ANTICIPATE by reviewing what “disruptive” means using the quick true/false activity on the Step-by-Step printable teacher guide. Have the class answer as a chorus. 

DISTRIBUTE one “Lookin’ for Evidence” chart to each student.  For the paper-only option, also give each student one “Lookin’ for Evidence” Reading Page. (You may wish to distribute the reading page even if you are using the Power Point option so that students can see the dialogues as well as hear them.)

TELL students they will be looking for evidence about whether band t-shirts were disruptive at Ben’s school.  They will look at three written documents, and they will listen to students and teachers give testimony.  (If not using Power Point, you will read the dialogues.) Tell students they will be using this information to make arguments about whether the band t-shirts were disruptive.

OPTION A: POWER POINT PRESENTATION

WORK THROUGH the Power Point presentation. For each piece of evidence, 1) discuss with the class whether the evidence or testimony shows the band t-shirts were or were not disruptive, and 2) have students make notes in the appropriate box on their evidence charts.  (You may need to help them figure out what to write at first.) Point out that sometimes the same piece of evidence can support either side, depending on how students frame the argument. Use your Teacher Key as a guide.

OPTION B: PAPER ONLY

READ the evidence and dialogues on the Reading Page with the class. For each piece of evidence, 1) discuss with the class whether the evidence or testimony shows the band t-shirts were or were not disruptive, and 2) have students make notes in the appropriate box on their evidence charts. (You may need to help them figure out what to write at first.) Point out that sometimes the same piece of evidence can support either side, depending on how students frame the argument. Use your Teacher Key as a guide. 

CLOSE by taking a quick poll. How many students think the evidence shows the shirts were disruptive?  Not disruptive?