This was used in the beginning stages of our unit plan design. We wanted to focus on creating a fun lesson where the students were interactive and able to really engage with the content. In the beginning stages, our unit was mainly centered around trying to hook the student through each activity. Our general plan was: 

Day 1: A compilation of argumentative, school-friendly, TikToks that the students would watch through. While watching through they were going to be writing what they thought the claim the creator was making is. This would lead to whether the evidence the creator uses supports what the student believes the claim is. In the end, the student would have written whether or not the evidence used supports what they believed to be the claim. Short response on why it did/didn't and if it didn't what was the actual claim being made. 

Day 2: A group done in small groups where students would rotate after a designated time to engage in a fun activity/game that had to do with claim/evidence using our class novel Born Behind Bars to tie into what they were doing in class previously. 

Day 3: Students work on writing their own claim and evidence using characters from the class novel/silly prompts they've been given. They would then participate in small debates with peers with their evidence being pulled from the book.  These debates would have been monitored to ensure nothing got out of hand. 

Ms. Bleicher often used a PowerPoint presentation to keep students informed about what they were doing in the moment. Offering verbal as well as visual directions helped students immensely so we knew when it came to implementing this unit plan we would need to create something similar to help students. We compiled all of our lessons onto one presentation.