Monday 11/12/2018 and Tuesday 11/13/2018: Building Background

Learning Targets:
  1. I can observe how evidence is found on a television episode.
  2. I can accurately identify the difference between the evidence that's observed, and the inference characters make. 
Materials and Activities
  1. NCIS Season 3, Episode Whatever: Frame Up
  2. Evidence: Observe and Infer Graphic Organizer

To start our murder mystery unit, we'll use an episode of NCIS that is an excellent example of our literal use of  "evidence" based claims. As we watch, we'll pause once every five minutes [eight pauses total] to examine the evidence that the characters find, and the inference that they make based on the evidence. At this point, students are just observing and reporting to get the hang of how "real" forensic scientists and police officers make inferences based on evidence.
Engagement Protocols
  1. Turn and Talk
  2. Think, Write, Pair, Share
Differentiation
Spanish subtitles available on the DVD
Spanish-speaking students paired with bilingual partners to allow engagement in the engagement protocols.
Assessment and Data
This lesson plan assesses low-level DOK understanding, because students just need to recognize the evidence and inferences made by the characters. This is purposely intended to be easy so that when students examine our in-class crime scene, students have had at least eight positive examples of the skill they're expected to demonstrate. If students accuracy is below 75%, we'll modify the assignment for the second day by giving them the evidence, and working whole-class to identify the inference.

Wednesday 11/14/2018: Channeling our Inner Abby

Learning Targets
  1. I can identify a suspect by
    1. evidence
    2. alibi
    3. motive
    4. means
    5. forensic
    6. observe
    7. ​infer
Materials and Activities
  1. Vocabulary Response-Card Slides
  2. Evidence Analysis Station Activity Materials
  3. Evidence Analysis Station Activity Images
  4. **Steph's Sub Plans

​There are two components to today's lesson. First, we'll make sure students can talk the talk before they walk the walk. They'll participate in a vocabulary response-card activity in which I will share a description of an "evidence" based term, and as a group, they will need to identify the term. We will move on once 100% of groups have successfully answered 100% of the words.

Once students can talk the talk, they'll travel to each of six stations to practice each type of crime-scene evidence analysis. 
Engagement Protocols
  1. Response-Card
  2. Station Activity
Differentiation
  1. ENL students will have bilingual definitions and words for the response-card activity, so for them, they aren't expected to hear and remember every single unfamiliar word, and so they don't have to choose based only on my verbal descriptions in English.
  2. Station activity materials will be bilingual.
Assessment and Data
The response card activity regulates its own data, as we don't cross off a word until 100% of groups know each word. We will add an additional element to our data analysis: how long it takes each class to successfully get all the words correct.

The station work will aggregate into a Google Form so we can identify which crime-scene evidence analysis students are strongest or weakest in. That data will be shared with students to open class tomorrow, and depending on the needs, we'll reteach the weakest 1-3 skills.

Thursday 11/15/2018: Examining the Scene

Learning Targets
  1. I can apply my new-found forensic knowledge to a "real" crime scene.
  2. I can observe and record evidence I find objectively and factually.
  3. I can make informed inferences based on evidence.
Materials and Activities
  1. "Crime Scene" evidence and materials.​
  2. Evidence: Observe and Infer Graphic Organizer

Now that we can talk the talk, it's time to walk the walk. Our classroom will  be set up like a crime scene! There will be evidence around the classroom, and students will spend time walking around while they observe and record exactly what they see, where it is located, and any other pertinent, factual information in the "observe" column of their graphic organizer.

After several minutes of intense crime scene note taking, we'll retire to our groups to make some inferences, and to record them in the "inference" column of our graphic organizer. Our goal will be to keep the inferences as evidence based as possible, while still trying to paint an accurate picture of this crime.
Engagement Protocols
While there are no formal engagement protocols in this lesson, the novelty of applying the ELA skills to a crime scene, the structured chunking of time, and the collaboration and cooperation will keep students engaged throughout.
Differentiation
All "crime" scene evidence is bilingual.
Spanish-speaking students paired with bilingual partners to make inferences.
Discussions of evidence can happen in Spanish or English.
Many images to support and transcend language.
Assessment and Data
We hope to match the proficiency rate students were able to achieve using the observe and infer graphic organizer as a structured notes sheet during the NCIS episode with this much more difficult task of observing and inferring themselves.

Friday 11/16/2018 & Monday 11/19/2018: Articulating an Evidence-Based Claim

Learning Targets
  1. I can select well-chosen evidence to support a claim.
  2. I can organize and articulate an evidence-based claim.
Materials and Activities
  1. Scrap Paper
  2. Poster Paper
  3. Observation / Inference Graphic Organizer
Students will use their observation and inference graphic organizers to analyze all the information they have about the crime, and to put the pieces together to form an evidence-based claim. They'll be expected to emphasize the evidence most important to their claim, as well as refute any evidence that could be used as a counter-claim. 

They'll organize their claims on the scrap paper, preparing to present them in the form of a modified four-corner's discussion on Tuesday.
Engagement Protocols
​No formal engagement protocols are used during this lesson.
Differentiation
All "crime" scene evidence is bilingual.
Spanish-speaking students paired with bilingual partners to make inferences.
Discussions of evidence can happen in Spanish or English.
Many images to support and transcend language.
Assessment and Data
Given that this is a structured work day, no formal assessment will be given, but constant monitoring will be used to ensure:
  1. A logical organization of the evidence-based claim.
  2. A emphasis on well-chosen evidence, and sound-minded inferences.
  3. Reminders about the importance of refuting counter claims.
Also, our standard productivity look-fors:
  1. Eyes on the papers and materials.
  2. Hands on learning materials.
  3. No more than 10% off-task talking.
  4. Frequent use of domain-specific vocabulary in discussions.
  5. Regular advances on the physical work

Tuesday 11/20/2018: Catching a Murderer

Learning Targets
  1. I can present an evidence-based claim using compelling language and well-chosen evidence.
Materials and Activities
  1. Oral presentation rubric
  2. Evidence-based claim posters
​Students will present their evidence-based claims and attempt to convince the "jury" (their classmates) that their version of events is the most accurate.
Engagement Protocols
No formal engagement protocols are used during this lesson.
Differentiation
This is a presentation day, differentiation happened in the previous lessons to allow students to present successfully.
Assessment and Data
This is the first time we're using our oral presentation rubric. Each time we use the rubric, we expect to see growth towards the level five presenting skills. Because this is the first time students are presenting, they'll receive full credit for accomplishing even a level three on the rubric, because presentation skills have not been taught or developed yet. Like extended writing, we'll  track presentation skills throughout the year using this tracking sheet.
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