Barnes Savannah Edu 412 Disciplinary Literacy Lesson Segment Template

Barnes, Savannah EDU 412 – Disciplinary Literacy Lesson Segment Template
Directions: See Assignment Sheet and rubric on Canvas for details.
Lesson Segment Checklist:

o 3 complete lesson plans
o Attach Summative Assessment Evaluation Criteria
o Attach all Instructional Materials
o Write your reflection in the box located after Lesson 3 (at the bottom of this template)
Lesson 1
Planning
Essential Question Why is true crime so addicting?
- What is the essential question that

this lesson addresses?
Polls have shown over half of Americans enjoy true crime, and 13 percent of people call it their favorite genre. The
- What is the core purpose of the purpose of this unit is investigate what makes true crime so addictive.
lesson that includes the strategies and
skills necessary to accomplish the
deeper learning in the standard?
Sequencing This will be an introductory lesson.
- How does this lesson fit into the

larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards SS.Inq3.b.h Support a claim with evidence using sources from multiple perspectives and media (electronic, digital,
1
print, and other mass media).
List the complete, relevant grade-level

standard(s).
Learning Target(s) and Learning By the end of the lesson, students will be able to:
Objective(s)
- Choose your learning target(s) and

objective(s) based on the relevant state Define true crime and explain its origins as a literary genre.
learning standard(s). Identify key figures and events that influenced the development of true crime.
- Write focused targets and objectives Analyze the social and cultural factors that contributed to the rise of true crime in different historical periods.
that describe the specific learning
outcome (what students should be able
to do as a result of the lesson).
We will examine the origins of true crime and reflect on why it is so popular.
- Be sure they are stated in observable
and measurable terms (e.g., ABCD+T).
Grouping This lesson will be taught to the class as a whole with periods of groupwork in their table groupings.
Describe how and why students are Students will be seated in assigned seats which were purposefully assigned to blend abilities and pair advanced
grouped based on learners with struggling learners.
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or

social-emotional, behavioral, language
acquisition
Co-Teaching Strategy N/A
2
Does this lesson involve co-teaching?
If not, state N/A. If yes, identify the
co-teaching model and what role each
teacher will play.
-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching
Differentiation Content- Lesson presented in various formats, shared document started for students to use as a review tool when
creating their final project.
Describe how you will meet individual
students’ needs by adjusting the
content, process, product, and
environment based on their readiness,
interests, and learning preferences. Process- Students can work with a partner on the excerpt activity, material will be summarized after reading to make
sure everyone gets the gist of it.
Product- Question for exit ticket is personal question based on experience. Grade is based on answering both
prompts.
Environment- Students are seated in assigned seats with table groupings based on partnering advanced learners with
struggling learners.
3
Assessment
Formative Assessment Students will complete an exit ticket, where the write a paragraph about the first true crime story they can remember
being sensationalized, why it stood out to them and why it was sensationalized.
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice Exit ticket will show that students are understanding the connection between true crime and sensationalism or if the
assessments connect directly with the topic needs to be revisited and explained in a different way.
lesson objective.
Formative Evaluation Criteria This will count as a participation grade, 10 points for addressing both parts of the prompt, 5 points if only one prompt
is addressed, no points if not completed.
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,

rubric, observation criteria, or other
measure.
Summative Assessment Students will work with a group to write their own true crime episode about a topic of their choosing in either a
podcast, documentary, or in short story form.
How will students demonstrate
mastery of the standard?
Note: This assessment does not have to

occur during/after this lesson but in
upcoming lessons.
Summative Evaluation Criteria See Rubric
4
evaluate learning?

measure.
Procedures
Opening: Introduction and Say Hello to students,

Connection to Previous Learning
Have everyone take a seat, won’t need laptops yet.
● Anticipatory Activity (Hook)
● Activate prior knowledge. Start the lesson off with this Murder Show clip
● Be sure students understand
procedures and instructions for the Ask students if they like any true crime shows, podcasts, series, etc.
lesson.
● Establish clear expectations. Ask students to volunteer their favorites and describe what they like about them.
● Model concept.
The groupings/instruction/lesson What is the first example of a true crime story that stands out to them?
progression may look different in
different parts of the lesson!
During: Lesson Progression Ask students if they know when/how true crime started. Have students read this article on early cases of
sensationalized true crime.
In this portion of the lesson, you will
be letting go and letting students What stands out to them.
engage in productive struggle;
engaging in gradual release (“I do, we On the board, start a few lists. Parts of a true crime story, what makes the true crime genre unique, specific examples
do, you do”), inquiry, guided or of speech or formatting used and what feelings they evoked.
independent practice, or other learning Watch this clip on the science behind the interest in true crime.
methods. Please write what you are
5
looking for in terms of: Have students open up this document on sensationalism.
● Students’ thinking and how Read the first three pages and then focus on the text excerpts. (centered paragraphs)
they will start the lesson.
● Provide appropriate support While they are reading, have students take note of specific wording used, and the feelings that specific group of
(not explaining how to do it). words invoked.
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting
or modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Closing: Wrap-Up and Extension Start a shared google doc and start an organizer with one column presenting the specific text and the other column
the feelings invoked.
End the lesson with a final review of
key ideas and knowledge. This is Have students share what wording stood out to them and why it stood out, including the feelings they thought the
where you have students talk about author was intending to invoke.
their thinking and share strategies with
the whole class. It’s important to name As an exit ticket, have students write a paragraph about the first sensationalized true crime event that they can recall.
strategies and use academic vocabulary Ask them to be specific about why this particular case stood out to them and what about it was sensationalized.
here, extending the lesson to broader
ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
6
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional Murder Show clip

Resources or Materials
article on early cases of sensationalized true crime
- List and provide a brief rationale for
all necessary lesson resources and clip on the science behind the interest
materials. If not original, cite the document on sensationalism
source.
- Attach/link a copy of all materials the

teacher and students will use during
the lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on.
Supplies, Equipment and Students will need laptops, notebooks, and a writing utensil.
Technology
- List all other supplies that need to be

available.
Lesson 2
Planning

7
Sequencing This lesson will be towards the middle of the unit. We will already have covered the origins of true crime and what
sensationalism is, now we will be looking at some examples together to concoct a list of what we think are the main
- How does this lesson fit into the elements of a good true crime story/podcast/documentary, etc.
differences).
standard(s).
Learning Target(s) and Learning Students will be able to critique true crime writing and identify specific techniques that make true crime so
Objective(s) captivating.
- Choose your learning target(s) and We will analyze an excerpt of in cold blood for specific writing techniques and decipher the authors intent with
objective(s) based on the relevant state specific examples from the text.
learning standard(s).
We will choose a true crime selection on our own, evaluate what makes this specific selection good or not good and
- Write focused targets and objectives give specific examples from the text along with our own interpretations of what the intent of a particular technique
that describe the specific learning was an if it was effective.
8

randomized

acquisition

teacher will play.

Team Teaching
9
Differentiation Content- Students will be able to choose their selection to analyze.
Describe how you will meet individual Process- First we will analyze the excerpt from In Cold Blood together, where I will explicitly model my analysis
students’ needs by adjusting the before sending students to do their own analysis.
environment based on their readiness, Product- Students will be provided with instructions and a rubric of specific requirements for this activity.
interests, and learning preferences. Environment- Students can choose where they want to work in the room or in the hall outside of the classroom.
Assessment
Formative Assessment Students will submit their analysis of their selection.
- How will you monitor student Their analysis will include their critique of their selection and identify the writer’s techniques that made it good or
learning throughout the lesson? where they could have improved.
- Be specific about how your practice True Crime Selection Analysis Assignment Sheet
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Grading Rubric for True Crime Selection Analysis

evaluate learning?

measure.
10
How will students demonstrate podcast, documentary, or in short story form.

upcoming lessons.
Summative Evaluation Criteria See Rubric

evaluate learning?

measure.
Procedures
Opening: Introduction and Say hello to students and play this opening video as a quick ice breaker, interest builder.
One recent case that made national headlines and was closely followed by social media was Gabby Petito.
● Activate prior knowledge. Play this short clip.
procedures and instructions for the Ask students to share what they knew/heard about the case, why they think it was such a viral case, etc.
lesson.
● Establish clear expectations. Introduce the granddaddy of true crime and have students open up In Cold Blood Excerpt , hand out printed Graphic
● Model concept. Organizer.
The groupings/instruction/lesson
progression may look different in I will read this entire text aloud to the class, stopping along the way to complete a graphic organizer on the overhead
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different parts of the lesson! with both my own thoughts and any volunteered from the class on specific wording used, the others intent, and the
feelings invoked.
During: Lesson Progression I will go over the assignment sheet and explain the activity that students are going to complete today.
In this portion of the lesson, you will Students are able to pick their own true crime case and spend the rest of the period working on this analysis activity.
be letting go and letting students
engage in productive struggle; Students should be able to submit their work by the end of the period, more focus on the activity on comprehension
engaging in gradual release (“I do, we of what elements make a true crime case good, media worthy, why their specific presenter nailed it or failed it.
do, you do”), inquiry, guided or
independent practice, or other learning
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how

● Provide appropriate support
(not explaining how to do it).
extensions.
academic language.
students.
Closing: Wrap-Up and Extension Students will have the rest of the period to finish this activity. Teacher will perform frequent visual assessment to
ensure students are on task and periodically ask if anyone needs help or is stuck to ensure everyone knows what they
12
End the lesson with a final review of are supposed to be doing and understands nobody needs any additional help.
key ideas and knowledge. This is
where you have students talk about
the whole class. It’s important to name
strategies and use academic vocabulary
ideas.
learners.
it.
include.
Curricular and Instructional opening video as a quick ice breaker

Gabby Petito clip
all necessary lesson resources and In Cold Blood Excerpt
materials. If not original, cite the printed Graphic Organizer.
source.

13
Supplies, Equipment and Students will need laptops, headphones and writing utensils.
Technology

available.
Lesson 3
Planning

Sequencing This lesson will be towards the end of the unit as start to prepare for our final project.
- How does this lesson fit into the

14
differences).
standard(s).
Learning Target(s) and Learning Students will be able to identify what elements go into a good true crime story and implement them in their writing.
Objective(s)
We will retell a story as if it were a true crime using the specific techniques of a true crime writer.
- Choose your learning target(s) and
objective(s) based on the relevant state
learning standard(s).
- Write focused targets and objectives

that describe the specific learning

randomized

acquisition
15

teacher will play.

Team Teaching
Differentiation Content: Students will suggest their favorite Disney Movies and will be randomly assigned a selection from the
suggestion pool they created.
Describe how you will meet individual
students’ needs by adjusting the
environment based on their readiness,
interests, and learning preferences. Process: Before starting the activity, we explicitly discuss what students should include in their writing, and write the
rules of good true crime writing on the board for students to refer to during the activity.
Product: Students will be graded as a group, they can work together on the assignment.
Environment: Students are able to pick who they want to work with.
16
Assessment
Formative Assessment Students will submit their group writing activity at the end of class.
- How will you monitor student

learning throughout the lesson?
- Be specific about how your practice

assessments connect directly with the
lesson objective.
Formative Evaluation Criteria This a practice activity to prepare students for final project, so this particular grade will be graded as complete or
incomplete and will count as 10 point of participation.
evaluate learning?

measure.
podcast, documentary, or in short story form.
How will students demonstrate

upcoming lessons.
Summative Evaluation Criteria I will use an analytic rubric to grade the final project.
17
- What material(s) will you use to See Rubric
evaluate learning?

measure.
Procedures
Opening: Introduction and Say hello to the class.

Before starting the activity, ask students to list their favorite Disney movies. Get a list of 10 or so.
● Activate prior knowledge. Have students read this article.
procedures and instructions for the While students are reading this article, write movie names on slips of paper.
lesson.
● Establish clear expectations. After students have read the article, have students relay the rules of a good true crime back to you in your own words.
● Model concept.
The groupings/instruction/lesson Introduce today’s activity. The goal of today is to retell these Disney movies as if they were a true crime podcast or
progression may look different in documentary using the rules from the article/board.
different parts of the lesson! Students will type up their story plans or scripts, and submit their work as a group at the end of class.
Have students divide into pairs or groups of three and hand out the slips of paper.
During: Lesson Progression Students will have about 30 minutes to work on this activity and will share what they came up with to the class in the
last 10ish minutes.
In this portion of the lesson, you will
be letting go and letting students As students work, teacher walks around, offering help as needed.
engage in productive struggle;
18
engaging in gradual release (“I do, we Teacher will use visual assessments to ensure everyone is on task.
do, you do”), inquiry, guided or
independent practice, or other learning Towards the end of class, ask students if they are finished or need a few more minutes. If students are ready, go
methods. Please write what you are through groups, if students need more times, give them a few more minutes.
looking for in terms of: After students finish sharing what they came up with, offer specific feedback on what they did well or what they
● Students’ thinking and how could do to improve.
● Provide appropriate support
(not explaining how to do it).
extensions.
academic language.
students.
Closing: Wrap-Up and Extension Remind students to submit their writing activity, tell everyone they did good work, have a good day and dismiss the
class.
End the lesson with a final review of
key ideas and knowledge. This is
where you have students talk about
the whole class. It’s important to name
strategies and use academic vocabulary
ideas.
19
learners.
it.
include.
Curricular and Instructional article on the rules of a good true crime.


all necessary lesson resources and
materials. If not original, cite the
source.

Supplies, Equipment and Students will need their laptops and access to the internet.
Technology

available.
Reflection
20
Prompt (500+ words) Write a reflection about the following topics
1. Describe where and how your students clearly engaged in the following disciplinary literacy areas: reading and writing (both required) and inquiry
or collaboration (choose one). In other words, how does your lesson plan incorporate disciplinary literacy and allow students to participate in that
discipline in authentic ways?
o To explain how the reading and writing and inquiry or collaboration that occurs in your lesson plans represents disciplinary literacy, use
the “shifts” in disciplinary literacy described in the gray boxes in the chapter as evidence:
 Chapter 2 Reading: pg. 15
 Chapter 3 Writing: pg. 64
 Chapter 4 Inquiry: pg. 106
 Chapter 5 Collaboration pg. 153
2. How do your two lesson ideas you incorporated from the textbook represent reading, writing, inquiry or collaboration within your discipline?
o Use specific examples and details from your lesson plan to explain your thinking.
My lesson revolves around true crime, particularly what makes true crime good. In this unit, we will examine various formats of true crime, and
analyze them for the specific techniques used to sensationalize the story. By the end of the unit students will write their own true crime story, based on
an event of their choosing.
We will explore the author; intent with the usage of specific words or phrases, punctuation and format of writing and determine what feelings
this style or technique was meant to incite. In lesson one we read an article examining a 16 century German pamphlet, one of the first printed cases of a
horrific crime being sensationalized in print. We will discuss the history of the case, the authors intent in sharing this crime story, and analyze what
specific words of phrases he used that made this text stand out to historians as early sensationalism. Another text excerpt we will examine for specific
technique from one of the original crime novels, In Cold Blood. For this text, I read it aloud to the class as they read along, and then model an analysis of
the text using a graphic organizer to specifically note techniques and their implications. Students then complete their own analysis on a source of their
choosing. We will further examine various cases, particularly noting why a specific case, series, podcast or novel is so popular and what specific
techniques are used that makes an example so enticing. Chapter 2 recommends introducing multiple differing texts specific to the field and examining
what techniques or writing styles are used that make them unique to the field.
The summative assessment for this class requires students to create their own true crime. Students will be required to research a specific event
or case, get as detailed information as they can, and then turn their research into story form which is then relayed in some sort of presentation in either
a documentary, podcast or short story format. Students will not have to choose a murder case, or even a real case. Though they are not mentioned in
the lesson plans presented, we will examine a few satirical examples as well to break up the death, violence, and despair. Every other week, we will
utilize material that is a little outside the box but related, such an episode of the true crime mocumentary ‘American Vandal’ and segments from the
Tiger King, particularly those involving Joe’s beef with Carol Baskins, as that was what ultimately landed him in jail. We will also watch the parts on
Carol Baskins and her missing husband, as the open ending and ridiculousness of the story would be perfect material for a student who struggled to
find something else to work with to utilize for their final project.
The students write regularly in this unit, which is the first suggestion from Chapter 3 and collaborate on creative projects meant to practice
techniques from the field as is mentioned in Chapter 5 as well. In the third lesson, students work with a group of their choosing to rewrite the plot of a
Disney movie into a true crime story. At the beginning of the class, students name their suggestions of their favorite Disney movie, which I then write
down onto slips of paper to randomly assign a movie to the groups. Students collaborate creatively with their peers in this activity to incorporate all
21
the elements of a true crime into their new narrative. In this activity, students are writing as if they were true crime producers. The goal of the project
will be for students to keep the storyline as accurate as possible, but to tell it with the specific techniques used by true crime writers to sensationalize
their stories, which will thereby change the way the story is told. A quick example of this would be:
Episode opens with a closeup shot of a smiling Ariel.
Narrator: On a festive afternoon, composer Sebastian nervously watched for his last missing performer. Where was Ariel? Ariel, who was often late, was late again,
but this time was different. This time Sebastian was filled with dread.
*Sebastian on screen, speaks-I knew right from the start something was wrong. That girl was always getting into trouble.. obsessed with humans..
*Back to panning various framed images of Arial*
Narrator: Ariel was nowhere to be seen. Sebastian’s uncertainty turned to fear as the hours creeped by. Where was Ariel? He would have his answer soon enough.
Students will show their understanding of how true crime differs from other forms of writing by presenting well-known, not true crime
stories, into a true crime format by inserting all the relevant elements that are present in true crime stories we have studied throughout
the unit in this practice activity and again more in depth with their summative assessments.
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Barnes, Savannah EDU 412 – Disciplinary Literacy Lesson Segment Template

Directions: See Assignment Sheet and rubric on Canvas for details.

Lesson Segment Checklist:

Essential Question Why is true crime so addicting?

- What is the essential question that

Sequencing This will be an introductory lesson.

- How does this lesson fit into the

List the complete, relevant grade-level

- Choose your learning target(s) and

- ability, interest, IEP goals, social or

Co-Teaching Strategy N/A

-One Teach, One Observe; One Teach,

- Attach a copy of your checklist,

Note: This assessment does not have to

Summative Evaluation Criteria See Rubric

- Attach a copy of your checklist,

Opening: Introduction and Say Hello to students,

Curricular and Instructional Murder Show clip

- Attach/link a copy of all materials the

- List all other supplies that need to be

Essential Question Why is true crime so addicting?

- Be sure they are stated in observable

- ability, interest, IEP goals, social or

Co-Teaching Strategy N/A

Does this lesson involve co-teaching?

-One Teach, One Observe; One Teach,

Formative Assessment Students will submit their analysis of their selection.

- What material(s) will you use to

- Attach a copy of your checklist,

Note: This assessment does not have to

Summative Evaluation Criteria See Rubric

- What material(s) will you use to

- Attach a copy of your checklist,

● Students’ thinking and how

Curricular and Instructional opening video as a quick ice breaker

- Attach/link a copy of all materials the

- List all other supplies that need to be

Essential Question Why is true crime so addicting?

- What is the essential question that

- How does this lesson fit into the

- Write focused targets and objectives

- Be sure they are stated in observable

- ability, interest, IEP goals, social or

Does this lesson involve co-teaching?

-One Teach, One Observe; One Teach,

- How will you monitor student

- Be specific about how your practice

- Attach a copy of your checklist,

Note: This assessment does not have to

- Attach a copy of your checklist,

Opening: Introduction and Say hello to the class.

Curricular and Instructional article on the rules of a good true crime.

- List and provide a brief rationale for

- Attach/link a copy of all materials the

- List all other supplies that need to be

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