Professional Documents
Culture Documents
2015-2016
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Say: Today we are going to talk about defending our position, whether that is defending what our opinion is,
or what the characters position on topic or opinion is.
Procedures: Lesson Body
Presentation/Explicit Instruction (I do: 100% teacher, 0% student):
o Ask: Do you know what defend means?
It means that you act or speak in favor for something.
o When you defend your position, you have to know what you believe in, or what side you agree with. To do
this you have to criticize (think hard) about both sides and which one you agree with, you have to prove
your point, so find evidence that supports your belief. You finally have to be able to elaborate (talk about in
detail) about your side and why you are right.
o Give an example of defending a positing
Ex. A kid staying up late vs. the mom wanting him to go to bed.
o Ask the students if they have any questions.
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Have the students tell you what they did that day.
Have them tell you their favorite thing they did today
Tell them that the next time we meet, we are going to work on pizza things.
Differentiation, Individualized Instruction, and Assessment:
For higher level students I would have them use a harder book than I Wanna Iguana. This book clearly identifies the
two positions and what their arguments would be to support their position. I would choose a book that is not as
obvious. I would also have them do a full debate on their positions use details from the text to support their
argument. I would also have them do outside research to gather more supporting details for their debates. For the
guided practice, I would use a book and not a short reading passage to challenge them more and give them more
practice with using a book. For the summative assessment, I would also have them find more supporting details than
five if applicable.
For lower level students, I would give more small practice on defending a position and the sub elements needed to
do this. I would also provide a graphic organizer for the independent practice to help them organize their thoughts
and the text. If needed I could also provide sentence starters to help them start writing and figuring out the
supporting details would be. This could also be done to help form their defense for the debate. This lesson is already
tailored towards lower level students, but these are additional acts that I could do to help the students even more if
needed.
Instructional Materials and Support:
The Stolen Bike Reading Passage
http://files.havefunteaching.com/fre
e-worksheets/readingcomprehension/the-stolen-bicyclethird-grade-readingcomprehension-worksheet.pdf
White Board
Revised 11/2015