Unit Plan

The Battle of Time

Kami Whitlock and Katie Donner

Think Model #12: Take a Position

Old Method:

Students are given a list of questions or a prompt. They are asked to take a position and write an essay with three pieces of evidence.

Overview:

In this lesson, students will be posed the question, “Should school start later?” They will begin by discussing collaboratively and will be given the opportunity to hear from other sides to pick their position. Once they have picked their position on the topic, students will conduct research to find evidence to support their claim. They will use a mind map to keep track of research and record their thoughts. Students will decide if they would like to present their findings in the form of a speech, essay, or poster. They will share with peers and teachers and finish with a Big Think reflection. Unit will be taught virtually with blended and in person options. Co-teachers consist of a general education English teacher and a librarian/Digital Learning Leader.

Goals and Objectives:

Students will take a position, find evidence to support their claim, and share findings succinctly. Students will conduct research. Students will work collaboratively.

Essential Questions:

  • How could you persuade the community that school should start later or earlier in the day?

The Learning Activities:

  • This lesson is split into three phases. The first phase is designed to promote discussion and build on background knowledge. Class will be in a zoom session. At the beginning of the session, co-teachers will ask students to answer the question, “Should school start later?” with, “strongly agree”, “agree”, “disagree”, or “strongly disagree”. This can be done using a zoom poll or on a zoom whiteboard where students can write their names in the category they fall under. Based off students' responses, co-teachers will organize them into breakout groups to discuss why they chose the answer they did. They will be asked to record any important thoughts on a mind map. Each group will be asked to choose one spokesperson to summarize what their group talked about. We will come back together as a class and the spokespeople will share. At that point, students will be asked if they would like to change their position. Based on their position, teachers will pair them with someone to do research.

  • Partner research is phase two. Students will be given an article that shows both sides of the argument. They will read the article together and annotate it. They will then be given time to conduct research on their own. Coteachers will review how to annotate text as well as researching skills. Students will be required to find three pieces of evidence from three sources. They may use the article provided by coteachers as one of their pieces of evidence.

  • Phase three consists of a Big Think. Students will apply what they learned by creating a final product to show they can defend their claim with evidence from reliable sources. Students will be able to choose between recording a three minute speech, writing a two page essay, or create a visually appealing poster. All products should have an introduction with a thesis statement (claim), three pieces of evidence, and a conclusion. During a zoom session, students will participate in a virtual gallery walk where they will access other’s work and leave feedback.

Standards

  • CCSS.ELA-LITERACY.WHST.6-8.1.A - Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

  • CCSS.ELA-LITERACY.WHST.6-8.1.B - Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

  • CCSS.ELA-LITERACY.WHST.6-8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Activity 1:

Build Background Knowledge through Four Corners Discussion

Content Knowledge:

  • Have ideas about when school should start and share with group

  • Discuss appropriately by sharing thoughts and listening to others.

  • Starting forming a claim and evidence to back up claim.

Process Objectives:

  • Add name to category using Zoom whiteboard or poll.

  • Participate in breakout session.

  • Record ideas on mind map.

Assessment:

  • Students should be explaining why they feel how they do.

  • Must communicate calmly and thoughtfully.

  • All students participate with groups.

  • Spokesperson's summary will give teachers an idea of where students are and what direction is needed (formative assessment).

Activity 2

Research with Partner

Content Knowledge:

  • Find scientific research/data that supports your position.

  • Use evidence to show why your claim makes sense.

  • Annotate article given by teachers.

Process Objectives:

  • Research strategies - evaluate the reliability of sources.

  • Research both sides of the argument to be thorough.

  • Cite sources.

  • Add to mind map.

Assessment:

  • Teachers will look at resources students found to check reliability.

  • Check to make sure the graphic organizer has evidence to support the claim that is backed by research.

  • Both partners worked collaboratively and contributed to research and individual mind map.

The Big Think

Create a speech, essay, or poster with findings/reflection and share out.

Content Knowledge:

  • Piece of work has an intro with a thesis statement stating their claim of if school should start later.

  • Give evidence to support claim from reliable sources with citations.

  • Include a conclusion that sums up work and restates claims.

  • Includes a reflection on what was learned and if their position changed at all throughout the process.

Process Objectives:

  • Choose format of either a speech, essay, or poster and pick appropriate program to create product on like Google slides, Google Docs, Zoom Recording, YouTube, etc.

Assessment:

  • Teacher will gauge student learning by product from the culminating experience.

  • Check to see the level of research. Did they dig deeper from what they found with their partner to expand their knowledge and evidence?

Graphical Chart/Flow Chart:

Beyond Bird Units By David V. Loertscher ,Carol Koechlin, & Sandi Zwaan pg. 155

Problem:

  • Should school start later or earlier in the day?

Investigate:

  • Students will participate in a four corners discussion

Analyze:

  • Students will conduct research with a partner on both sides of the argument.

Prepare:

  • Students will make a claim and create a speech, essay, or poster to display evidence.

Present:

  • Students will share their findings with peers through virtual gallery walk.

The Big Think:

  • Students will reflect on their learning and if their position changed throughout the process.

The Culminating Experience/Summative Assessment

  • The culminating experience of this project is the artifact made by students after collaborating and doing research. We have incorporated student choice into this assignment, so students can showcase their skills. It also gives them an opportunity to try something new, for example recording a video speech or creating an info-graphic in the form of a poster. Teachers will be able to assess students' knowledge of claim and evidence through an interactive, innovative component.

Possible Extensions

  • Teachers could continue and expand learning by having students create a class video or presentation to present to the principal, parent advisory board, or school board. They could also conduct an actual experiment where school was started later or survey the student body and analyze the data.

The Big Think: Thoughtful Writing

  • Our ultimate goal with this project was for students to see the importance of providing quality evidence to support a claim and make informed decisions rather than snap judgments. In addition to reflecting on what they learned throughout the research process through the culminating experience, teachers will ask students to reflect through a quick write on the final day of the unit. Students will be asked to reflect on their learning and the process. Also, they will be asked if at any time they found anything that changed their position or surprised them.

Unit Format:

  • This unit plan has been designed to be conducted in a virtual environment, however, it can be done in a blended or face to face classroom as well. In a blended environment, students would do four corners traditionally by standing in the corner of the room that represents their answer. Then, they would discuss with the group and be given the option to move groups. Teachers would assign partners and students would conduct research online. They would still be given the same options of essay, speech, or poster and would be able to use technology to produce those or work traditionally. In a face to face setting where technology is not available, students would conduct four corners in the classroom and create their final products without using paper pencil methods.

Defense:

  • This project has constructivist components because students are acquiring knowledge through exploration and discussion. They are asked to really dig in and experience the information and then apply it. Although there are come behaviorist components like teacher modeling, students will be able to take self direction by forming their own opinion, choosing their own resources, and picking a plan that works best for them to exhibit their learning.