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  This lesson provided by:  
Author:Bridgette Cook
System: Butler County
School: Butler County Board Of Education

  General Lesson Information  
Lesson Plan ID: 33084

Title:

Sweet Revenge

Overview/Annotation:

Students will evaluate the information from chapters 1-3 of Roll of Thunder, Hear My Cry, particularly how the Logan children are treated by the white students and the bus driver. They will then decide if they agree or disagree with the decision made by the Logan children to seek revenge. Students will defend and provide support for their opinion.

This is a College- and Career-Ready Standards showcase lesson plan.


 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (6)
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]
 
ELA2015 (6)
18. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. [RI.6.8]
 
ELA2015 (6)
21. Write arguments to support claims with clear reasons and relevant evidence. [W.6.1]
a. Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a]
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. [W.6.1b]
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c]
d. Establish and maintain a formal style. [W.6.1d]
e. Provide a concluding statement or section that follows from the argument presented. [W.6.1e]
 
ELA2015 (6)
33. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. [SL.6.3]
 
ELA2015 (6)
34. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]
 
SS2010 (6) United States Studies: The Industrial Revolution to the Present
9. Critique major social and cultural changes in the United States since World War II.
  • Identifying key persons and events of the modern Civil Rights Movement
  • Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)
    events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)
  • Describing the changing role of women in United States' society and how it affected the family unit
  • Examples: women in the workplace, latchkey children
  • Recognizing the impact of music genres and artists on United States' culture since World War II
  • Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music
    artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama)
  • Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II
  •  

    Local/National Standards:

     

    Primary Learning Objective(s):

    Students will understand the debate process.

    Students will follow the rules and procedure for a good debate.

    Students will be able to defend and support their opinions in a classroom debate.

    Additional Learning Objective(s):

     

     Preparation Information 

    Total Duration:

    91 to 120 Minutes

    Materials and Resources:

    Roll of Thunder, Hear My Cry novel

    Debate scoring rubric

    buzzers

    timer

    decision-making graphic organizer

    Technology Resources Needed:

    Internet-accessible computer

    projector

    Background/Preparation:

    Students should have read chapters 1-3 of Roll of Thunder, Hear My Cry.

    Teacher/Students should understand the debate process. Teacher should visit [here

    Teacher/Students should understand the Lincoln-Douglas Debate Format [here].

    Students should understand graphic organizers.

    Students should be able to follow the rules and procedures of a good debate.


      Procedures/Activities: 
     

    Before:

    Direct Instruction:

    1. Lead the class in a discussion of decision making. Point out that everyone has their opinion and that it is okay to disagree.

    2. Ask: How do you solve your disagreements with family members and friends? (turn and talk)

    3. Provide each student with copies of Auburn and Georgia football schedules for the past five years and students will average their scores against rival opponents like Alabama, Tennessee, and LSU.

    4. Students will utilize a decision-making graphic organizer for team data.

    5. Students will complete the necessary information for each team.

    6. Lead the class in a discussion to determine which team has the best rivalry score. The noted data must be used for support. Encourage students to use all data when answering questions.

    7. Ask: Does beating Alabama makes one team better than another?

    During:

    Guided Practice:

    1. Begin by discussing with students the different ways that disagreements can be resolved.

    2. Ask: What is the worst way that a disagreement can be seemingly resolved? (turn and talk)

    3. Ask: What is the difference between an argument and a debate? (turn and talk)

    4. Tell the students that it is okay to disagree without negative consequences.

    5. Define debate.

    6. Using projector and Internet-accessible computer, show the "How to debate" clip. Answer any questions that students may have.

    7. Explain to the students that they will be participating in a debate.

    8. Explain that the pro team (for) is in agreement with the decision that the Logan children made to seek revenge and the con team (against) opposes the decision.

    Practice Activity: This activity should help prepare students for the debate process.

    1. Students will utilize small group time to write their opinions of several characters in the story on index cards.

    2. Students will then discuss their difference of opinions of the characters.

    3. Students will use their notes and story facts to support their decisions. 

    4. Using the story, students will decide if their opinion is based on facts from the story or assumptions from previous experiences.

    After:

    Independent Practice:

    1. Select 5 students that are (pro-for) and 5 students that are (con-against) the decision that the Logan children made to get revenge.

    2. Discuss what the expectations should be for the classroom climate (rapport, taking turns, respecting the views of others, and no yelling).

    3. Teams should nominate a captain.

    4. Give each team member their responsibilities: support each other, research arguments, actively participate in discussions, and maintain self control.

    5. Give each team member time to research/write their arguments.

    6. Team members should discuss their research findings and decide how to use the information.

    7. The team's main focus should be to try to conjecture what the other team's arguments and responses may be.

    8. Provide several chairs in the middle of the classroom for those students that may change their mind about their decision as the debate progresses.

    9. Begin the debate with the pro team's opening statement, alternating sides of the argument. A timer should be used to put a time limit for each discussion question.

    10. Distribute the debate scoring forms to the remaining students.  Students will score each team based on evidence provided from the novel.

    11. Students may change their opinions throughout the debate but they must be able to support their beliefs.  



      Assessment  

    Assessment Strategies


    Acceleration:

    Students that have already demonstrated a mastery of debating can debate on other issues as determined by the teacher using extensive research methods.

    Intervention:

    Students that need extra preparation will be given the link to watch the debate video and work with a partner to complete peer assessment.

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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