Grades 6-12 ELA Lesson Plan
Teacher:
Grade/Course: 8/ELA
Unit Title: Vantage Point: Multiple Perspective
Date:
Corresponding Unit Task: 2, Day 4
Unit EQ(s):
How do authors use ideas from older, familiar texts to write modern stories?
Why do different texts provide conflicting information about the same topic?
Why do authors use different media formats and text structures to present different
information?
Essential Vocabulary
Evidence - facts, statistics, anecdotes and examples that support the claim of an argument
Textual Evidence - a direct quotation or a paraphrase from the work under study which helps prove
the validity of a claim
Hero - an archetype that faces obstacles and triumphs; is frequently courageous, strong, and
determined
Villain – an archetype that attempts to defeat the hero; is frequently treacherous, cruel, and unfeeling
sometimes mysterious
Media – television, newspapers, magazines, radio, movies, and the internet
Materials/Resources
Aurora Tweets handout (screen shots from the website below)
http://storify.com/Gannett/deadly-colorado-shooting
Newspaper article – CO shooting (may need to refer to newspaper archives to find
one from the day after)
Conflicting information graphic organizer
Activating Strategy/
Bell Ringer
Fact and opinion warm up
Common Core State Standards:
Balanced Literacy
Components
Addressed:
□
□
□
□
Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:
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□
□
□
Power Standards
RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic
and identify where the texts disagree on matters of fact or interpretation.
SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its
presentation.
Supporting Standards
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).
SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning
and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
I Can Statements:
I can recognize conflicting information in two texts about the same topic.
Modeled
I can identify where two texts about the same topic disagree on matters of fact and interpretation.
Shared
I can analyze the purpose of information and evaluate the motives of behind its presentation.
Guided Practice
Independent
Instructional Plan:
Office of Curriculum & Instruction
2012
Review vocabulary, focusing on evidence, textual evidence and media, also discuss
perspective, point-of-view, and author’s purpose
2. Engage students in a brief discussion about the shooting that took place in Colorado
in July, discuss what they’ve read, seen, and heard from various media outlets.
Discuss how different forms of media and different points-of-view affect the
information they have received. Ex. Reading an article on CNN.com vs. reading a
friend’s Facebook post or tweet.
3. Read newspaper article and tweets. Have students find three examples of “fact” and
three examples of opinion. Complete graphic organizer (students will demonstrate
knowledge of where the information differs despite the fact that the topic is the same)
4. Class discussion: have students share some of the differences they found and explain
why the information differs. Was it intentional or unintentional? Does the intended
audience have anything to do with the validity or presentation of the “facts” given?
Why is it important to check the facts using multiple sources? What makes some
sources more reliable than others?
1.
Closing/Summarizing
Strategy
Differentiation
Strategies
Write a paragraph describing a hero and a villain based on your interpretation of the
articles we read today. Use evidence from the text to support your opinion.
Extension
 Read more current
Intervention
 Guided questions
Language Development
 Partner with
newspaper and find an
instead of open-
students who
example of a real life
ended questions
speak the same
hero and/or villain,
to scaffold
native language
compare him or her to
a fictitious hero or
villain we have
discussed
 Fill in the chart
together
 Co-teacher may
work with
 Provide
transcripts of
news clips (if
used)
individual
students or
groups
Assessment(s)
Graphic organizer and discussion
Reflection
Office of Curriculum & Instruction
2012
Conflicting Information
RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or interpretation.
SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
EQ: Why do different texts provide conflicting information about the same topic?
Tweets
Article
What happened?
How many people
were killed?
Information about
the suspect
Office of Curriculum & Instruction
2012
Aurora Colorado Shooting Tweets
Office of Curriculum & Instruction
2012
Source: http://storify.com/Gannett/deadly-colorado-shooting
Office of Curriculum & Instruction
2012