Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content

knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Elijah Day Edwards
# of Students: 24

Date:
Age/Grade Level:

12/3

Sophomore

Cycle: I
Content Area: English

Unit Title: Quality Core: Speeches

Lesson Title: Types of Arguments
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
How does an author structure an argument in a persuasive speech?
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
RI. 9-10.3
c)

Describe students prior knowledge or focus of the previous learning.

Students are in the middle of a unit over Speeches and have extensive knowledge over ethos/pathos/logos. Today, they will focus on the argumentative
aspect of speeches.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The Summative Assessment for this unit is group speech analysis. Another summative assessment is a unit exam that measures students ability to analyze
speeches.
e)

Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
N/A

f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
I will trigger prior knowledge by having a journal write over arguments and logic.

Lesson Objectives/
Learning Targets
Objective/target:
RI. 9-10.3

Assessment
Assessment description:
Students will create three different arguments for
the same position using the different types of
arguments.

Instructional Strategy/Activity
Strategy/Activity:
Argument Activity
Activity Adaptations: Extended Time if Needed

Assessment Accommodations:
Students that need extended time will be given it.
Media/technologies/resources: N/A
Objective/target:
RI. 9-10.3

Assessment description:
Students will complete an exit slip in which they
will classify examples according to their type of
argument.

Strategy/Activity:
Exit Slip

Assessment Accommodations:
Students that need extended time will be given it.

Media/technologies/resources: Paper/Markers/Colored
Pencils

Activity Adaptations: Extended Time if Needed

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
1.
2.
3.
4.
5.
6.

Students begin with a Bellringer to activate prior knowledge from the speeches unit.
Students will write a journal entry on the following topic: Write about a time in which you had a discussion with someone recently who used
absolutely no logic in their argument. How did it make YOU feel? How did you feel about THEM?
Students will do a time-paired-share and discuss their answers (30 seconds each).
Teacher will lecture over the types of argument while the students will take notes.
The class will brainstorm hot-topic issues and the teacher will write these on the board.
Students will then pick ONE ISSUE and write three paragraphs taking a stance on that issue . Each paragraph should be structured according to each
of the different types of argument.

7.
8.
9.

Students will complete a reflection over this assignment.

Students will complete an Exit Slip over the days lesson.
Teacher will distribute handout over logical fallacies and have students create flashcards for these for homework.