Sheffield Lesson Plan #2

(Structured Academic Controversy)

Are fictional stories a reflection of the society in which they are written?
Name: Sarah Sheffield Lesson Topic: Harrison Bergeron
Content Area: English Grade Level(s): 9

Lesson Content
Brief Overview / Background Information Please be clear about how this particular lesson is situated within your unit and be explicit about
how you will convey the relevance and significance of this lesson to students.

This lesson falls on the second day of the unit. On the first day, students practiced making predictions and read The
Sneetches as a class. We discussed equality in depth but we did not connect it to the historical context of the period
much. We are doing this lesson early in the unit because I want students to really be prepared to think critically about
the function of the next stories: Harrison Bergeron and So, What are you Anyway? I want students to be open
minded about the function of fiction before we dive into the lengthier and heavier texts. If we do the lesson at the end
of the unit, Im afraid students wont go back and read the stories with the new light of the fact that they have a purpose
that may be to entertain but also to talk about society. If students start here, we can build to talk not only about the
purpose of stories as being a reflection of society but also possibly a critique of society.

I choose to Structured Academic Controversy to achieve this purpose because I want students to have to view the issue
from both sides and I particularly want them to come up with the joint conclusion at the end. I think that this discussion
will force students to consider the purpose of literature and fiction without having a teacher trying to say Literature is
important so you must learn it! I want students to come to these conclusions are their own, and if they decide that they
still think fiction is useless, I want them to at least have reasons for that without just saying it because they dont like
reading. This lesson will help students to practice discussing and presenting differing opinions in a productive manner.
This skill will transfer to all subjects, to the workforce, and to daily interactions. This lesson will also help students
connect English and history and get a review of American history and recognize how its important on a different level
than just history class. This lesson will also help prepare students for the rest of the unit. The story is a little easier to
read and understand than the others, and this lesson will help them work on creating a mindset that recognizes the
importance of the unit and of literature in general. What I want from this lesson is that students will be able to adopt an
opinion and really find evidence for that opinion. While I see literature as a reflection of society, I know that not all
students will read it that way. What I want them to learn from this activity is how to support their claim. My biggest hope
is that students will realize that there are times that literature is a reflection of society and sometimes reading can just
be entertainment. Even if students dont see fiction literature as profound reflections of society, they will meet my goals
if they can explain exactly why they support that opinion.
Concept(s) Include only the concepts Essential Question(s) Include only the questions addressed by this particular lesson
addressed by this particular lesson

Context Is historical context reflected in literature? Why or Why not?

Relevant VSOLs/CCSSs Include only the standards addressed by this particular lesson

9.4 Students will be able to read, comprehend, and analyze a variety of literary texts including narratives,
narrative nonfiction, poetry, and drama.
g) Analyze the cultural or social function of a literary text
i) Explain the influence of historical context on the form, style, and point of view of a written work.

Lesson Objectives (UKDs)

As a result of this lesson, students will

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Understand THAT: Know: Be able to (Do):

The broader historical context of Justify why they agree or disagree
the 1960s with a focus on race with a general statement made
Literature can serve a social relation in Civil Rights Movements, about a short story. (D6)
function within the historical Brown v. Board of Education, the evaluating
context that it is written. (U1) rise of televisioninvented in
Give examples from the story
1940s, and the Space Race
when making an argument about
sparked by JFK and Glenn orbited
the storys characters, setting,
the early in 1962. (K5)
purpose, and social function. (D9)
How to explain and defend their applying
opinion about the purpose for
reading short stories by collecting
evidence from the texts and facts
about historical context. (K6)

Steps in Lesson PLEASE USE A SEPARATE ROW FOR EACH STEP.

Please include the steps for the specific cooperative learning model you have chosen (Graffiti, Jigsaw, or SAC), and be sure to include the planning steps as
well as those for the actual implementation of the lesson. Remember that your lesson should incorporate the five key elements of cooperative learning (as
identified by Johnson, Johnson, & Holubec, 1994): positive interdependence, individual accountability, face-to-face promotive interaction, the teaching of
social skills, and group processing opportunities. Additionally, your lesson plan should include:
At least TWO formative assessments, with ONE formal formative assessment near the end of the lesson.
Explicit plans for differentiating instruction for at least ONE aspect of the lesson, using one of the bases for differentiation discussed in class
(readiness, learning profile, or interest).
All necessary instructional materials needed to conduct the lesson (these may be submitted as separate documents, appended to the end of the
lesson plan, or integrated into the lesson plan itself).
STEP 1. Students Prepare their Positions

1. Form Groups (Slide 1 on the Slideshow)

Use groups to differentiate for students
-Group 1: Todd and Julia v. Stephen and Maia
Todd and Julia will work well together because Todd is really shy but has great ideas. Julia is very outgoing and creative,
but shes also kind. Julia will help Todd get his ideas out and help him get some confidence in his ability to argue for his
topic and express his ideas. Todd is very logical and thoughtful and he will help Julia organize her ideas in a useful way
because sometimes she can be scattered. Stephen and Maia are both quiet but dedicated students. I know that Maia is
an avid reader whereas Stephen does not enjoy reading much at all. Having the two perspectives work together will help
them to think harder about others points of view and how they can compromise on ideas.
-Group 2: Dominic and Grace v. Jane and John
Dominic is an ELL student who is highly motivated and talkative despite is lower level English proficiency. He
understands concepts, but often has trouble articulating them. Grace is relatively quiet but very good at listening so she
will understand his point and can help him to make it. His excitement and exuberance will help Grace feel comfortable. I
might need to help Dominic share some of the talk time, though. Jane has anxiety and this debate will likely make her
very nervous. John is her best friend, but he often doesnt pay a lot of attention or understand the material being taught
in class. John will help calm Janes nerves, and Jane will really help John focus and come up with some good ideas. They
work well together because Jane is very organized, which helps him, but he helps her relax which aids her learning as
well.
-Group 3: Ana and Allie v. Jordan and Michael
Ana has limited experience with English outside of school and she is very shy. She and Allie have become friends. Allie
does not seem to try very hard in class, but she does really well on assessments, so I think that Allie understands the
material. Allie will be able to help Ana express herself. Ana and Allie will push each other because they both understand
the material but have different experiences and backgrounds to work from. Jordan and Michael do not often talk to
each other, but based on their performance on past assessments, I think that they will work well together. Jordan scores
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well on tests and has good grades but often doesnt stop to think about what he is doing; he mostly jumps through
hoops. Michael often does not prepare well for tests but he can be very involved in discussion and often is excited
about discussing material. Jordan and Michael will craft a strong argument that will really force Ana and Allie to
challenge themselves to discuss it with them and to ask questions to try to break their argument down. Jordan and
Michael though will benefit from having to explain and defend their statements.
-Group 4: Jensen and Tess v. Josie and Chris
Jensen tries to go unnoticed but Tess is very outgoing and relentless when it comes to trying to engage people in
conversation and work. Tess will pull Jensen out of his shell. Tess doesnt often understand the material exactly, and
Jensen will be able to help her get a better grasp of what they are learning and interpreting so that they can focus their
argument. Even though Jensen lays low, he likes to do well in class, so he wont just let Tess say things he doesnt agree
with without chiming in. Josie and Chris are both high- achieving students who will push each to craft an excellent
argument. This whole group will be good for each other because they all have it in them to excel in class, and Tess will
really benefit from the push to think as critically as her group. However, Tess will ask lots of questions and be very
persuasive in her speech which will push the others to defend themselves and keep up with her.
Before starting, I hand out a double-sided worksheet that is split into boxes. These boxes will help students organize
their information so that they feel more prepared to present when it comes time. This worksheet can also serve as a
form of differentiation because students will be able to use it in whatever way works best for them. While its open to
interpretation, it also offers enough structure to help some students who need the extra structure to really focus their
ideas and forces them to find and use evidence in their argument.
In addition, on the source materials, I added questions to think about. These questions are for students who
potentially will not recognize the connection between the source materials and the story right away. Some students
will understand immediately and the questions are there for students who read through and dont know where to
start.
2. Give Directions :
Give some background as to why were having this lesson
Ok everyone, thanks for turning in those do-nows and working so hard this morning. We are going to have an exciting class
today building off of what we talked about yesterday with The Sneetches. The Sneetches as we discussed is a childrens
book, and I bet some of you are wondering what the purpose of reading The Sneetches in 9 th grade really is. Maybe youre
asking: Why did I include it? Was it just to help us learn how to make predictions?
There are a few reasons that I thought The Sneetches would be a good idea, and I want us to dig into those reasons today.
Im not going to tell you why I think The Sneetches is important; I want you all to work together in the groups you are in
to do it.
Explain The Main Question (slide 2 of the slides)
When reading fiction, Ive noticed that there are often two conflicting ideas people have. Some people think that fiction is
an important reflection of society and that reading it helps us to understand society better; some people think that fiction is
just fiction and that its for the purpose of entertaining readers and telling a fun story.
The question I want you all to focus on today is
Does fiction function as a reflection of society?
Explain the First Step (Slide 3 of the slides)
Dont start answering that now, though. In your groups, you all are going to take sides that you will have to argue for and
try to convince each other of them. This will be a structured academic controversy: its sort of like a debate, but not as
intense: its more like a discussion where you have to take sides.
The way that this is going to work is that you will be paired with your elbow buddy. Turn to your elbow partner and high five
each other. Nice! Ok, the two of you are going to be on the same team, arguing for the same position. You will be assigned
one side of the argument, and you will use the materials on your desk as well as your copy of The Sneetches and the notes
from yesterday to help you craft your argument. You will use these materials to find evidence to support your argument.
Evidence will make your argument stronger. After you come up with ideas, you also need to plan how you will present your
argument to your opposition. Your opposition are the people across from you. Go ahead and shake hands with each other.
Great job. Good sportsmanship. Each pair will have two minutes to present their argument. What that means is each of you
will need to talk for about 1 minute. So, when pair one presents their argument, one of you will talk for half of the time and
then the other will talk for half of the time. For example, when Jensen and Tess present, Jensen will explain their argument
for a minute and then Tess will explain it for a minute. What this means is that you will have to plan your argument with
your partner BEFORE you present it. While youre deciding what evidence you will use to support your argument, you will
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also decide who presents what evidence.

So the first step is to prepare your positions and plan how you will present your argument. Use the worksheet that I gave
each of you all to help you organize your information. Evidence that you will use goes into the far left box. Then, youll
organize how you will present it into the box on the right. When you organize how you will present, make sure you put the
information in order of how you want to talk about it. Also, note who will say what.
Assign Position to students
Ok, everyone who is facing the SMART Board raise your hand. You all will be on the side that says the purpose of stories is to
be entertaining and enjoyable. Stories are not made to reflect society. You will use the resources and the story, The
Sneetches to prove that fiction stories are for entertainment.
Ok, everyone facing the bulletin board, raise your hands. You all will be on the side that says that purpose of stories is to be a
reflection of the society in which they are written. You will use the resources and the story The Sneetches to prove that
fiction stories are to reflect society.
You all have 10 minutes to prepare your arguments. Go ahead now.
Student Activity:
Students will:
-Read Resources
-Discuss and choose evidence to use with their partner
-Organize and argument
Teacher Activity:
I will circulate the room as students discuss. About every three minutes, I will give students a time warning so that they
can continue planning and keep up. If particular pairs seem to be behind, I will encourage them to move on to the next
task and creating their argument so that they will be ready when time is up.
I will keep a chart with student names on it so that as I circulate. I can put checks when I notice they are 1) on task and 2)
understanding the concept as far as I can tell from the material. I will also make notes If I think I need to address
something or if I explained something poorly. This will be an informal formative assessment (D6, D9, k5, k6) period
where I can offer constructive feedback to students in the moment. It will also help me prepare for the next time I give
instructions. Also, if I find that many students are behind or getting lost, I can increase the time they have to work on this
sections.

Step 2: Students present and advocate their positions

1. Explain instructions for presenting arguments (Slide 4)
Ok everyone, pencils down and eyes up front! I heard some great ideas while I was walking around. Were transitioning now
to when you all present your ideas. Notice that you are Presenting you ideas. You are not defending them yet. In this
stage, you will explain what you think and why to your opposition. This is not the time to interrupt your opposition while
they talk or to argue. At this point, just take the 2 minutes to express you ideas.
Raise your hands if youre arguing that fiction stories are for entertainment. Ok, you all will go first. You have two minutes
to present you argument and evidence. As these individuals present, the rest of you should be taking notes in the box on the
bottom of the page labelled Notes on the oppositions argument. You will take notes on their main points so that when
you all discuss later, you will remember what they said. After the group arguing for stories as entertainment presents, then
the other side will go for two minutes. Raise your hand if you are arguing for stories as reflections of society. Ok, all of you
will go second after the first group.
Ok, group 1: those of you arguing for stories as entertainment. Go ahead and start your argument. You have two minutes.

Thats time! Nice work Group 1! Remember to take notes on what your opponents say so that you will remember. Group 2
its your turn. Go ahead. You have two minutes.
Teacher Activity:
I will circulate the room as the students discuss, but I will not interrupt or add anything to the arguments. I will still carry
around my notes sheet and add comments or reflections just so that I will have a better sense when looking back at the
notes about how things went.
I will stand close to students that I am concerned might get a little defensive: Tess and Jordan will likely get carried away.
I might add a gentle reminder to just explain if they are arguing too much.
I will also keep time and let students know when it is time to switch partner. At the switch, I might remind students to
not argue at this stage.
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STEP 3. Open Discussion and Rebuttals

Explain instructions (Slide 5)
Now that you all have each had an opportunity to present your ideas, your group is now open for discussion. Ask questions
about the arguments that you opponents made and try to understand it better. If you are asked a question, use evidence to
back up your answer and explain what you think. Note that you are still arguing for the same position. You need to strongly
support the position that you presented your argument about. You want to defend it and try to prove it to your opponents.
Remember our discussion norms to be respectful and listen actively. You should defend your argument and question your
opponents, but you should not accuse your opponents or use hurtful language. You have three minutes to discuss each
others arguments and try to make sense of them. Use the notes that you took earlier while they were talking.
Teacher Activity:
As students discuss, I will circulate the room and keep time. I will listen in to conversations to get a sense of what they
are thinking and discussing. I will stand with groups that Im concerned will not have much to say to each other like
Group 1 (Im afraid only one person will be talking). I will encourage students to ask questions. I will also sort of run
defense if conversations seem to be heating up.

STEP 4. Reverse Positions

Explain Directions (Slide 6)
Ok everyone, bring it in. Im so excited that you all are working so hard. High five the person sitting across from you. Nice
job. Thank you!
What we are going to do now is switch positions. If you were arguing that stories are for entertainment, now you will argue
that stories are a reflection on society. Raise your hand if you will now argue for stories being a reflection on society. Good.
Now, raise your hands if you are going to argue that stories are for entertainment. Great. Looks like were all on the same
page.
You will not have as much time to prepare this argument as you had for the last one. You only get 6 minutes this time. In this
time, try to find new evidence and ideas to support your argument. You still need to plan so that BOTH of you get a chance
to speak and present your arguments. Use the back of the worksheet to do your planning. Go ahead and get started
Students Present their Arguments (Slide 7)
Now that you all have planned a new argument, each group gets 1.5 minutes to present their argument to their opponents.
Remember. You are only presenting your argument, you are not defending it. Group facing the smart board, you all go first.
Anddd go.
Teacher Activity:
As students plan, I will continue to circulate the room. I will chime in if students are off-task. I will also keep time and at
every 2 minute mark, I will remind them to move on through the steps of creating and organizing their argument.
When they present, I will circulate and manage behavior conflicts if they arise.
STEP 5. Synthesize and integrate the best evidence in joint position
1. Explain directions / Explain purpose for the joint decision (Slide 8)
Ok everyone, bring it back in. You all are doing a great job being respectful and listening to each others opinions.
Were moving on now to a part that I call the joint position. That means that as a group of 4, so everyone at you table, you
will pull together all of your information and arguments to create one statement that summarizes it all. You need to bring
the two ideas together and create one statement that you think is comprehensive of your ideas. Work together as a group
of 4 and add your synthesis to the bottom of the back of your worksheet. Be prepared to share you statement with the
class. You all have 2 minutes to create your statement. Go ahead.
Teacher activity:
As students work, I continue to circle the room. I use this time for an Informal Formative Assessment (U1): I have the
opportunity to check in with groups and look at their statements to help me understand if my class understood and
achieved the goals of this lesson. I also have the opportunity to discuss with pairs about what they choose to write and
why. I may also re-explain the directions as needed with students who perhaps dont understand the joint position.
STEP 6. Present the group synthesis (Blank screen on slideshow show students are not distracted)
Ok, pencils down and attention on me please!
I want each group to read their statement out loud. Well start up front here. Tess will you please read you statement out
loud?
Teacher Activity:
I continue to get each group to read their statement out loud. After all the statements are read, I will take a few minutes
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to ask:
What similarities did you all notice between the statements?
How about some differences?
Is there a class consensus on one answer to the question Are stories reflections of society? What is that consensus?
After a brief whole-class discussion [if group decides that it depends if Literature reflects society:
Wow, Ive heard a lot of great comments from the group. It sounds like you all mostly decided that there are times that
stories and literature can be read as reflections, but there are also times when stories can be purely for entertainment. I am
really excited by the evidence you all are using to support your claims. In any situation, its always important to find
evidence to support your argument.
STEP 7. Group processing of controversy and participation of members
1. Explain directions
Now you all are going to take some time to talk with your group about how well you worked together and how well you
think the activity went. I want you all to think about:
1. Did we follow our discussion norms? How?
2. Did we learn from this activity? What did we learn?
3. What are 3-4 things that we did really well?
4. What 2-3 things we could improve?

As groups discuss, I will walk around the class listening into conversations of groups who seemed to have little more
trouble getting started earlier in the process to see how they process their group work. As I check in with students, I will
also let them know that I want them to share back with the class when we open to whole class discussion.
After students have a few minutes to process with their group, I will open the class to whole-class discussion and take 4-
6 comments from groups.
Exit Ticket and Formal Formative Assessment
Im handing out your exit ticket now. I want you to spend the last few minutes of class working quietly on your own to
answer these questions. [LP2_sheffield_worksheet-exitticket]

Thanks everyone for all of your hard work today! Please leave your exit ticket AND your worksheet notes from the activity
today in the drop box on your way out of class!

The exit ticket will help me to understand how well students know that they understood the material. If they can
complete the exit ticket then I will know that they understood what their group did in class. I will provide feedback on
the exit ticket in the form of thoughtful responses to their answers. I want my feedback to be more of a conversation
and an explanation of why they should keep their thoughts in their minds for future lessons. I will help them recognize
that they need to use what they learned and apply it to our next stories and the rest of the unit.

I am collecting the worksheets that they completed throughout the activity as a formal formative assessment. The
worksheet will help me see if students hit all of the objectives because their thoughts will be written into the notes
boxes. I will be able to see if they were able to relate evidence from the story to connect to the timeline to see if they
recognize and understand the historical events. Since its the beginning of the unit, I understand that they might not
have a strong sense of the historical context as much, so this assessment is in ways diagnostic. Also, this assessment will
help me see the joint position in writing to double check that the students have fully considered both sides of the
argument.

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