English 9 Regents: Lesson Plan Breakdown for Plato’s “Apology”

Based on the unit created by Odell Education (see link in a previous post), I outlined a breakdown of the lessons and activities relating to Evidence Based Claims (EBCs):

Plato’s “Apology”- daily lesson plans

(Broken down from the on-line unit from Odell Education)

 

 Day 1- Part I (activities 1 and 2):

  • Intro to materials and the unit (10-15 min)
  • Independent reading paragraphs 1 and 2 ONLY (RHA) and then PARAPHRASE the two paragraphs sentence by sentence (P1=9, P2=2).  To demonstrate understanding, students must put Plato’s words into their own.  Any new/unfamiliar words go in the boxes at the bottom with definitions.
  • Once paraphrased, answer the question:  What is Socrates accused of?  Determine specific parts of the text that make you think so and add embedded quotations to your response.  Citation will be (Plato, line ___).
  • Finish for homework: will be collected

 

Day 2-Part I (activity 3):

  • Teacher reads aloud paragraphs 1 and 2 that students have already paraphrased.

Comprehension Quiz:

      1.   What is Socrates being accused of? (already written in the homework)

2.  How does Socrates make it clear that he is innocent?

3.  How does Socrates distinguish himself from other teachers?

 

  • Students may use homework to complete the questions.  All muse be based on specific textual evidence as support and include embedded quotations.
  • Choose two students and place their paraphrases on the ELMO.  Discuss paraphrases: did students get it in an independent read?
  • Collect and grade (falls under “Reading” in the grade book)

 

Day 3-Part I (activities I-4 and II-1):

  • Pass out Forming Evidence Based Claims Handout and go over (point out similarities to See/Think/ Wonder that we have done in Visible Thinking exercises).  Point out the “thinking” details; they will need to come up with others that support the same claim (work with partner)
  • Independent reading paragraphs 3-6 (RHA) and then PARAPHRASE the paragraphs sentence by sentence.   To demonstrate understanding, students must put Plato’s words into their own.  Any new/unfamiliar words go in the boxes at the bottom with definitions.
  • Pass out blank Forming Evidence Based Claims worksheets; students complete for paragraphs 3-6
  • Finish for homework; to be collected.

 

Day 4-Part II (activity 2):

  • Teacher reads aloud paragraphs 3-6 that students have already paraphrased.
  • In partners, students will discuss and write responses to the following questions:
    • 1. What does the oracle say about Socrates?
    • 2. What does Socrates do in an attempt to test the truth of the oracle’s prophecy?
    • 3.  Why do Socrates’ actions incite the anger of his peers?
    • All responses must include embedded quotations as supportive evidence (taken from the Forming EBC sheets)
    • Collect paraphrases and Forming EBC worksheets (reading grade) and answers to questions (analysis grade)
    • Choose two students and place their paraphrases on the ELMO.  Discuss paraphrases: did students get it in an independent read?

 

Day 5-Part II (activity 3):

  • Briefly discuss responses to questions from previous day (use ELMO)
  • Pass out Making Evidence Based Claims handout and go over
  • Go over Clarity Checklist (in packet)
  • Students must make claims about what they have read so far (paragraphs 1-6)
  • Pass out blank Making EBC worksheet for them to fill out
  • Making EBC worksheet due for homework; to be collected (analysis grade)

 

Day 6-Part II (activities 4 and 5):

  • Check HW for completion and pass out 2 Post-It notes (different colors) for a Visible Thinking exercise
  • First color Post-It: one claim that they made (from HW)
  • Second color Post-It: best piece of evidence that supports the claim (from HW)
  • Face partners: exchange Making EBC worksheets.  Make notes (on clean sheet of paper) of how well the worksheet stands up to the checklist, being sure to comment on each of the criteria.  When finished, verbally share the critique with partner.
  •  Collect Making EBC worksheets and critiques (analysis grade)

 

Day 7-Part III (activity 1):

  • Read paragraphs 7-11 independently.  RHA and put the paragraphs into your own words; not a summary, but a rephrasing (does not have to be sentence by sentence this time).
  • Fill out Forming EBC and Making EBC worksheets for paragraphs 7-11
  • Complete for homework

 

 

Day 8- Part III (activities 3 and 4):

  • Check homework for completion-  Forming EBC (reading grade)and Making EBC (analysis) for paragraphs 7-11; students will use the HW to do today’s work
  • On the overhead, ask students to copy questions to ponder about making claims:

–          1. What do I mean when I make this claim?  What am I trying to communicate?

–          2. How did I arrive at this claim?

–          3. Can I point to the specific words and sentences in the text from which the claim arises?

–          4. What do I need to explain so that an audience can understand what I mean and where my claim comes from?

–          5. What evidence (quotations) might I use to illustrate my claim?  In what order would I use them?

–          6.  When my claim contains several parts (signposts), how can I break it down. organize the parts, and organize the evidence that goes with them?

–          If my claim involves a comparison or a relationship, how might I present, clarify, and organize my discussion between parts or between texts?

  • Pass out Organizing Evidence Based Claims handout and go over.  Be sure to point out that each claim has more than one part (signpost)
  • Pass out Organizing Evidence Based Claims worksheets.  Students use claims from their homework, expanding upon them to include more than one point (see model in handout) and complete the worksheet.
  • Finish worksheet for homework

 

Day 9- Part III (Activity 5):

  • Check Organizing EBC worksheet for paragraphs 7-11 homework for completion
  • Go over the Checklist (in packet) before pairing up
  • Each student must verbally present his/her claims and evidence to a partner, attempting to convince the partner that their claim is correct.  Partners listen and then formulate (in writing) three questions about the claim, based on what they have heard.   Partners then switch roles.
  • After both partners have spoken, and they have handed over their written questions to the other, each will then write a written answer to each of his/her partner’s questions.   Students must use citations from the text to support their clarifications.
  • Written responses to questions will be finished for homework; to be collected with Organizing EBC worksheet

 

 Day 10- Part IV (activity 1):

  • Collect Organizing EBC for paragraphs 7-11 along with the responses to partner questions  (analysis)
  • Read paragraphs 12-17 (end) independently.  RHA and put the paragraphs into your own words; not a summary, but a rephrasing (does not have to be sentence by sentence this time).
  • Fill out Forming EBC and Making EBC worksheets for paragraphs 12-17; complete for homework

 

Day 11- Part IV (activities 2 and 3):

  • Check homework (two worksheets): Forming EBC (reading) and Making EBC (analysis) for paragraphs 12-17
  • Complete Organizing EBC worksheets for paragraphs 12-17, using HW as help
  • Turning Organizing EBC sheets into a written response:
    • Read through Writing EBC criteria handout (in packet)
    • Pass out the model for Writing EBC and compare to the model for Organizing EBC handout.  Note how the worksheet lent itself to creating the writing piece.
    • In pairs, students will create a three paragraph piece based on the model (paragraph one makes the claim with two points, while paragraphs two and three explain the points with textual evidence respectively)
    • Must finish for homework; to be collected

 

Day 12- Part IV (activities 4 and 5):

  • Collect Organizing EBC worksheets for paragraphs 12-17 and written responses
  • Using the ELMO, place student responses on the overhead for class discussion.  Class will then use the criteria for Writing EBC from their packets to critique student work.
  • Students will then turn to the rubric in the packet, and rate each piece that they have seen on the overhead.

 

Day 13- Part V (activities 1 and 2):

  • Students will go through all notes and completed worksheets for the entire piece.  They will review the text and make a new claim based on the overall piece (cannot be a claim they have previously made).
  • Students will complete a new Organizing EBC worksheet for the entire piece using the THREE POINT claim worksheet instead of the TWO POINT claim sheet they had used earlier.  This worksheet is in the packet.
  • Students will now be using three points (signposts) to support their new claim
  • Finish worksheet for homework

 

 

Day 14- Part V (activity 4):

  • Check Organizing EBC worksheet for completion for the entire text
  • Students will use the Organizing EBC worksheet in order to create their final written responses.  These must now be four paragraphs and will follow the criteria listed on the checklists (in packet)
  • Collect written responses at end of class.
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Filed under Domain 1: Planning and Preparation, Domain 3: Instruction, English 9 Regents

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