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    Lesson Plan 3 1

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    api-438743132
    This 45 minute ELA lesson focuses on teaching 11th grade students how to write an argumentative essay. Students will analyze a critical text to identify evidence for claims and counterclaims. Working in groups, students will practice finding different types of evidence and organizing an argument. The lesson teaches students how to use a Persuasion Map to outline their argument, including an introduction, main points, examples, and conclusion. Students will then work independently to create their own Persuasion Map analyzing a provided article.

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    Lesson Plan 3 1

    Uploaded by

    api-438743132
    22 views5 pages
    This 45 minute ELA lesson focuses on teaching 11th grade students how to write an argumentative essay. Students will analyze a critical text to identify evidence for claims and counterclaims. Working in groups, students will practice finding different types of evidence and organizing an argument. The lesson teaches students how to use a Persuasion Map to outline their argument, including an introduction, main points, examples, and conclusion. Students will then work independently to create their own Persuasion Map analyzing a provided article.

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    This 45 minute ELA lesson focuses on teaching 11th grade students how to write an argumentative essay. Students will analyze a critical text to identify evidence for claims and counterclaims. Working in groups, students will practice finding different types of evidence and organizing an argument. The lesson teaches students how to use a Persuasion Map to outline their argument, including an introduction, main points, examples, and conclusion. Students will then work independently to create their own Persuasion Map analyzing a provided article.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    22 views5 pages

    Lesson Plan 3 1

    Uploaded by

    api-438743132
    This 45 minute ELA lesson focuses on teaching 11th grade students how to write an argumentative essay. Students will analyze a critical text to identify evidence for claims and counterclaims. Working in groups, students will practice finding different types of evidence and organizing an argument. The lesson teaches students how to use a Persuasion Map to outline their argument, including an introduction, main points, examples, and conclusion. Students will then work independently to create their own Persuasion Map analyzing a provided article.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Date:​ 22 February 2020 Teachers Name:​ Bella Melnikov

    Subject:​ ELA Grade Level: ​11th

    Unit:​ Argumentative Essay Lesson Length: ​45 min

    Central Focus:
    This learning segment will focus on the analysis of the critical text that focuses on critical events.
    Through the text, they will be required to pinpoint different pieces of evidence in order to
    construct a proper claim and counterclaim of different academic articles. They will be working
    together in groups in class to practice different forms of evidence identification and organization
    practices of an argumentative paper. It is important for students to have an understanding of their
    own political standpoint based on these critical texts and develop an unbiased perspective of
    them through the formation of counterclaims and their own personal claims.

    Lesson Title​:
    For unit​, 3 out of 5:

    Essential Question(s):​ How do you find proper evidence for your claim? How do you form an
    argumentative thesis?

    Learning Standards:
    WHST1b: Develop claim(s) and counterclaims objectively and thoroughly, supplying the most
    relevant data and evidence for each while pointing out the strengths and limitations of both
    claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's
    knowledge level, concerns, values, and possible biases.

    Pre-Assessment: N/A
    Learning Objectives​: Students will: Assessments​:
    ● Together annotate critical current ● Do Now: Students will answer
    events text questions on the board, that is
    ● Organize their thoughts using the reflective of the prior class. They
    persuasion map should be prepared to share.
    ● Formulate a claim. ● Class Work: Students will read the
    given article and establish an
    argument. They will outline
    evidence and organize their own
    thoughts.
    ● Homework: Students will be given
    more practice on establishing an
    article and identify at least 3
    examples of evidence.

    Differentiation:
    1. ELL: These students would be given a translated version of the article, so they are able to
    follow along with the rest of the class.
    2. Slow reader: These students will be given a little extra time to complete their conclusion
    and opening. Since the passages will be read by the teacher, they are able to follow along.
    3. Gifted Students: These students will have to write a short response to the benefits of the
    Persuasion Map and also create their own claim on their own, using the info discussed in
    class.
    4. Students with Disabilities: These students will follow along with the class, with an
    already completed persuasion Map. At the end of class, the teacher will work one on one
    with them to make a conclusion.
    Academic Language:
    Language Function: Identity, cite, argue, explain
    Language Demand: Read, write, discuss
    Vocabulary: Argument, claim, counterclaim, audience, evidence-based, thesis, and rebuttal
    Syntax: guided worksheet (Persuasion Map)

    Procedure:
    Anticipatory Set
    1. Students will answer questions on the board:
    a. In your own words, define what is a claim and a rebuttal?
    This should take approximately 3-5 minutes.

    Initial Phase
    Direct Instruction
    1. Have three students share the definitions they made in their “Do Now”
    2. Break down the key components of a Persuasion Map:
    a. Introduction
    b. Main Points (reason)
    c. Examples or Facts
    d. Conclusion
    3. Model the Persuasion Map using the link from the first lesson (Link:
    https://www.pbs.org/newshour/education/nail-biting-standardized-testing-may-miss-mark
    -college-students​)
    a. Go through paragraphs, out loud together
    b. Identifying the argument being discussed
    c. Stop after each paragraph and discuss as a class-main point of the paragraph
    d. Underline supporting sentences.
    4. After fully through the article, annotated together as a class; fill out persuasion maps
    together.
    5. Select students to answer the main points/reason, examples/facts, and formulate claim
    together.
    This direct instruction should take 25 minutes.
    Middle Phase
    Independent Work
    1. Use outline made together to create an introduction and conclusion
    This should take approximately 8-10
    Concluding Phase
    Regroup and discuss what five students came up within their independent work. Select five other
    students to give a reason why the persuasion map is helpful.
    This should take approximately 5 minutes.
    Follow up:
    Students will be asked to find an article and identify one main point and textual evidence.
    Prepared for the following class
    Materials:​ texts, Persuasion Maps, Smartboard, notebooks, pen, pencil, link:
    https://www.pbs.org/newshour/education/nail-biting-standardized-testing-may-miss-mark-colleg
    e-students
    Persuasion Maps:

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