Andrew Weber

Lesson Plan

English-World Lit 11

10/3/14

2nd and 3rd Hour

Lesson Plan- Introduction to Social Justice (Journal Prompt/Discussion and Friday Reading Comprehension Activity)

Objectives (Students Will Be Able To :)

SWBAT discuss social justice with informational texts to better comprehend the themes of ethics and moral responsibility

SWBAT will write in their Writers Notebooks to develop writing skills in connection to evaluation of personal ethics and morals

SWBAT work on reading comprehension through participation of activity involving critical thinking skills

Common Core Standards:

CCSS.ELA-LITERACY.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.11-12.1.C-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-LITERACY.RI.11-12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Materials:

NYT article about Animal Rights Abuse

Writers Notebook

Logic Puzzle for Reading Comprehension

Unit Context/Rationale:

Due to the students not being in the computer lab today to work on their project, the students will be working in the classroom with discussion/group-work oriented activities. On Fridays, we are trying to get students to become more familiar with informational texts, so there will be a journal prompt about a recent news event tied to the continuing themes of social justice. Finally, the students will be working in groups on a logic puzzle which requires the students to use their reading and critical thinking skills to solve problems.

Procedures:

50 minute class

Students Will

Teachers Will

10 Minutes

Write in their WN about the prompt on the board

5 Minutes

Engage in brief discussion about journal prompt

5 Minutes (Social Justice Discussion Set-Up)

Listen to teacher explain the story/set-up

10 Minutes

Debate the topic amongst other classmates

20 Minutes (or remainder of class)

Work on logic puzzle in groups

Introduce WN topic for today: Video about Single Sex Schools

Write prompt on the board: Are single-sex schools good for education? Would removal of the other sex allow students to learn more effectively?

Discuss journal prompt with students

Focus on:

Distraction

Better performance in school

Working environment/future

Developing at different times

Read NYT article about the debate around animal rights and debaters arguments to students

Lead discussion

Bring up:

Does an animal have the same rights as humans?

Are pets more than just property?

Why do you think his crime would be less severe if he kicked a human?

Are animals capable of having ethics or moral responsibilities?

How do you earn rights?

Is eating meat animal abuse?

Go over directions/show examples of logic puzzle

Stress importance of reading comprehension (re-read it over and over!)

Accommodations:

There will be an additional instructor in 3rd Hour class to help any students with IEPS.

Assessment:

Students will be assessed based on the journal prompt and participation in the class-wide discussion.

Reflection:

Overall, the discussion went great. The students seemed actively engaged in the conversation about animal rights. I need to improve my skills of controlling the classroom discussion and letting everyone have an opportunity to discuss the topic.