UWP Lesson Plan Template

Teacher Name: CaroleAnn Goglin Grade Level: 8th

Target Content/Lesson Topic: English Language Arts Date: 04/17/2024

This lesson is for a(n) __x___ whole class _____ small group _____ individual

Planning
Essential Question Should TikTok be banned?
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing The students will use this lesson to further develop both their writing and argumentation skills.
- How does this lesson fit into the
larger unit of study? Their unit of study is argumentation and they are working towards being able to write an argumentative paper.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas This lesson will develop their ability to support claims and make arguments through the practice within the
before details, similarities before mock trial.
differences).
State Learning Standards W.8.1 Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for
List the complete, relevant a variety of high-stakes and low-stakes purposes.
grade-level standard(s).
Learning Target(s) and Learning The students will be able to compose creative writing and form opinions on the article being read in class.
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
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 learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping The students will be randomly grouped into 4’s to offer them a diverse group of peers to work with and
Describe how and why students are develop their writing.
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy One teach, one watch.
Does this lesson involve
co-teaching? If not, state N/A. If
yes, identify the co-teaching model
and what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching

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 Differentiation Content
Describe how you will meet The students will be given topic options on the board for what to write about for the two-minute rotations.
individual students’ needs by
adjusting the content, process, Process
product, and environment based on The students will be offered the opportunity to type their conversations instead of physically writing on paper.
their readiness, interests, and learning
preferences. Product
The students will be allowed to keep their papers and add to them if they feel the 2 mins was not sufficient
time to present their ideas.

Environment
The students can choose to move seats in the classroom as long as they sit in groups of four.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

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 Assessment
Formative Assessment The formative assessment will be a check of completion of the written conversation activity. I will check to see
- How will you monitor student whether students participate and try to write for the entirety of the two-minute rotations. As for the
learning throughout the lesson? post-reading activity, The students will be participating in a mock trial where they discuss as a whole class
- Be specific about how your practice whether or not the app TikTok should be banned.
assessments connect directly with
the lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to Name: Yes: No:
evaluate learning?
- Attach a copy of your checklist, Did the student participate in the
rubric, observation criteria, or other written conversation activity?
measure.
Did the student write for the
entirety of the two-minute
rotations?

Did the student participate in the

class debate and mock trial?

Summative Assessment N/A

How will students demonstrate
mastery of the standard?
​Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria N/A

- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
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 Procedures
Opening: Introduction and
Connection to Previous Learning I will open the activity by asking the class to raise their hands if they have used the app TikTok.
● Anticipatory Activity (Hook)
● Activate prior knowledge. Then, I will ask the students if they know about the potential banning of the app by the United States
● Be sure students understand government.
procedures and instructions for
the lesson. After this discussion, we will begin a reading activity that is centered around the students' interests, which I
● Establish clear expectations. recorded in a “Literacy Lives” survey. I will be employing a strategy from the book Subject Matters called
● Model concept. “Written Conversation.”
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
In this portion of the lesson, you will I will begin by telling the students they will be reading the article about the potential banning of TikTok and to
be letting go and letting students closely consider how they feel about the information presented. I will then tell the students that after reading
engage in productive struggle; the article, they will be participating in an activity in which they need to engage in written conversation with the
engaging in gradual release (“I do, members at their table.
we do, you do”), inquiry, guided or
independent practice, or other I will provide the students with topic examples on the board in case they lose a train of thought or can not
learning methods. Please write what think of anything to write.
you are looking for in terms of:
● Students’ thinking and how I will tell the students they will be rotating four times with their table members. For each piece of paper, they
they will start the lesson. need to engage in a conversation with the member who wrote above them.
● Provide appropriate support
(not explaining how to do it). I will explain that they need to write for the entirety of the two-minute rotation.
● Provide worthwhile
extensions. After this, the students will be assigned to either the defense, prosecution, or jury for a mock trial to decide the
● Provide opportunities for fate of the app. The students will be using what they wrote on their papers as support and topics of
students to engage in using conversation for the trial.
the academic language.

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 This is where you will be
suggesting or modeling specific
strategies and helping students
choose which strategy makes sense
to them. However, you must make
sure ideas come from students.
Closing: Wrap-Up and Extension To wrap up the lesson the assigned judge and jury will discuss and come to a conclusion of whether or not they
End the lesson with a final review of will ban the TikTok app in the mock trial.
key ideas and knowledge. This is
where you have students talk about I will then inform the students that this lesson will prepare them for their argumentation unit where they will
their thinking and share strategies be writing an argumentative paper.
with the whole class. It’s important
to name strategies and use academic
vocabulary here, extending the
lesson to broader ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.

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 Curricular and Instructional Link to the supporting slideshow presentation:
Resources or Materials https://docs.google.com/presentation/d/1lxzO8Qen0hmsCt_dws8WMZ7zBmgjp6Ng7QsydjqxO0o/edit?us
- List and provide a brief rationale p=sharing
for all necessary lesson resources and
materials. If not original, cite the Link to the article
source. https://www.washingtonpost.com/technology/2024/03/12/tiktok-ban-bill-us-congress/
- Attach/link a copy of all materials
the teacher and students will use Link to “Written Conversation” paper:
during the lesson; e.g., handouts, https://docs.google.com/document/d/1nI1mCfkH9kkF2lTlyTSoNrhD0DsaT_JV8sAN8p_ne1s/edit?usp=sh
questions to answer, slides, aring
worksheets, and so on.

Supplies, Equipment and The students will need their computers for access to the article and pencils to write with.
Technology
- List all other supplies that need to
be available.

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 Name:
Date:

Directions:

Start by writing down your thoughts about the article. Write, write, write!
You need to try to write continuously until the two minutes are up. After this,
you will switch your paper with the person sitting to the right of you.
Continue the conversation on that paper.
 For this lesson, I chose an article regarding the banning of TikTok titled, “House passes
TikTok bill that could ban the app in the U.S., spawning Senate support.” I chose this article
based on a students’ literacy lives survey that I gave earlier in the semester. The survey asked
students what their interests were outside of the classroom. The majority of the answers noted
the students enjoyed using the app TikTok. The app is currently under scrutiny and debate for
ban because its owner Bytedance is a Chinese company collecting data on American lives. The
purpose of this lesson was to engage the students in academic conversation about a topic of
interest and to get them to think about the proposal of banning the app.
To begin, the strategy I employed was called “Written Conversation” It tasked students to
thoughtfully reflect on the facts presented in the article and write down their responses on a
piece of paper for two straight minutes. The goal was that the students would engage in
physical writing for the entirety of the time allotted. Following this, the students would pass the
paper and respond to their peer's statements. They did this for a total of three rotations. I set
their purpose of comprehension as to be able to read the text and decide whether or not they
would ban the app if they were in the position of the Senate.
For the majority, the students were engaged in this lesson because all but one of them
noted they owned and used the app frequently. They had strong opinions based on the
regulations of the ban. Using the paper, they wrote how they felt about the ban and made claims
of their own. Some of the most common responses included that any company could gather
data about its users even if they sold it to a new company to avoid the ban. Additionally, many
students noted that Americans do not makeup even half of the app's users, which would lead
the company to disregard selling to America.
The graphic organizer the students used was their original papers for “Written
Conversation.” They used these papers to draw claims in a ‘courtroom debate’ about keeping or
banning the app. They applied their comprehension of the article to the responses on their
paper, then they used those papers to generate claims for their side of the classroom debate.
If I could go back and make any changes I would give the students more ideas to write
about during the two minutes. By the time we got to the third passing of the paper, the students
were running out of things to write and respond to. Other than that, the students were very
engaged in this activity. At the end of the lesson, the students became the jury and
anonymously voted on whether to keep or get rid of the app. They ultimately decided to keep
the app because they claim that banning the app violates the First Amendment right of free
speech and that any social media app presents mental health threats, not just TikTok.