1. The Crown or the Flag? Writing Mini-Lesson

2. Common Core Standard Addressed CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.5.1 – CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. CCSS.ELA-Literacy.W.5.1a – CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details. CCSS.ELA-Literacy.W.5.1b – CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). CCSS.ELA-Literacy.W.5.1c – CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented. CCSS.ELA-Literacy.W.5.1d

3. Lesson Element # 2 Learning Target(s): The students will be able to defend an assigned position on the American Revolution (Patriot vs. Loyalist) using supporting details and facts from previous content learning activities and their own research. The students will use content specific vocabulary The students will apply their written defense statements in the form of a Fredrick-Douglass debate versus a classmate of the opposite position

4. Student-Friendly Translation I can use details and information to persuade the audience to believe my side (Patriot or Loyalist). I can use specific vocabulary I’ve learned in my defense statements I can effectively debate why my side is correct using the information from my defense statements

5. Lesson Element #3 Relevance/Rationale: The strategy used in this lesson provides students with a way of effectively and efficiently arguing a point of view in a rational manner. Students are able to see both sides of an issue and coherently defend one with supports.

6. Student-Friendly Translation In this lesson I will learn a way to support my thinking while taking into consideration the thinking of others.

7. Lesson Element #4 Formative Assessment Criteria for Success: Successful completion of the tasks will result in a completed defense: opening argument, supportive details, and closing statement. This will result in the students’ ability to hold a coherent debate with a classmate (win or lose)* In the future, students will use this to process perspectives and more effectively gauge their opinions. (Do you have enough support to prove it is “correct”?) *A rubric is provided with specific debate scoring criterion, however, most of the grade comes from their completion of the written defense so that they are graded more on content than performance skills.

8. Student-Friendly Translation I will know I have been successful when I have completed my defense statements and am able to debate my side against whatever argument(s) my opponent comes up with.

9. Lesson Element # 5 Activities/Tasks This lesson is an end of the unit task. Students have engaged in lots of reading, research, discussions, and activities to prepare them for this. The process will take several days (up to two weeks depending on the amount of time allotted for Social Studies per day) To begin, review how Lincoln-Douglass debates are formatted discussing and showing the videos: http://www.youtube.com/watch?v=Q5_nAtHh9Xk AND http://www.youtube.com/watch?v=Mi_CSGZqOCM&list=PL2uGLpHsvvi4AHAfZ2_JM9NZXLCWFG2tU http://www.youtube.com/watch?v=Q5_nAtHh9Xk http://www.youtube.com/watch?v=Mi_CSGZqOCM&list=PL2uGLpHsvvi4AHAfZ2_JM9NZXLCWFG2tU – “As we watch the first video, pay attention to the format and helpful hints the narrator offers.” (Discuss anything you think may be unclear, this video moves quickly. Pause and replay where needed) – “While we watch the second video, pay attention to what the students say. Their opening arguments may be longer than yours, however, note the kinds of statements they make and how they support them.” Once the videos have been viewed, allow the class to quickly practice debating by dividing the class into two groups with the question: Which is a better snack? Ice Cream or Cake? The students can work as a group to come up with their opening argument, details/facts, and closing argument. Practice the format loosely so they have an idea of where to go with their writing. From here, use the “Debate Planning Sheets” to guide students in writing their defense statements. While the sheets are designed for students to create a persuasive essay, the final product will be that “essay” broken into their opening argument, details/supports, and closing statement in their debate.

10. Lesson Element #6 Resources/Materials: You Tube Videos: http://www.youtube.com/watch?v=Mi_CSGZqOCM&list=PL2uGLpHsvvi4AHAfZ2_JM9NZXLCWFG2tU http://www.youtube.com/watch?v=Q5_nAtHh9Xk Debate Planning Sheets & Rubric http://jrossresources.weebly.com (Under the “Debate Planning “tab) http://jrossresources.weebly.com Paper, pencils, projection screen for youtube videos (smartboard, promethean board, etc)

11. Lesson Element #7 Access for All: Classrooms that lack access to youtube can invite middle/high school debate teams to show a mock debate; or utilizing current political debates can bring a real-world connection as well as an exemplar.

12. Lesson Element # 8 Modifications/Accommodations: Students who struggle in writing may need stems to get started. Emphasis should be placed HIGHLY on the written portion versus their performance. All students are given several opportunities to practice with the planning sheets (it’s built in) so shy students should be well prepared. Another resource for overcoming shyness is: http://www.brainpop.com/english/studyandreadi ngskills/publicspeaking/preview.weml http://www.brainpop.com/english/studyandreadi ngskills/publicspeaking/preview.weml