BLUEPRINT LESSON PLAN*
TOPIC: controversy by Example
AUTHOR: D. Lee Tincher, Ph.D.
DESIRED OUTCOMES (Goals & Objectives)
DIRECT ASSESSMENTS (Connected to Goals & Objectives)
 Experience the complex process of developing a
generalization or principle
 Examine the reasons controversy exists (i.e. using the
CCSS as an example)
 State the principle and provide at least two examples with
rationale as to how it is applied
FOCUS/KEY QUESTIONS
RESOURCES
(Directly related to Outcomes)
(Ways to find responses to Key Questions)
 How can we understand controversial issues?
 When disagreements happen, what approaches can we
use to identify key issues?
 How can a generalization or principle support deeper
understanding?




Contrast and compare artifacts exhibiting controversial views
Brainstorm
Support perspectives using rationale
Build connections between concepts by identifying qualities or
characteristics
 Analyze and assess the nature of a generalization/principle
COMPONENTS
PROCESS EXAMPLES
ACTIVITIES
(Flow of the Lesson)
(Modeled)
(Age level examples/recommendation)
Establish the context
CCSS News Article Headlines
Collect pictures, quotes, book covers, images, anchor
texts/passages, or media clips. Share selected ones demonstrating
different viewpoints regarding the same issue with the class. “What
impression do you have given these artifacts?”
Opinion Poll
Engage learners
Delivery options.
 Survey Monkey (online surveys)
 Secret Ballot
 Thumbs-up/Thumbs-down
 Colored voting cards (green for
yes/red for no)
 Clickers
Contrast and compare information
Focus issue
Strategy options.
 This is, This is not (See
Resources for description)
 Column charts
 Venn diagrams
“Given what you know and what you may have learned from our
artifacts, what is your opinion?”
Step 1: Select specific images/passages, direct quotes, or other
artifacts with conflicting views.
Step 2: In small groups, identify the issue by providing support from
the selected artifact. Students should identify a part of the
picture or a phrase from the passage.
Step 3: In the large group, collect the data (i.e. by writing it on the
board, using large Post-It pages, or poster board).
The accuracy of the information
impacts the quality of our views.
Draw conclusion
Define the term
Identify perspectives
Provide examples
Delivery option.
Divide into small groups, students
create initial statements to
consider.
Define the qualities of controversy:
What creates controversy?
Use different viewpoints: If different
perspectives create controversy, how
can a resolution be determined?
Examine other examples of a similar
issue: What other examples of
controversy do you know?
Step 1: “Given our data, what statement could we write to reflect our
findings?”
Step 2: “Would this be an accurate statement? How can we tell?”
Step 3: “How do we support this view?”
Step 1: Brainstorm a list of qualities/examples which create
controversy, writing them on the board.
Step 2: Group these because they are alike in some way. Label the
group.
Step 3: Define the term using the findings.
Step 4: Compare the definition with a published definition.
Step 5: Address the question: “Given what we have found, what
would you say creates controversy?”
Step 1:
Step 2:
Step 3:
Step 4:
Select one quality/example from the step above.
Identify possible causes using a webbing approach.
For each cause, identify the effect or what might happen.
Determine a potential resolution for both general and specific
uses.
Step 1: In small groups or individually, “What other examples of
controversy do you know?”
Step 2: Collect the data: i.e. write on the board, share on poster
board, etc.
Step 1: “What qualities do our examples have in common?”
Step 2: “What does this tell us about the nature of controversy?”
Common
characteristics
Compare common qualities: What
do they have in common?
State a principle
Create a generalization stated as a
principle: What guiding principle(s)
can we draw?
Create a generalization/principle supported by the previous steps in
this process. “What guiding principle(s) can we draw?” Link to an
aspect previously explored to provide rationale and document a
connection.
Determine the validity of the principle
by experimenting/testing. Create an
approach to test the principle to
determine its accuracy. Once the
data is collected, what is the
conclusion?
Step 1: “How can we test the principle to determine if it will work?
How often will it work? Some of the time? All the time?”
Step 2: “What can we conclude?”
Test the principle with
other issues
SUMMARY
(Key ideas to remember)
CONNECTIONS
(Transition to next lesson)

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A complex process requires time to think about each step.
Complexity can be examined one step at a time.

Principles and generalizations establish a standard of measure for a variety of topics and subjects.
These can be examined at the beginning of a unit or used as an end assessment.
 Controversy is an aspect of conflict. This is evident in stories, theory development, current issues, or
different ideologies. Once established, students can use the generalization/principle lens to examine
other relationships creating transference.
**A Blueprint Lesson Plan is a framework or guiding template for adding specific information unique to each grade or
subject. It is a multi-step process that may take several days to accomplish. It can be done entirely or only one portion
used to meet specific student needs. A Blueprint targets key thinking skills and abilities that should be revisited until they
are mastered.
RESOURCES
“This is, This is Not” Strategy. This strategy uses exemplars for contrast and comparison. It can be done with
pictures/images, ideas, or people, and presented in a variety of ways. The following are examples.
Example A: Students are selected for a given trait they represent, i.e. tied shoelaces. Without telling the class atlarge, students are asked one at a time to stand in a given group. “Roy, you are in this group.” (With shoelaces).
“Suzy, you are in this group.” (Without shoelaces). Students have to identify what quality or trait is present in the
“This is” group. For younger students, this could be hair or eye color, length of hair, what is worn, height. For older
students, it can be a personality trait, interests, or birthdate. Once students capture the idea, the quality
exemplified could be changeable, i.e. a smile.
Example B: Use a collections of terms listed on the board, word wall, or other location, used in poetry as
compared to a list of narrative terms; science terms versus historical concepts. Words of a given length in one
column (number of letters, number of syllables, number of consonants versus vowels) as compared to those not
demonstrating the quality. Number patterns as compared to random numbers.