Teacher:
Brad Lardner
School: Kinard
Grade Level: 7
Date:
Content Area: English
Title: Jekyll and Hyde 2
Content Standard(s) addressed by this lesson:
3.2. a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS:
W.7.1)
2.2. c. ii. Trace and evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient to support the claims.
(CCSS: RI.7.8)
3.2. a. vi. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text. (CCSS: W.7.1b)
Inquiry Questions:
Why does word choice play such an important part in writing?
How can a writer use his/her influence to persuade readers?
What power do words have?
How do I get from the planning to the writing stage?
Concepts and skills students master:
Applying the Statement Detail Connection model to argument
Synthesize information to accomplish a goal
Applying the Outline to Paragraph model students have prior experience with
Defend a position, and utilize teamwork to complete a task
Evidence Outcomes:
Every student will be able to:
-Transition from the t-chart to paragraph form
-Begin to develop the claims and evidence for an argument
-Practice the skills above in action, with guidance, from peers and teacher
Assessment of Evidence Outcomes:
Students will complete the t-chart as a group, with every member having their own copy.
As per the rubric given to them and the theme of responsibility, each group will grade
themselves and give the teacher a grade at the end of the class period. Students will hand in
their work as a final check for understanding, and as feedback for teacher evaluation.
They will then use the t-chart in pairs though, to write a two paragraph mini-argument
about the tell tale heart. Each group member will write one paragraph to ensure good
teamwork. Each group will grade their own work and report a score at the end of the class
period to the teacher.
Possible Remediation:
Students will be monitored throughout the class and given any support necessary. If more
is needed, ELO time can be scheduled to help.
Planned Lesson Activities
Activity Name
Sherlock Homie!
Approx. Time
All of an 80 min. class period.
Anticipatory Set
The set will be recalling the theme from the previous day and further reinforcing it with the students.
Responsibility. The set will continue with a required daybook entry about a mystery. Any mystery, real or
fake.
Teaching:
5 min. Opening remarks about the direction of the day,
include blurb on making an argument. Focus on clues.
Possibly hangman. Give daybook on Mystery.
Learning:
5 min. Listen to teacher explain prompt.
10 min. Walk around, checking in with students, building
relationships. Pass out Jekyll profile for homework, also
rubric for today’s activity.
(For 4th period, have students create their case file folders.)
10 min. Write or draw a comic about a mystery.
10 min. Instruct students to take reading quiz from
previous night
3 min. Customary break.
5 min. Model t-chart based off car accident
10 min. Take reading quiz.
3 min. Customary break.
5 min. Take notes on teacher’s model.
2 min. Lead into Tell Tale Heart
2 min. Anticipate reading and listening at same time.
15 min. Play audio of tell tale heart.
https://www.youtube.com/watch?v=AauiEGH99Lo
15 min. Listen to tell tale heart. Take notes as they’re writing on
their own copy, paying attention to responsibility.
3 min. Customary break, have students write down
homework before they leave for break.
3 min. Customary break, Homework: Reg. 63-134 Jekyll and
Poole files. Hon. 19-38 Jekyll and Poole files. Quiz next class.
25 min. Give out one rubric per table/ all names on top.
Instruct students to work in their table groups to fill out tchart together, based on modeling. This is independent
practice.
25 min. Work in their table groups to fill out t-chart for tell tale
heart. If groups finish early, active monitoring teacher will push
them to deeper thinking, or they can jump-start reading J+H.
Students will grade their group using rubric which they’ll turn in
at end of class with all names on.
5 min. Wrap students up, recall responsibility, have
students call out group scores for activity; this is a
formative grade.
5 min. Listen to closure/ Put away netbooks.
Modification for Honors: These students should take to
the t-chart and Tell Tale Heart naturally. Expect them
to almost finish or finish their paragraphs by the end of
class.
Teaching
Strategy: Guided
Practice
&
Differentiation
Teaching
Strategy:
(Independent
Practice)
Closure
Materials
Accommodations
Students will show their prior knowledge here by completing the assignment with another’s help.
The transition from t-chart to paragraph will be used in the summative for the unit.

Today we took the good group work we did yesterday with the t-chart and went deeper. We keep talking
about synthesizing. Someone tell me what that means with what we did today. Tomorrow will be more of an
emphasis on the book itself, and setting us up to argue about J+H.
Case file folders
Case File Checklist
Case files for Jekyll, Poole
Tell Tale Heart
Powerpoint for reference, norms
To modify: Students should have built-in support with their partners. If additional support is needed, one on
&
Modifications
one time can be scheduled to re-teach the concept.
To extend: If students, especially Honors students, finish early, I might challenge them to go deeper, and find
more reasons or direct quotes to support claims. Students will also begin their drafts of their paragraphs
about Tell Tale Heart. They can also write longer paragraphs, or increase number of paragraphs.
Assessment
Students will report to me their group scores for this formative, which will apply to both group members. To
verify, they will turn in their rubric, which has their professed scores. There shouldn’t be discrepancy,
because the teacher should be actively monitoring while the activity goes on.
Basic Argument Rubric: The Tell-Tale Heart Argument PARAGRAPHS
Read this rubric carefully as a group; then use it to score your group’s written argument. Put a checkmark
by each indicator that matches the quality level of your argument.
If an element is in between two categories, put a checkmark in the area between the two levels.
1: Not Yet (Redo)
Scoring Elements
CONFUSING!
CLAIM
CLEAR SOMETIMES,
CONFUSING SOMETIMES!

Our CLAIM is not clear.

Our CLAIM is a bit
confusing.

The details we used
from the story are
wrong, or they don’t
connect to what we’re
trying to prove.
Our EVIDENCE doesn’t
clearly support or
connect to our Claim.

The details we used from
the story are sometimes
CLEAR but sometimes
CONFUSING. We forgot
some important points in
the story.
Our EVIDENCE supports
our Claim, but it is not in
the most effective order.
We didn’t connect each
piece of Evidence all
the way back to our
Claim.

EVIDENCE


EXPLANATIONS
2: Approaches Expectations

We didn’t clearly connect
how each piece of
Evidence proves our Claim.
3: Meets Expectations
4: Advanced
CLEAR!
NOT JUST CLEAR…STRONG!

Our CLAIM is clear.

Our CLAIM is clear yet creative.

The details we used from
the story are GREAT. They
really support Our CLAIM,
and they show thought.
Our EVIDENCE supports our
Claim clearly.

The details we used from the
story ABSOLUTELY ROCK! They
are super accurate, and they
show deep understanding of
the story!
Our EVIDENCE is the strongest
way to support our Claim.


We clearly connected how
each piece of Evidence
proves our CLAIM.


We strongly connected how
each piece of Evidence proves
our CLAIM.
Basic Suspect Profile for: _____________________(Characterization)
Name: ______________________________________
Position (Job): ________________________________
Place(s) of residence:_______________________________________
Position in society (circle one): Upper class Poor Servant
Major Personality Traits:
Significant statement(s):
Based on these facts, my basic conclusions about this person are:
Draw or create
an image. Include
characterization
elements like
physical features,
facial expression,
clothes, and
objects he might
carry.
1. _________________________________________________________________________________________________________________
2. _________________________________________________________________________________________________________________
Basic Argument T-Chart
CLAIM: The narrator of The Tell-Tale Heart is: (check one)
 …guilty because he knew what he was doing and could control his actions.
 …not guilty because he was insane and could not control his actions.
MAIN REASON (Key Point):
EVIDENCE from the story:
HOW IT PROVES my CLAIM:
EVIDENCE from the story:
HOW IT PROVES my CLAIM:
OPPOSING EVIDENCE:
WHY IT IS NOT AS IMPORTANT as my other pieces of Evidence: