William

Paterson University notebook files - ordering

College of Education

Teacher Candidate Name: Lilly Ryden School: Garfield Middle School Grade: 8th Date of Lesson: 10/09/2014

Topic: Forensic Science Concept: Inference
Essential Question(s): 1. How does the forensic evidence within The Tell-Tale Heart infer the narrators innocence or guilt? 2. How does forensic science
enable us to see the unseen?

Standard/s):
Learning objective(s):
Assessment(s): (rubric attached)

Questions to be asked throughout the lesson:
Identify multiple forensic
NJCCCS 5.1.8.A.3
science
t
echniques
a
nd
e
xplain
Use scientific principles and
Is the narrator insane? Is he reliable?
how they are used.
models to frame and

synthesize scientific arguments
Did the narrator really kill the old man?

Discover how forensic

and pose theories.
evidence is used to make

What is forensic science? Forensic evidence? Fingerprinting? Hairs and
inferences and draw
NJCCCS 5.1.8.B.1
fibers? Blood evidence? UV lighting?
conclusions.
Design investigations and use

When might fingerprinting be used? Hairs and fibers? Blood evidence?
scientific instrumentation to

Assess
t
he
i
nnocence
o
r
g
uilt
o
f
UV lighting?
collect, analyze, and evaluate
the narrator in The Tell-Tale
evidence as part of building and
How is forensic evidence used to make inferences and draw conclusions?
Heart based on textual
revising models and
evidence and forensic science
explanations.
What forensic evidence could be utilized throughout the text that could
techniques.
determine the narrators innocence or guilt?
CCSS.ELA-Literacy.RL.8.1

Cite the textual evidence that
Write an opinion piece arguing
Is there enough forensic evidence to determine the narrators innocence
most strongly supports an
the narrators innocence or
or guilt? Explain.
analysis of what the text says
guilt, using evidence to
explicitly as well as inferences
strengthen the claim.
drawn from the text.



CCSS.ELA-Literacy.W.8.1.b
Support claim(s) with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or
text.


Planning:

Teacher Resources: Pinterest (for planning ideas), http://sciencespot.net/Pages/classforsci.html#powerevid, Smart Board or Power Point presentation (will have
Power Point presentation prepared in case Smart Board is not functional)
Academic Vocabulary: Forensic science, forensic evidence, fingerprinting, hairs and fibers, blood evidence, UV lighting
Materials: Student textbooks (The Tell Tale Heart story,) graphic organizers, handouts of the vocabulary terms, pens/pencils, old newspapers (to create the bulletin
board,) tape, poster board (for the CSI banner.)
Technology: Smart Board, Power Point
Groupings: Two mixed ability groups of about 10
Student prior knowledge needed: Prior to this lesson, students will have read and studied Edgar Allan Poes The Tell Tale Heart.
Co-Teaching Strategy(s): One teach, one assist; Parallel Teaching (during the group portion of the lesson.)

Teaching and Learning

Process:

ENGAGE (5 mins)

Teacher
What questions will you ask? What will you do, say, and/or
write? What tools will you use?
The teacher will engage the class by asking them a series of
questions related to the narrator from The Tell-Tale Heart.
This will ultimately lead to the question, Did the narrator
really kill the old man in the story?

EXPLORE (20 mins) After the questioning has been completed, the teacher will
then begin to explain how in many modern day crime
investigations, forensic science/evidence is used to solve
crimes. The teacher will also explain that forensic
science/evidence has sometimes been used to prove
people innocent who were previously found guilty. The
teacher will then go over the vocabulary terms and ask the
students to think of examples of when each might be used.
The cooperating teachers will assist in handing out the
vocabulary terms to the students.
EXPLAIN (30 mins) The teacher will split the class in half (straight down the
middle of the room.) The teacher will then take one side of
the room while one of the cooperating teachers will take
the other side of the room. The remaining cooperating
teachers will hand out graphic organizers to the students
and may then circulate during the activity. Each teacher will
work with their group to analyze the text and look for
possible places where a forensic science technique could be

Students
What will students do? What tools will students use? Where in the
classroom are the students? How will students be grouped?
Students will be at their desks during this time. They will participate by
answering the questions about the narrator. During this time they may
turn and talk to discuss their thoughts with one another.


Students will remain at their desks during this time. They will receive
handouts of the vocabulary terms and may take notes in their notebooks.
Students will also be asked to think of examples of each forensic science
term/technique by turning and talking. They may ask any questions they
have during this time and may also discuss questions with their partners
during their turn and talk moments.

Students will be split into two groups. Every student will then be provided
with graphic organizers that will help them keep track of textual citations,
forensic techniques to be used, how said techniques would be employed,
and whether that would prove the narrators innocence or guilt. Students
may look at their vocabulary handouts in order to assist them. As the
students read through the text, they will be asked to note and discuss
points where a forensic science technique could be employed to
prove/disprove the narrators innocence. Any points within the text that

EXTEND (5 mins)

utilized in order to prove the narrators innocence or guilt.

Any portion of the text that is ambiguous or needs
clarification will be acted out by students within their
groups. After each group has finished analyzing the text,
the groups will share and discuss what they were able to
discover.
The teacher will hand out exit slips to the class.

EVALUATE
(ongoing)

Evaluation of students will occur throughout the lesson by

both the teacher and cooperating teachers.

are ambiguous or unclear can be acted out by students within the groups
in order to help their group-mates better visualize what is occurring.
Student actors may rotate in the acting (no designated actors) so that
multiple group members can have a turn. Once each group has finished
analyzing the text, the groups will share and discuss what they were able
to discover.
Students will be seated at their desks. They will be given exit slips that ask
the following question: Based on the forensic evidence you gathered, do
you believe the narrator is innocent or guilty? Explain.
Students will be evaluated during the engage, explore, explain, and extend
portions of the lesson. During these portions, student learning will be
evaluated through student monitoring, questioning, and participation.
Students will also be evaluated using the rubric.

**THE
FOLLOWING
DAY**

The teacher will provide students with a mock newspaper

Students will be provided with a mock newspaper article detailing the
article detailing the events from The Tell-Tale Heart. The
events from The Tell-Tale Heart. The students will then be asked to write
teacher will ask the students to write an opinion piece
an opinion piece (letter to the editor) in response to the news article
(letter to the editor) in response to the news article either
either defending or accusing the narrator. They must cite forensic
defending or accusing the narrator. Student work will be
evidence in their claim.
displayed on the bulletin board.
Differentiated Instruction:
Students will be provided with handouts of the vocabulary terms.
Various visuals (Power Point, pictures within the Power Point, graphic organizers, etc.) will be used throughout the lesson in order to facilitate
learning.
Students will be broken up into mixed ability groups during the group activity.
Students will act out portions of the text within their groups in order to gain a concrete understanding of the text.
Students will be provided with written, verbal, and visual directions for completing their group activity.
*******Analysis of Student Learning and Reflection To be completed AFTER lesson implementation*******
Students were able to
Evidence
How can I improve upon this lesson and what are the implications for future lessons and my own professional development?

RUBRIC:
CATEGORY

Contributions

4
Routinely provides useful
ideas when participating
in the group and in
classroom discussion.

3
Usually provides useful
ideas when participating
in the group and in
classroom discussion.

Group Focus

Student consistently stays

focused on the task and
what needs to be done.

Student focuses on the

task and what needs to be
done most of the time.

Understanding of Key
Terms

Student fully understands

the meanings and
differences between
various forensic science
techniques.

Inference Making

Student is able to pair

evidence from the text
with appropriate forensic
science techniques in
order to infer the
narrators innocence or
guilt.

Letter to the Editor

Student successfully
states their opinion and
uses evidence to back up
their claim. Writing is
coherent and logical.

Student understands the

meanings and differences
between various forensic
science techniques with at
least 80% accuracy.
Student is able to pair
evidence from the text
with appropriate forensic
science techniques in
order to infer the
narrators innocence or
guilt with at least 80%
accuracy.
Student is fairly
successful in stating their
opinion and uses some
evidence to back up their
claim. Writing is coherent
and logical.

Sometimes provides
useful ideas when
participating in the group
and in classroom
discussion.

Rarely or never provides

useful ideas when
participating in the group
and in classroom
discussion. May also
refuse to participate.

Student focuses on the

task some of the time.
Other group members
must sometimes remind
this person to stay ontask.
Student understands the
meanings and differences
between various forensic
science techniques with at
least 60% accuracy.
Student is able to pair
evidence from the text
with appropriate forensic
science techniques in
order to infer the
narrators innocence or
guilt with at least 60%
accuracy.
Student is fairly
successful in stating their
opinion but does not use
evidence to back up their
claim. Writing is coherent
and logical.

Student rarely focuses on

the task and what needs to
be done. He/she lets
others do the work.
Student understands the
meanings and differences
between various forensic
science techniques with
less than 60% accuracy.
Student is able to pair
evidence from the text
with appropriate forensic
science techniques in
order to infer the
narrators innocence or
guilt with less than 60%
accuracy.
Student is not successful
in stating their opinion
and does not use evidence
to back up their claim.
Writing is incoherent and
illogical.