Sierra

Nevada College Lesson Plan

Teacher Candidate:
Grade/Subject:

Erica McKenzie
6th ELA

Lead Teacher:
District:

N/A
WCSD

Lesson Content:

PowerPoint (Identifying and Justifying

Claim/Citing Textual Evidence)
N/A

School:

Virginia Palmer ES

Time Allotted:

60 Minutes

SNC Supervisor:

Materials, including technology:

Graphic Organizers, In class texts/articles, computers, youtube video, paper, pencil

Standard(s), including literacy for all content areas and/or SMP

ISTE:1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
ISTE:3a Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
ISTE:6b Students create original works or responsibly repurpose or remix digital resources into new
creations.
RI.6.1 Students will cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6.10 By the end of the year, students will read and comprehend literary nonfiction in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

How will learning be assessed at the end of the unit/learning cycle (summative):

Students will be able to produce a PowerPoint based on their argumentative essay. Students will
make sure to identify their claim (Animals should be allowed in the classroom, or animals should not
be allowed in the classroom), and they will justify their position with three pieces of evidence from
multiple sources. Students must cite the textual evidence in their PowerPoint.


Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or Blooms)

1.I can cite textual evidence from multiple sources

DOK 3

2. I can analyze evidence and use it to support my position in an

argument essay

DOK 4

3. I can prove my position in an argument essay by using clear

reasons and relevant evidence from multiple sources.

DOK 4

Connections to past learning or experience, building background

Students annotated multiple texts in class. They analyzed each article, and identified evidence that
proves animals should be allowed in the classroom, and also found examples as to why animals
should not be allowed in the classroom. Unknown vocab was discussed in previous lessons. Students
wrote an argumentative essay either supporting, or not supporting, animals in the classroom. Lastly,


Sierra Nevada College Lesson Plan

students have previous experience using PowerPoint, and saving and sending documents through
email.

Essential Vocabulary

Definitions

Claim

Exposure

Isolation

Justify

Stating your position on an issue

To experience something
Alone or apart from others

Show or prove that youre right

Strategy for teaching new vocabulary

Taught in previous lesson. Students will each have an iPad. They will work in groups to find the
definition and a synonym for each word. Students will then use the word in a sentence and draw a
picture to represent the meaning of the word. The words will be discussed with the whole class and
students will have multiple opportunities to learn the definitions of each word.

Sequence and Scope of Instruction (include instructional
strategies, questions, opportunities for meaning making
through discourse and other engagement strategies,
formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)

Instructional Strategy

Introduction
-Students will review their argumentative essay
-Identify your claim and at least 3 pieces of evidence
used to justify the claim

Partner Read
-Each partner reads their essay
-Work together to identify the
claim and 3 pieces of evidence

8 min

The teacher will show students an example of how to

map out/plan a PowerPoint. The teacher will then
show students an example of what the finished
product will look like.
Map it out
-Create a graphic organizer to guide your PowerPoint

Students work independently

to plan out each slide of their
PowerPoint. This should
include at least 6 slides.
1. Title/Name
2. Claim
3. Evidence #1
4. Evidence #2
5. Evidence #3
6. References
Informal Assessment: Teacher
will walk around the room and
check for students
understanding of their claim
and ability to provide evidence
to justify their claim. Teacher
will check each student off,
when they provide

12 min

Map it out
-Students must get their graphic organizer checked off
before they can start creating their PowerPoint

estimated
time

5 min


Sierra Nevada College Lesson Plan

Refresher
-Students will each get their own computer

Produce a PowerPoint
-Students will use their graphic organizer to guide
them in order to create their own PowerPoint.

Publish and email

-Students will save their PowerPoint, Publish it as a
PDF and email it to the teacher.

understanding of their claim,

and provide and cite their
textual evidence.
-Teacher will demonstrate to
5 min
remind students how to access
PowerPoint, add new slides,
choose templates, add text
boxes, and add images.
-Teacher will also remind
students how to cite their
sources and references.
Informal Assessment
25 min
-Teacher will be checking
students ability to identify
claim, provide examples to
support their claim, and cite
textual evidence
We do
5 min
-Teacher will guide students
through the steps of saving and
publishing a PowerPoint, and
then show students how to
access and send an email.

Closure : specific activity to review content

The teacher will use a rubric to score the PowerPoints. Once the PowerPoints are scored the teacher
will give them back to students. The teacher will spend one-day addressing areas needed for
improvement. Students will develop and add to their PowerPoints, based on specific needs and turn
them in for one last final score.

Teacher Candidate Reflection on the lesson (after delivery)

SNC: April 3, 2014