read
The
Great
Debate
prior
to
this
lesson.
This
story
is
about
two
students
who
are
running
for
Student
Body
President.
This
lesson
relates
a
to
a
real-world
connection,
the
current
election,
and
allows
the
students
to
take
the
role
of
the
reporter.
6. Learning
Styles
Visual:
50%
Auditory:
25%
Kinesthetic:
25%
The
learning
environment
is
student-centered.
Students
sit
at
collaborative
work
stations
(tables)
and
have
access
to
1:1
devices.
This
makes
a
technology
infused
lesson
easier
to
implement.
During
direct
whole
group
instruction,
the
lights
will
remain
on
and
students
should
sit
in
groups
for
easy
collaboration
between
peers.
During
independent
work
on
the
articles,
lights
will
dim,
students
can
choose
to
work
wherever
they
will
be
most
productive
(back
table,
on
the
rug,
in
a
corner,
etc.).
Classical
music
will
play
as
they
write.
(S)TATE OBJECTIVES
Lesson Objective:
1.
By
the
end
of
this
lesson,
the
students
will
create
a
newspaper
article/report
in
order
to
compare
two
characters
to
clearly
inform
readers
who
they
should
vote
for.
2.
By
the
end
of
this
lesson,
the
students
will
use
a
graphic
organizer
to
compare
two
characters
from
a
text.
Differentiation
In
order
to
best
assist
students
in
the
creation
of
their
newspaper
report,
a
combination
of
choice
and
support
will
be
provided.
Students
with
special
needs
will
be
provided
with
a
pre-created
layout
for
their
article
and
sentences
starters
to
help
organize
their
thoughts
while
writing.
English
Language
Learners
will
be
provided
pictures
for
key
vocabulary
(debate,
president,
vote,
etc.)
and
will
be
given
sentence
starters,
as
well
as,
the
opion
to
record
their
learning
given
that
their
auditory
processing
develops
more
quickly
than
their
ability
to
express
through
writing.
Auditory
learners
can
record
their
voice
to
compare
characters
and
report
on
the
topic.
Creating
their
own
article
will
motivate
Kinethesetic
learners.
Visual
learners
can
also
portray
thinking
with
images,
text,
and
graphs
in
their
article.
Gifted
and
Talented
students
will
be
expected
to
connect
this
debate
to
the
presidential
debates
in
the
conclusion
of
their
article.
Instructional Activities
1. Preview:
The
teacher
will
preview
The
Great
Debate
so
that
he/she
knows
which
similarities
and
differences
there
are
between
the
two
main
characters.
2. Prepare:
The
teacher
will
need
to
prepare
a
Flipchart
and
a
Wixie
template
for
students
to
use
for
their
articles
to
guide
them
if
they
choose.
Additionally,
he/she
will
need
to
create
a
Padlet
page
for
lingering
questions
and
collaboration.
3. Engage
the
learners
with
a
BrainPop
video
to
drive
current
debates
and
sharing
a
recent
article.
https://www.brainpop.com/english/writing/debate/
-
this
video
will
engage
learners
and
have
them
more
easily
visualize
a
debate
and
what
it
looks
like.
4. Students
will
discuss
the
idea
of
a
debate
and
define
the
term.
Collborate
with
peers
to
define
key
vocabulary.
5. Explain
to
students
that
today
they
will
be
comparing
the
two
characters
Celia
and
Mario
by
writing
a
newspaper
article.
In
the
article
students
must
compare
the
characters
and
convey
why
one
character
should
be
chosen
for
Student
Body
President.
Share
Objective
and
inform
students
of
their
end
result
6. Students
will
look
at
a
model
article
(presidential
debate)
http://www.timeforkids.com/news/candidates-big-night/461426
-Create
a
real-
world
connection
for
students
and
describes
how
the
objective
is
meaningful
to
their
own
lives.
7. Students
will
highlight
the
comparing/contrasting
facts
and
on
a
Padlet
wall
share
ideas
about
what
makes
a
great
article.
Collaboration
to
share
ideas
and
create
success
criteria
for
self-assessment
8. Direct
students
to
use
a
Venn
Diagram
to
compare
the
characters
in
The
Great
Debate
students
may
use
Wixie
if
they
would
prefer
to
use
a
digital
graphic
organizer
or
they
can
draw
their
own.
Provide
choice
to
motivate
learners
to
use
a
graphic
organizer
digitally
or
by
hand.
9. Students
will
begin
writing
their
article
on
Wixie
and
can
use
a
pre-created
layout
or
create
one
of
their
own.
For
students
who
are
more
Auditory,
they
can
choose
to
record
their
voice
on
the
Wixie
and
provide
key
points
and
images
on
the
layout
page.
Provide
a
layout
for
student
with
IEP
and
sentence
starters
for
ELL
learners.
For
ELL
learners,
provide
pictures
for
key
vocabulary
(debate,
president,
vote,
etc.)
Auditory
learners
can
record
their
voice
to
compare
characters
and
report
on
the
topic.
Creating
their
own
article
will
motivate
Kinethesetic
learners.
Visual
learners
can
also
portray
thinking
with
images,
text,
and
graphs
in
their
article.
10. Reconvene
in
whole
group
to
self
assess
their
success
against
success
criteria.
11. Publish
and
Share
articles
with
the
class
in
a
Gallery
Walk.
Provide
Post-its
to
students
to
leave
feedback.
Allow
10
minute
reflection
and
discussion
of
how
each
project
met
the
given
objectives.
EVALUATION
Assessment
Students
will
be
evaluated
on
their
individual
articles.
They
must
share
similarities
and
differences
between
characters,
use
a
catchy
introduction,
include
a
conclusion,
and
use
best-written
expression.
In
order
to
evaluate
their
performance,
I
will
use
a
lesson-specific
rubric
to
assess
their
ability
to
compare/contrast
and
express
themselves
in
writing.
Using
a
lesson
specific
to
this
assignment
will
allow
me
to
better
align
the
assessment
with
the
success
criteria.
The
rubric
will
be
formed
using
success
criteria.
With
the
class
we
will
have
created
success
criteria
to
align
with
this
rubric
so
that
students
can
self-assess
as
they
work.
In
order
to
evaluate
the
effective
use
of
technology,
students
should
have
a
completed,
typed
newspaper
article
created
in
Wixie.
The
article
should
be
formatted
to
fit
the
page
and
the
layout
should
look
like
a
newspaper
article.
For
those
who
chose
to
report
through
audio,
images
should
be
present
in
the
article
and
the
audio
should
clearly
articulate
the
speakers
main
points
still
addressing
the
objective.
The
technology
can
be
rated
effective
if
students
are
clearly
and
in
an
organized
way
able
to
convey
their
ideas
creatively.
Follow Up
For future lessons, students will reflect and assess their choices in this lesson. Did a
paper or Wixie graphic organizer work best? Did speaking or writing work best for
the presentation of learning? In upcoming lessons students will continue to
compare/contrast. Using the choices from this lesson they will be able to pick the
method that works best for them in organizing their thoughts. Secondly, students will
present next on different settings. They will utilize Wixie again to create a postcard
explaining which location is better suited for a specific character.
At
the
closure
of
the
lessons
students
will
gage
their
success
using
the
class-created
success
criteria.
After,
students
will
complete
a
gallery
walk
looking
at
other
student
devices
and
leaving
feedback
on
a
post-it.
Lastly,
students
should
reflect
at
the
conclusion
of
the
assignment
about
the
choices
they
made
during
the
lesson.
How
did
they
choose
to
present
their
information?
Did
this
choice
allow
them
to
demonstrate
success?
What
real
world
connections
did
they
make?
This
reflection
will
guide
students
in
future
learning
choices
when
utilizing
Wixie
and
technology
for
upcoming
lessons.