Concept Unit

Lesson Plan Template

Unit Working Title: What is Truth?

Unit Big Idea (Concept/Theme): Truth and perspective

Unit Primary Skill focus: Evaluating and understanding point of view in non-fiction texts

Week 3 of 3; Plan #7 of 9; [90 mins.]

Plan type: Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)

Mentor Text (video)

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
1. Truth is malleable

A. Students will understand that information can be manipulated to create alternative

truths.

Affective (feel/value) and/or Non-Cognitive:

4. Students will be able to openly discuss bias, cultural perspectives, and multiple viewpoints
openly, thoughtfully, and respectfully with their peers and instructor.
C. Students will discuss collaboratively a created perspective on a given topic in order to
create a group project.

Performance (do):
6. Students will be able to analyze point of view in a text.
C. Students will be able to analyze a video for point-of-view and for elements which
make in an effective presentation of that point of view.
7. Students will be able to apply their understanding of point-of-view purposefully.
C. Students will be able to construct an alternate point of view in the form of a video
presentation.

SOLs: [List with numbers portrayed in the SOL document]

12.1 CF Analyze and critique the effectiveness of purpose and content of a

presentation with respect to how the audience responds.

CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA.11-12.SL.3. Evaluate a speakers point of view, reasoning, and use
of evidence and rhetoric, assessing the stance, premises, links among ideas,
word choice, points of emphasis, and tone used.

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Diagnostic Formative Summative

Video Discussion:
The students will show their
understanding of how to
convey an effective argument
orally by identifying
characteristics present in the
video.
Obj. 6C,
Group Project Workshop: Flip the Script Video:
Students will show their Ultimately, the video will
progress towards creating a demonstrate how well the
media piece using the students were able to
perspective they created in manipulate the perspective of
their write up. During this their original piece.
time, the teacher will be able
to assess how well the Obj. 1A, 7C
students are conversing about
the perspectives surrounding
their topic and how well they
are progressing towards
completing the task.

Obj.1A, 6C, 7C

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

[Changes in this arrangement that become necessary later will be noted in the plan]
Seats will be arranged in their normal pods. Students will sit in their assigned groups until they
are told to move for the video workshop.

1. [20 mins.] SSR:

Students will read silently for 20 minutes from their choice texts. During this time the
teacher will do clerical duties or check in with students who are missing work or who
have been absent.

2. [12 mins.] Mentor Video and Discussion:

The students will watch a model news video for their project. The students will be asked
to identify factors they think make the video compelling. The class will have a discussion
and together come up with a list of things that they noticed or thought were convincing.
At the end of this, the teacher will hand out the group project assignment sheet.

3. [10 mins.] Flip the Script Video Assignment:

The instructor will explain the flip the script video assignment to the students and field
any questions. During this, the instructor will lay out
 4. [12 mins.] Audience and Presentation Mini-Lesson:
The instructor will give a lesson on what the students should do to address their formal
audience for their video as well as how to be effective orators on and off screen.
Particularly, the lesson will focus on how they present their information and how they
should make sure to be citing sources and using compelling pieces of their arguments.
The discussion will also cover some of the flawed lines of reasoning (ex: bandwagon)
that are common.

5. [30 mins] Group Project Workshop:

The students will get in their groups of three based on the stance that they took for the
written portion of the Flip the Script assignment. These groups were preassigned by the
teacher. The students will need to pick roles and get started on their scripting.

6. [6 mins] Closure and Exit Ticket:

Teacher will clarify any issues she thought groups might be having with the project based
on data collected while checking in on groups during the workshopping. Students will
identify their role in creating the video and one thing from todays lesson which will be
pivotal for them to be successful in their role.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)
Graham: This goober struggles with participation and often goofs off. By being put in a group
and assigned a role, he will be required to fulfill his part of the project. The project also allows
him some choice in which position he would like to fill. Since he loves being the center of
attention, maybe he would like to be an anchor in the video. Or, perhaps, he would like to direct.
He will have a real opportunity to shine in a role which he enjoys and will be held accountable
by not only his peers but also his teacher.
Materials Needed (list):
Appendix A: Mentor Video
Our Future Narrated by Morgan Freeman
https://youtu.be/8YQIaOldDU8?t=59s

Appendix B: Video Assignment Sheet

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)