Department of Teacher Education
Gonzaga University
Lesson Design Plan—Script for Engagement
Candidate: Hailey Tye Date:
4/24/2015
EDTE Course #: 418 Lesson #: 2
School: North Central Highschool Cooperating Teacher: Cory Johnson Grade/Subject: 9th/10th English Period: 1st
Co-Teaching Strategy: 1 main, 1 assist Supervisor: Vicki Hertz Supervisor Observation Focus: Click here to enter text.
Common Core or Applicable Standards:
ELP.9-12.2. Participate in grade- appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or
reader comments and questions
o CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
o CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of the evidence and reasoning presented.
Learning Target(s):
o I can share my ideas in a group discussion and give examples from the text to support my position
o I can respond to a different opinion in a respectful manner
Academic Language: Language Function, Language Demands (Vocabulary, Syntax, Discourse)
This lesson will ask students to participate in a debate about our current use of fossil fuels. The language function asks students to
Candidates give copy to course instructor, supervisor, and cooperating teacher if applicable.
Version: Fall 2014
Department of Teacher Education
Gonzaga University
describe their opinion and use supporting evidence to help their claim. The language demands require students to respectfully debate
with one another, which will be supported with these sentence frames:
o
I think we should stop our use of fossil fuels because…
o I think we should continue our use of fossil fuels because…
o I agree with _________ because ….
o I disagree with ____________ because…
o I like that idea because…
o Another idea that is important is…
The vocabulary that will require explicit teaching includes:

Rebuttal

Annotate

Position
Key Instructional Materials Needed/Organizational Notes/Technology: (Attach copies of key instructional activities)
Both texts for students are found below:
Fossil Fuels: A valuable and reliable resource
Coal, oil, and natural gas are the most useful fuels available today. We should continue mining them and using them to make electricity and
use in cars.
Most of our energy use in the United States comes from fossil fuels. They are not expensive, easy to transport, and rich in energy. Also, fossil
fuels are found in our country. We get coal in Ohio, Pennsylvania, Colorado, and other states. We get oil and natural gas from the Gulf of
Mexico and the Arctic Ocean.
Some people say that we are running out of fossil fuels, but the truth is there are huge supplies of fossil fuels we haven’t begun to use. New
Candidates give copy to course instructor, supervisor, and cooperating teacher if applicable.
Version: Fall 2014
Department of Teacher Education
Gonzaga University
technology allows us to get fossil fuels from the earth without damaging the environment. New technologies allow us to use fossil fuels in
ways that cause less pollution. We can decrease our need to import fossil fuels from other countries. We can provide good jobs for
Americans. Fossil fuels are an important part of our economy.
In recent years, people have wanted to start using alternative energy resources, yet none of the resources can meet our energy needs. Solar,
wind, and tidal energy only produce small amounts of energy, and cost a lot of money – billions of dollars. We cannot depend on these other
energy sources for the future. It is the best choice to continue using fossil fuels to meet our energy needs and keep our economy growing
and strong.
Fossil Fuels: Stop using them before it is too late.
Fossil fuels are nonrenewable resources. This means that they world’s supply of fossil fuels decreases every day. It will never increase.
Unfortunately, the world is using fossil fuels at an increasing rate. New factories to make energy burn fossil fuels. We continue to build cars
that use gasoline.
As we continue to burn more fossil fuels, more CO2 is produced. We need to stop using fossil fuels because they are causing global warming.
The ice at the North and South Pole are melting, causing the oceans to rise. Hurricanes and other storms are bigger and stronger. Climate
change is becoming a bigger and bigger problem. The best way to solve the climate change problem is to stop using fossil fuels like coal that
produce a lot of CO2. Burning fossil fuels can cause really bad air pollution.
Fossil fuels also cause water pollution. Oil spills take place on rivers, lakes, and in oceans. Transporting fossil fuels on trains can be very
dangerous. When we transport fossil fuels, it puts all the people near railroads at risk.
We need to begin to develop different energy resources. Wind and solar energy resources are a good example. If we work hard to use less
energy and come up with creative ideas, we can save our world for future generations by not using fossil fuels.
Differentiation and Planned Supports:
Planned supports include sentence frames and modeling of their use, a model of the form of debate, and modeling of text annotation. For
lower level students, one-on-one support will be given to create specialized sentence frames and instructions to support literacy and
communication.
Time
Opening
8 minutes
What the teacher will be doing
What the students will be doing
In the opening of the class, the
The students will practice using
teacher will introduce the idea of “rebuttal” and share their own ideas and
debate. The teacher will explain experiences of debate.
the idea of rebuttal, and
introduce the two articles the
students will be reading
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Assessment (Evidence of Learning)
Click here to enter text.
Version: Fall 2014
Department of Teacher Education
Lesson
Instruction
15
minutes
The teacher will model how
students should read the text out
loud, and then how they will
annotate each text. The teacher
will make it clear that the
purpose for reading is to find the
key points of each argument.
5 minutes
The teacher will then explain the
format of the debate, and then
model the use of the sentence
frames for students. The teacher
will set clear expectations for the
debate, like that students will
respond with respect, listen to
each opinion, and wait for their
peers to finish talking before
they argue back. The teacher
will explain that each student
must share their opinion, or
respond to what another student
has said. The teacher will
explain that the point of the
debate is to persuade the
audience that the opposing side
is wrong, in order to motivate
the students
10
minutes
10
minutes
After the debate, the teacher will
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Students will read both articles in
groups of three, and annotate each
article by circling the main argument,
underlining the three key points, and
placing a star next to the rebuttal.
Student annotation of text
Students will take turns sharing their
arguments, and then will have the
opportunity to respond to each other’s
ideas. They can make statements and
ask questions.
Student responses will act as
the assessment, the teacher
will note student
contributions.
Students will write their reflection
The student writing samples
Candidates give copy to course instructor, supervisor, and cooperating teacher if applicable.
Version: Fall 2014
Department of Teacher Education
Closure
2 minutes
ask students to reflect on the
discussion, and write a
paragraph reflection describing
their final opinion, and which
pieces of evidence were most
convincing, and whether or not
the debate changed their mind
The teacher will ask stud nets to
share from their reflection, and
ask students to return to the LT
and self gauge their own
progress
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summaries on their own
will demonstrate student
learning
Students will have the chance to share
out their opinions of the debate, and
show a 1,2,3,4 based on their progress
towards the LT
Student self- evaluation
towards LT
Candidates give copy to course instructor, supervisor, and cooperating teacher if applicable.
Version: Fall 2014