Subject: Language Arts (CIA)
Date: September 17
CMAPP Day:
OBJECTIVE OF LESSON
A statement or statements of what students will be able to do AS A RESULT of rather than AS PART OF the lesson.
The objective should be observable, behavioral, and measurable.
Objectives:
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by
emphasizing different evidence or advancing different interpretations of facts.
RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to
other texts.
ITES Standards
6,7,8.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing
information.
6.SE.1, 7.SE.1, 8.SE.1 Apply responsible behaviors when using information and technology resources.
7-8.SI.1 Evaluate information
resources based on specified criteria.
ESSENTIAL Question(s)
Essential Questions: What are the main ideas about your chosen topic? Does the information presented vary by author?
Does the format in which it is presented have an impact on your comprehension of the topic? Which image or images best
represent the essential elements of this story?
Materials / Resources
Before Instructional Support Strategies
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Multiple copies of text per group, Digital cameras or ipads, Computer with SD card upload capability, internet access, library print resources
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Teacher
focusing attention, laying groundwork,
creating interest, sparking curiosity…
thinking of it as setting the state/setting
them up for success.
make sure students “get” the purpose (not
the agenda) of today; what it will result in or
lead to; the “why” of what they’ll be doing
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Students
strategies to get STUDENTS thinking about what they
already know
cause STUDENTS to bring to mind similar ways of
thinking, an analogous idea, or previously-learned
content or concepts
STUDENTS are caused to think about the element of
today’s learning that is most close to or familiar to
them
ORGANIZING
WRITING
VOCABULARY
TECHNOLOGY
WRITING
VOCABULARY
TECHNOLOGY
UNDERSTANDING

strategy(ies) for active engagement with the new content that’s coming
what are students doing WHILE reading, viewing or listening?
DISCUSSION
DURING Instructional Support Strategies

ORGANIZING
Day 1: Introduce group, main concept of project, put students in groups, hand out student
assignment sheets.
Review At-Issue topics.
Day 2: Finish at-issue topic review, review Cornell note-taking skills, review recommended
resources for video, print, articles and news. (CNN, NPR, FOX , MSNBC, PBS, Discovery
Streaming, YouTube, Proquest, EBSCO, Grolier NewsDesk)
Day 3: Groups discuss three potential topics. Assign “presearch” duties to members.
Breakout for initial research.
Day 4: Group discussion on previous findings. Hone topics. Vote on three choices within
group. Teacher assigns one per group.
Day 5: (Early Release, no class today)
Day 6: Explore subtopics in groups. What is a theme? What is a topic? Subtopic? Assign to
members.
Day 7: Group discussion on findings. Individual research and notetaking. (members rotate
formats each day) Hetzell and Dextre review notes in groups.
Day 8: (vacation: no class)
Day 9: group discussion and planning. Individual research and notetaking. (members rotate
formats each day) Dextre reviews notes with groups.
Day 10: Group compares findings. Challenge authorship, reliablility, bias.. COBRA (current,
origin, bias, relevancy, authority.) Was you source valid? No? Throw out and find another.
How will students apply new knowledge in a new way?
How will students check to see if their understanding is correct?
How will students be prompted to reflect on what they learned?

How will students be prompted to reflect on how they learned it?
Day 11: group discussion to choose icons – at least four images in each group. Reflect on
the quality of sources.
Day 12: Work on MLA citations for all sources used. Create in Citation Maker. Was you
source valid? No? Throw out and find another.
Day 13: Review mural examples. Plan field trip. Where will go you around campus? Do
you need to bring a prop? Plan with group. See below
Day 14: (need one ipad for each group) Log ipad number. (teacher clears previous photo
DISCUSSION
AFTER Instruction Support Strategies
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files first) Go out on photographic field trip.
Day 15: (ipad, one each group, same number) finish field trip. If time permits, make
contour drawing.
Day 16: (ipads each group again) countour drawings and mural projections (in hallway),
take turns writing research summaries (no more than one page typed, double-spaced.)
Day 17: take turns writing, drawing, coloring.
Day 18: take turns writing, drawing, coloring.
Day 19: wrap up and organize presentation within group. Each team member reflects on
their research.
Day 20: 5 min each group presents mural and summaries (writer presents summary
contribution and personal reflections. If time permits, plus/delta session with class.
ASSESSMENT: murals, research summaries.
Discussion
Think-Pair-Share
Bloom’s Question Stems
Seed Discussions
Graphic Organizers
Carousel
Gallery Walk
Concentric Circles
Clock Buddies
Questions Answer
Relationships
Organizing
Power Thinking
Graphic Organizers
Venn Diagram/Comparison
Selective
Underlining/Highlighting
Column Notes/Note-Taking
History Frames / Story Map
Sticky Notes
Opinion-Proof /
Conclusion-Support
Problem-Solution
Writing
Summarizing
Sum It Up
Framed Paragraph
Writing Template
Journal / Learning Log
RAFT
Sentence Synthesis
Word Combining
Sentence Starters
Vocabulary
Word Map
Concept of Definition Map
Graphic Organizers
Sentence / Word Expansion
Word Combining
Journal / Learning Log
Frayer Model
Foldable
Understanding
Summative
Technology
Ipads
Internet connection
Streaming video sources
Overhead projector
Differentiation / Modifications / Interventions
Elevated expectations for conventions and mechanics in writing. Full MLA formatting expectation.
REFLECTION (if lesson was taught)
Was the lesson successful? How do you know? What would you do differently next time?
Day 13: Students learn the word 'mural' and synonyms (fresco, painting, installation). Teachers start a discussion with
students to find if students have seen a mural, where they may have seen one, what did it represent?
examples of murals:

city photos: The city of Philadelphia has a mural arts program with a video highlighting its purpose and
installations http://muralarts.org/

political murals in Northern Ireland http://billrolston.weebly.com/

our neighboring town of Clayton has building and interior
murals: http://www.townofclaytonnc.org/news/muralunveiling.aspx, http://www.townofclaytonnc.org/artreception
.aspx

NCSU students installed The Fantastic Sky Race on a Raleigh parking
deck: http://www.ncsu.edu/features/2011/08/larger-than-life/
Possible Resources: online (found on WMS Student Resource pages)
CNN Student News http://www.cnn.com/studentnews/index.html
PBS NewsHour Social Issues: http://www.pbs.org/newshour/topic/social_issues/
Discovery Education
Grolier Online World News Desk (In NCWiseOwl)
Associated Press: http://www.ap.org/
NPR News: http://www.npr.org/sections/news/
Fox News: http://www.foxnews.com/
NBC News: http://www.nbcnews.com/