Project Work

💬 Evidence Circle Rebuttals

Effective Communication Collaboration Academic Mindset Content Expertise Critical Thinking & Problem Solving Self Directed Learning CCSS.ELA-Literacy.SL.4.1 CCSS.ELA-Literacy.SL.5.1 CCSS.ELA-Literacy.W.4.9 CCSS.ELA-Literacy.W.5.9 CCSS.ELA-Literacy.RL.4.9 CCSS.ELA-Literacy.RL.5.3 CCSS.ELA-Literacy.RI.5.6 CCSS.ELA-Literacy.RI.5.3 Big Ideas Performance Tasks Real-World Challenge Learning Partners and Clients Submission Required

In small groups, students discuss whether the Locktons acted with justice or abuse of power using accountable talk cards and evidence notebooks. Each student presents a claim, responds to a different view, and cites text or research notes to support their position. The group recorder tracks strong evidence, weak evidence, and questions still unresolved.

Plan day

Day 11

Duration

45 min

Grouping

Small Group

Steps

6 steps

Lesson plan

6 steps · 45 min

#	What teachers do
1	Launch the evidence circle by naming the focus question: Did the Locktons act with justice or abuse of power, and how does that connect to unfair treatment when some people have more power than others? Model 2-3 accountable talk stems such as "I agree with ___ because...," "I want to challenge that idea with evidence...," and "What in the text makes you say that?" and briefly define rebuttal as a response that answers another claim with reasons and evidence. (5 min)
2	Ask students to review their evidence notebooks, mark one strong piece of evidence from the novel and one piece from research or historical notes, and draft a short claim. Have each group assign roles: facilitator, speaker 1, speaker 2, speaker 3 or 4, and recorder who will sort notes into strong evidence, weak evidence, and unresolved questions. (7 min)
3	Begin round 1 of the evidence circle. Each student shares a claim about the Locktons and cites at least one text detail, while the next student must respond by building on, questioning, or rebutting the idea using accountable talk cards and page-based or note-based evidence. (12 min)
4	Pause groups for a midpoint evidence check. Recorders read aloud one example of strong evidence, one example of weak or incomplete evidence, and one unanswered question, and students revise one statement so it is more specific, such as naming a character action, point of view, or historical connection. (6 min)
5	Run round 2 with a stronger challenge: students must connect the novel discussion to either Revolutionary-era power structures or a present-day example of unfair treatment connected to bias or language barriers. Encourage students to compare how different points of view might judge the same action and to explain what actions, not labels, should be judged in the upcoming trial and community hearing. (10 min)
6	Close with a quick written reflection and share-out. Students write: "My strongest claim is..." "One rebuttal that changed or sharpened my thinking is..." and "One piece of evidence I still need before the trial case is..." then 2-3 volunteers share with the class. (5 min)

Preparation (8 items)

Prepare accountable talk cards with sentence starters for agreeing, disagreeing respectfully, asking for evidence, and making a rebuttal.
Create group recording sheets with three labeled sections: Strong Evidence, Weak Evidence, and Questions Still Unresolved.
Identify and post the focus question and 2-3 discussion norms such as listen fully, cite evidence, and respond to ideas not people.
Ensure students have access to evidence notebooks, the novel, bookmarked pages or excerpts, and research notes from prior lessons.
Pre-select mixed-readiness groups of 3-4 students and assign or prepare role cards so groups can begin quickly.
Prepare one brief teacher model of a claim and rebuttal using a text detail and a historical or present-day connection.
Highlight or gather a few accessible evidence options for students who need support, including shorter excerpts, page references, or visual note prompts.
Set up a visible timer and choose a quick signal for switching speakers and ending discussion rounds.

Student-facing instructions

You will work in a small evidence circle to decide whether the Locktons showed justice or abuse of power. Use your evidence notebook, the novel, research notes, and accountable talk cards. First, choose roles in your group, then prepare one clear claim with evidence. During the discussion, you will share your claim, listen closely to others, and respond with a rebuttal, which is an answer to another idea using reasons and evidence. Your recorder will track the strongest evidence, weaker evidence that needs more support, and questions your group still has. Your goal is to test your ideas for the trial of the Locktons and for the community hearing by using actions and evidence, not just labels, to make judgments.

Success criteria

You know you are done when you have shared at least one claim and one response or rebuttal, cited at least two pieces of evidence from your notebook, text, or research notes, and helped your group sort ideas into strong evidence, weak evidence, and unresolved questions. Your group recording sheet includes at least two strong evidence notes, one weak evidence note, and one open question. Your reflection names your strongest claim, one idea that changed or sharpened your thinking, and one next step for gathering evidence.

Facilitator notes

Keep the pace brisk so students spend most of the time speaking and responding rather than listening to long directions. For varying reading levels, provide page-marked excerpts, partner support, visuals, or pre-written evidence strips students can sort and cite. Encourage students to use short direct quotations or paraphrases if full quoting is difficult. Watch for common pitfalls such as opinions without evidence, repeating the same point, or responding to the person instead of the idea; redirect with prompts like "What is your evidence?" or "Which action are you judging?" If groups struggle, pause for a mini-reset and model how to compare two viewpoints about the same event. If students are ready for enrichment, ask them to connect a rebuttal to how Legal Aid of Delaware or community center staff might want evidence explained clearly and respectfully for a real audience.

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