Direct instruction

Teacher(s): Haffey Subject: ELA 8th grade

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

(Workplace) 1.A Masters core communication skills for the workplace. Delivers content accurately. Persuades others
(Content) 8.W.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons
and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons,
and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
8.W.6 Use technology, including the internet, to produce and publish writing and present the relationships between
information and ideas efficiently as well as to interact and collaborate with others.
8.W.8 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.
8.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature.
b. Apply grade 8 Reading standards to informational text and nonfiction.
8.L.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
8.RI.6 Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges
and responds to conflicting evidence or viewpoints.
(Common Core) Writing: Text Type and Purpose-Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence. Research to Build and Present Knowledge- Gather relevant
information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
(ISTE) 3a. plan and employ effective research strategies to locate information and other resources for their intellectual or
creative pursuits.
3b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
Objectives (Explicit): Use Blooms verbiage and formula

Students will select an issue to research and present their point of view on that issue using an
infographic.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Students will submit a short summary on their chosen articles and those summaries will be grades based on a rubric.

This is a summative assessment for the lesson because it allows me to see the student understanding on what makes a
credible resource for a persuasive assignment.
 Rubric Made
Using:
RubiStar ( http://rubistar.4teachers.org )

Article Choice

Teacher Name: Mrs. Haffey

Student Name: ________________________________________

Awesome Articles-
CATEGORY Try Again-1 Decent Articles-2 3
Timely Article is older Article is within 10 Article is within 5
than 10 years years but older years
than 7 years.

Relevant Topic is not in this Topic can be seen Topic is clearly in

article in this article this article

Credible Author Author has no Author has some Author is widely

authority on this authority on the recognized as an
topic topic expert on this topic

Date Created: October 19, 2017

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Students will argue their point of view on an issue based on research compiled from at least three
sources that they evaluated and found credible.
Students will value their position on their research topic by reading a minimum of three opposing
viewpoint articles.
Students will present and persuade others with their viewpoint on an issue using an infographic.
Key vocabulary: Materials/Technology Resources to be Used:

Evaluate, credible Computer, paper, flash drive, printer

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the student
Bell Work: Which argument is more persuasive? Why? (2-3 sentences)
1) Harry Potter is the BEST book series every because it makes me happy and I can read it over and over again without
being bored!
2) Harry Potter is the BEST book series ever because it has a total gross book sale of $7.7 billion dollars, with 160 million
copies sold in the U.S. alone, showing that this series is widely read and widely loved (Duggan).

Teacher Will: Be specific Model how to find articles Student Will: Be specific Learn the steps to input
with evidence to support position on topic. Evidence search terms for their topic and analyze articles for
needs to be timely, relevant, and author has to be credible credible evidence.
(expert in field etc.)
What is credible evidence? What does relevant mean
(in terms of our articles? What makes an argument
Instructional Input

ineffective?
95% students will have a thumb up to show theyre
Ask students to judge 3 articles with a thumb up or ready to move on.
thumbs down, based on if its timely, relevant to topic, and
credible author. (This allows me to see if students
understand the criteria and how many do)

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching? There will be a handout listing the
steps on how to find articles and students can follow along as I do the modeling. This will help students
with understanding because they can see and do what I do instead of just listening and zoning out.

Teacher Will: Be specific Select three articles to Student Will: Be specific Evaluate the last two articles
evaluate for evidence and lead the evaluation for the first based on credible evidence found.
article. How can we alter our search terms to find more
Guided Practice

articles?

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?
On the handout, I will have students write down what qualifications they are looking for in their articles, as well as
alternate search terms for their articles and confer with their partner to brainstorm more ideas.

Teacher Will: Be specific Float between students, Student Will: Be specific Search for articles on their
checking in for progress and answering questions and topic, and their side, and evaluate those sources for
guiding searches and evaluations. Why did you decide to credible evidence to cite. Students will write a small
Independent Practice

use this article? Does this article meet the criteria? summary on each article to turn in. How could this
Why/Why not? article be changed to be found more credible? What is
it missing?

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations? To check for understanding and differentiate this section, students will
pair up with the person next to them and show the articles they chose and how they evaluated and the
partner will assess their decision. They can also ask their partner for help if needed.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson? Students will have an exit ticket. Explain what makes
evidence credible for an argument in 3-5 sentences. (Timely, relevant, criteria of author)