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.L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a...
CCSS.ELA-Literacy.RI.7.10
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at...
CCSS.ELA-Literacy.RI.7.6
Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
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.RI.7.9
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or...
CCSS.ELA-Literacy.RL.7.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently,...
CCSS.ELA-Literacy.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
CCSS.ELA-Literacy.SL.7.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use...
CCSS.ELA-Literacy.SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language...
CCSS.ELA-Literacy.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
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.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
CCSS.ELA-Literacy.W.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific...
CCSS.ELA-Literacy.W.7.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a...
CCSS.ELA-Literacy.W.7.6
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with...
CCSS.ELA-Literacy.W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further...
CCSS.ELA-Literacy.W.7.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each...
CCSS.ELA-Literacy.W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
GLE 0701.2.6
Deliver effective oral presentations.
GLE 0701.3.3
Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
GLE 0701.4.1
Define and narrow a problem or research topic.
GLE 0701.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
GLE 0701.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
GLE 0701.4.4
Write a research paper, using primary and secondary sources and technology and graphics, as appropriate.
GLE 0701.5.2
Analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.
GLE 0701.8.1
Read and comprehend a variety of works from various forms of literature.
SPI 0701.1.20
Recognize and use grade appropriate and/or content specific vocabulary within context.
SPI 0701.2.4
Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
SPI 0701.3.1
Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain).
SPI 0701.3.13
Select the most appropriate format for writing a specific work-related text (i.e., instructions, directions, letters, memos, e-mails, reports).
SPI 0701.3.5
Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0701.3.8
Select an appropriate concluding sentence for a well-developed paragraph.
SPI 0701.4.1
Select the most focused research topic.
SPI 0701.4.3
Determine the most appropriate research source for a given research topic.
SPI 0701.4.5
Discern irrelevant research material from written text.
SPI 0701.7.2
Select the visual image that best reinforces a viewpoint or enhances a presentation.
TSS.ELA.7.L.KL.3
When writing and speaking, choose precise language to express ideas concisely.
TSS.ELA.7.L.VAU.6
Acquire and accurately use grade-appropriate general academic and domainspecific words and phrases; develop vocabulary knowledge when considering a word or...
TSS.ELA.7.RI.IKI.8
Trace and evaluate the argument and specific claims in a text, assessing whether the evidence is relevant and sufficient to support the claims.
TSS.ELA.7.RI.RRTC.10
Read and comprehend a variety of literary nonfiction throughout the grades 6-8 text complexity band proficiently, with a gradual release of scaffolding...
TSS.ELA.7.RL.RRTC.10
Read and comprehend a variety of literature throughout the grades 6-8 text complexity band proficiently, with a gradual release of scaffolding at the...
TSS.ELA.7.SL.CC.3
Explain a speaker's argument and specific claims, focusing on whether the reasoning is sound, relevant, and sufficient.
TSS.ELA.7.SL.PKI.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use...
TSS.ELA.7.SL.PKI.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
TSS.ELA.7.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.7.W.PDW.6
Use technology, including the Internet, to produce and publish writing and to collaborate with others; link to and cite sources; type a complete product in...
TSS.ELA.7.W.RBPK.7
Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation.
TSS.ELA.7.W.RBPK.8
Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding...
TSS.ELA.7.W.RBPK.9
Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 7 standards for...
TSS.ELA.7.W.RW.10
Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
TSS.ELA.7.W.TTP.1
Write arguments to support claims with clear reasons and relevant evidence.
TSS.ELA.7.W.TTP.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of...
TSS.ELA.7.W.TTP.3
Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and...
 
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)