Which Idea Convinces Me?

Length: 50 minutes

In the spring of 2012, the Aileron sculpture was installed in McCabe Park. This is the former location of the McConnell airfield. The sculpture represents the biplane of the early 20th century. It was fabricated by artist Michael Dillon using traditional blacksmithing techniques and tools that were used in the manufacturing of railroad equipment—another historic reference to Sylvan Park.

In this English/Language Arts Lesson, students will:

  • Students will be formatively assessed through discussion in whole group and small    group
  • Students will code the text(s)/graphc for sound reasoning and relevant evidence
  • Students will be formatively assessed through discussion in whole group and small group
  • Students will choose whether to write a letter to the accpeted artist or the rejected artist and give text-based reasons for acceptancee or rejection
  • Students will proide evidence thorough analysis through the use of rubri
  • Students will choose the artist who will complete this project based on the proposal with the most sound reasoning and relevant evidence
  • Student letters will be assessed using the artist letter rubric

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient...
CCSS.ELA-Literacy.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis...
CCSS.ELA-Literacy.W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Clear Learning Targets:
"I can" statements:

  • I can compare ideas from two artist proposals to determine which proposal makes the most sense and uses the best examples to convince me.
  • I can write a response letter, explaining to the artist why his proposal was or was not chosen. 
Essential and guiding questions: 

Assessing Questions:

  • Base closely on the work student has produces
  • Clarify what the student has done and what the student understands about what s/he has done
  • Provide information to the teacher about what the student understands

Advancing Questions:

  • Use what students have produced as a basus for making progress toward target goal
  • Move students beyond their current thinkng by pressing students to extend what they know to a new situation
  • Press students to think about something they are not currently thinking about

Lesson Variations

Blooms taxonomy level: 
Applying
Differentiation suggestions: 

Differentiated Instruction:

  • ELL Modifications: How will I provide access to the academic content and/or make modifications for the student whose primary language is who other than English?
  • SPED Modifications: How will I provide access to the academic content and/or make modifications for the student who has an IEP?

Helpful Hints

Materials and Resources:

  • Visual- map of McCabe Park
  • Artist Proposals- Michael Dillion, Chris Fennell, David Landis, and Jim Collins
  • Highlighters
  • Group goal sheet
  • rubrics for artist proposals (evaluation rubric)
  • graphic organizer for student letter
  • evaluation rubric also used to score student letters
  • reflection exit ticket (on back of goal sheet)