EDSC 330 Strategy Presentation Lesson Template

This is a simplified version of the official EDSC Lesson Plan Template. If you prefer to
use the full EDSC Lesson Plan Template for this assignment, you are welcome to do so.

Names: Jane Lee & Jo Lee Subject Area(s): ELA

Lesson Topic: Thanos or Avengers Grade Level(s): 9th - 10th

Standards
Content/ Literacy Standard(s):
CCSS.ELA.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

CCSS.ELA.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.

CCSS.ELA.SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted evidence.

English Language Development (ELD) Standard(s):

ELD.PI.9-10.3.ex
Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using a
growing number of learned phrases (I see your point, but . . .) and open responses to express and
defend nuanced opinions.

Lesson Objectives & Supports

Content objectives:
SWBAT pick one aspect of Thanos’ ideologies that they agree with and disagree
with.
SWBAT pick one aspect of the Avenger’s ideologies that they agree with and
disagree with.
SWBAT pick a side as either team Thanos or team Avengers and defend their stance.

Literacy objectives:
SWBAT use evidence to formulate an argument.

Academic vocabulary:
Tier II (General): Claim, Evidence, Reasoning
Tier III (Domain specific): Perspective, Point of View

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):

Author unknown: http://orh.sweetwaterschools.org/files/2012/06/EL-SDAIE-Strategies.pdf

Graphic Organizers - Graphic organizers are an organized way of compiling notes and
allowing students to see the relationship of the information that they are asked to gather.
Round Robin - Students all share their ideas verbally on the topic to practice reporting their
findings/stance in a low-risk environment.

Assessment: How will you know if students met your objectives?

SWBAT pick one aspect of Thanos’ ideologies that they agree with and disagree
with.
SWBAT pick one aspect of the Avenger’s ideologies that they agree with and
disagree with.
Students will complete the Whose Side Are You On? handout detailing ideas and beliefs that
each side had and organize them by agree or disagree. Teacher will check as students
complete the handout.

SWBAT pick a side as either team Thanos or team Avengers and defend their stance.
SWBAT use evidence to formulate an argument.
In groups, students will discuss their stance and provide reasons (with evidence from the
clips) as the teacher walks around and monitors discussions.

Instruction: What you’ll teach, and how

LESSON INTRODUCTION/ANTICIPATORY SET

Time Teacher Does Student Does
Arrange desks into groups of 4.

Prepare materials:
● Have video clips (5) loaded and sound
tested
○ make sure to have videos ready to
begin on appropriate time stamps
● Whose Side Are You On? handout printed
for class

before Write on board:

class ● Agenda
begins ○ Review Modes of Persuasion
○ Perspective Text Set - Film
○ Group, Assemble!
● Standards
● Objectives
○ SWBAT pick out ideas that they
agree and disagree with on both
sides
○ SWBAT defend a side
○ SWBAT use evidence to form an
argument

LESSON BODY
Time Teacher Does Student Does

Student groups will be displayed on the board as

students walk in.
0:00 -
Students will find their seating and prepare for class.
5:00
Each group of four will have different colors assigned
on the desks: red, green, yellow, and blue.

5:00 - Settle class down and begin with first Agenda point Students will participate by show of hands and sharing
10:00 out with the class.
Review Modes of Persuasion
 ● ask student volunteers to recollect Pathos,
Ethos, and Logos
○ call on different students for each
definition
○ request another volunteer for
examples.

Introduce Text Set

● Explain that the class will further examine

perspectives by watching clips from a
contemporary fictional film. Yellow desks will collect handouts for their group.
10:00 - ○ Teacher may need to provide a
15:00 concise explanation for students
that are unfamiliar with the
Avengers film series.
● Explain that students should pay attention
to both sides of the narrative and take notes
on the handout.

Teacher will play each of the five clips

15:00 - All students will pay attention to the film excerpts and
30:00 When playing the clips, allow students a minute to take notes on the handout.
write their thoughts down.

Assemble!
SW work in their a group of 4 to discuss their ideas.
Explain to students that in their groups, they will
discuss the different perspectives from the viewing Discussion will happen in a round robin style with
30:00 -
selection and what elements caused them to come to each person receiving an opportunity to share their
45:00
that conclusion. claim and evidence without interruption. Students
may then have an opportunity to discuss
● Red & Yellow: Team Avengers counterarguments.
● Green & Blue: Team Thanos

LESSON CLOSURE
Time Teacher Does Student Does

Announce that tomorrow’s lesson will continue with

45:00- defending perspectives. Tell students to review their
SW pack up and prepare to move to next period.
50:00 handout and bring it back to class - they will be able
to use it in their discussions.

Instructional Materials, Equipment & Multimedia

Technology: Projector, teacher computer, working speakers, access to Youtube
Printouts: Whose Side Are You On? handout
Texts:
Filmy World. (2018, August 14). Thanos and Doctor Strange conversation at
Titan|AVENGERS:INFINITY WAR [video file]. Retrieved from https://youtu.be/cM-
DoO84Sf4?t=30
Filmy World. (2018, September 6). Thanos and Gamora
conversation|AVENGERS:INFINITY WARS [video file]. Retrieved from
https://www.youtube.com/watch?v=5cmWIpbFt6Y
 Marvel Entertainment. (2018, March 16). Marvel Studios' Avengers: Infinity War -
Official Trailer [video file]. Retrieved from
https://www.youtube.com/watch?v=QwievZ1Tx-8
MovieGasm.com. (2018, August 15). Thanos Sacrifices Gamora Scene | Avengers:
Infinity War (2018) Marvel Movie Clip [video file]. Retrieved from
https://www.youtube.com/watch?v=-699mZ1yc3g
Trailer Crunch. (2018, September 15). Young Gamora Scene - Avengers: Infinity War
(2018) Movie Clip HD [1080p] [video file]. Retrieved from https://youtu.be/V-
qYT60FKHA

Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: In the groups assigned, English learners will be intermixed with native
speakers. They will be able to interact with the visual and non-language audio analysis on
each side of the argument and receive support from their peers in choosing academic
vocabulary to support their claim.

Striving readers: The text set in this lesson is designed to encourage students, especially
striving readers, to engage in academic thinking in a medium outside of traditional written
text. Striving readers will still be expected to mentally engage and participate in the critical
thinking required to find evidence to support a claim and articulate their stance which can
be translated to future reading and writing activities.

Students with special needs: Groups may be divided so that students with special needs
(such as learning disorders) can be supported by their peers. Students with ADHD for
example, can be situated facing toward a wall as to limit the amount of potential
distractions.

Advanced students: Students who need a challenge may be paired against each other on
the different sides of the debate. Advanced students may also be paired with English
Learners, striving readers, or students with special needs to act as a secondary teacher to
their peers, thus reinforcing their vocabulary and persuasive skills.