Date: 9-17

Class/Subject: Social Studies

Teacher:  Jason Miller

Standard:

7.RI.1

Learning Objective:

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Blooms / DOK Level:

Evaluation, Comprehension, Analysis

Essential Questions:

Can you describe current events in the news, and explain what makes them relevant? What is explicit and implicit textual evidence? How can textual evidence support my analysis?

Anticipatory Set:

• Congruent to Objective

• Active Participation

• Past Experience

Discuss the difference between explicit and implicit (slideshow)

Ask students for examples.

Show examples.  

Direct Instruction:

“I do”

(Include Instructional Strategies)

A. Direct instruction + class discussion(s) on current events.

B. Define explicit and implicit textual evidence. Show examples. Show slideshow: “Explicit vs. Implicit” http://www.slideshare.net/mlewis19/implicit-and-explicit-messages

Modeling:

Show examples of explicit & implicit (pics & text). https://docs.google.com/document/d/1vuTuVQKmHbcD8c5L5XV7sKWpCpK2wIYWl6y-4l9_rC8/edit

Guided Practice:

“We do together”

Students Read:  “Right Decisions, Right Now. Right?”

/webpages/jmiller/articles.cfm?subpage=1405991

Collaboration

“You do together”

(Cooperative Learning)

Students, in partners, discuss and identify explicit and implicit evidence from the text when answering the following critical-thinking question:

“Why would RJ Reynolds Tobacco Co. and other tobacco companies distribute anti-tobacco materials to schools?”   Explicit + Implicit examples.

Right Decisions outline/pics:

Real vs. Fake ads:

https://docs.google.com/document/d/1NjhbkejLwxRilmBYEcO8KKGipG8eMhl7nWczr5WOuc8/edit

Checking for Understanding

Ask random students (approx 5) to share their examples.  

Independent Practice

“You do alone”

Students are asked to look for examples over the weekend of implied and explicit pictures or text to describe or show to the class.

Active Participation

Throughout entire lesson

• ALL the students

• ALL the time

(Covert/Overt/ Combination)

All students watch the news(Overt).  All students actively participate in discussions (Overt); All students read assigned text (Overt); All students analyze text for explicit & implicit evidence (Covert). All  students will share their examples to the class (Overt).  

Closure

• Congruent to objective

• Active Participation

• Past Experience

• Student Summary

Teacher will ask random students to clarify the difference between explicit and implicit evidence. (approximately 5)

*Students summarize the lesson.

Assessment

Individual students share their explicit and implicit evidence examples from the text to the class.  

Resource(s)/Materials

cnnstudentnews.com

implicit vs. explicit slideshow: http://www.slideshare.net/mlewis19/implicit-and-explicit-messages:

Examples from ads:

https://docs.google.com/document/d/1vuTuVQKmHbcD8c5L5XV7sKWpCpK2wIYWl6y-4l9_rC8/edit

California University Press article:

/webpages/jmiller/articles.cfm?subpage=1405991

Real vs. Fake ads:

https://docs.google.com/document/d/1NjhbkejLwxRilmBYEcO8KKGipG8eMhl7nWczr5WOuc8/edit