STEPP Lesson Plan Form

Teacher: Ms. Hatley `

School: Thompson Valley High School

Day One
Grade Level: 9

Content Area: English (Class: Pre-AP English 9)

Title: Strong Thesis Statements
Content Standard(s) addressed by this lesson:
standard)

(Write Content Standards directly from the

CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
Understandings:
Thesis statements
Inquiry Questions:
1. How does a strong thesis statement effectively influence and persuade an audience?
Evidence Outcomes: (Learning Targets)
Every student will be able to:
By the end of class today, I will be able to explain what a thesis statement is and how it
strengthens my ability to persuade an audience.
I will apply my knowledge and draft a thesis statement for the first round of the March Madness
competition.
List of Assessments:

Formative: Students will share out what they know about thesis statements before direct
instruction.
Formative: Students will draft a thesis statement.
Formative: Exit question: What is one element of an effective thesis statement?

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Title: Strong Thesis Statements
Purpose: For students to learn about effective thesis statements and to introduce
the March Madness Competition
Approx. Time and Materials

Anticipatory Set
Procedures

Closure

Time: 47 mins
Materials needed:
March Madness Competition Handout
PowerPoint Slides
Homework for the week
Introduce the March Madness Competition
1. Collect Homework and introduce homework for the next week (7 mins)
2. Introduce March Madness Competition (10 mins)
3. Direct Instruction: Elements of Effective Thesis Statements Slides (15
mins)
4. Begin drafting a thesis statement and work with table groups to refine it
(10 mins)
5. Exit Question (5 mins)
Exit ticket: What is one element of an effective thesis statement?

Differentiation

To modify: Teacher(s) will sit in on the group that has students that need the
extra support. Handouts with the information on the slides will be given to
students who need more extensive notes and extra time to write.

Assessment

Students will be able to explain elements of an effective thesis statement.

Students will also be able to apply what they learned draft an effective thesis
statement for the first round of the March Madness competition.

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STEPP Lesson Plan Form

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Introduction to March Madness Competition

MONDAY

Target for Monday

Target: By the end of class today, I will be able to
explain what a thesis statement is and how it
strengthens my ability to persuade an audience. I will
apply my knowledge and draft a thesis statement for
the first round of the March Madness competition.
Conditions: I will write a draft of a thesis statement using
what we learned in class.
Criteria: Elements of a strong thesis statement are present.
Standard(s): CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and evidence.

Homework
Pre-AP English 9: Collect sonnets.
Pre-AP English 9 AND English 9 Assignment:
Complete the study guide for Act 1 of the play.
The study guides should be written on a separate
sheet of paper, as the unit packet is not allowed
on the exam, but . . .
The study guide answers are open notes for the
unit exam. If you write your answers using the
question as the root of your answers beginning,
you will have excellent reference materials for the
exam.

March Madness Competition

See handout with
instructions.

Thesis Statements
A thesis statement offers a concise summary of
the main point or claim of an essay, research
paper, etc.
Your thesis statement should act like a roadmap
for your audience. It should tell your audience
what the topic of your essay/paragraph is and
what your argument is.
Your claim should be contestable.

Elements of an Effective Thesis

Statement:
Write a thesis statement, not a purpose statement.
A thesis focuses on your topic and makes an argument that
the writer will attempt to prove. A purpose statement is
simply a sentence that describes your topic.
Purpose Statement: In my paper I will show the
negative effects of not studying for a test.
Thesis Statement: Poor study habits result in lower
grade point averages, and this can lead to fewer
academic opportunities and career options for
students.

Elements of an Effective Thesis

Statement (cont.):
Avoid "So what?" Statements.
A So what? statement prompts readers to ask So?
Whats the point? Establish some exigence while
considering WHY this is important.
So? Statement: Honesty and trust are important in
the classroom.
Thesis Statement: Honesty and trust between students
and teachers lead to a more effective classroom
environment that fosters student success.

Elements of an Effective Thesis

Statement (cont.):
Use accurate and specific words.
Replace broad, vague words with specific words
that communicate exactly what you mean.
Vague: World hunger has many cause and
effects.
Specific: Hunger persists in Appalachia because
jobs are scarce and farming in the infertile soil
is rarely profitable.

First Round Prompt:

After reading Act I of Romeo & Juliet, write a
position paragraph in which you argue which
character is the most influential and important in
the play at this point. Support your position with
evidence from the text, and be sure to acknowledge
competing views.

Exit Questions
What is one element of an effective thesis
statement?

March Madness Position

Competition
Our classes will be holding a March
Madness Position Competition to find
a champion position related to
Shakespeares Romeo and Juliet. The
champion will demonstrate strong
research skills, superior speaking
competence, excellent writing style,
and a well-developed campaign to
convince the class that his/hers is the
strongest argument. As students are
eliminated from the brackets, they will
be joining research teams for those
who are advancing to the next round.

Go Shakespeare

Steps in the Competition

1. After studying Act 1 of the play, every student in class will write one welldeveloped paragraph (including textual evidence) based on the following
prompt:
After reading the assigned act of Romeo & Juliet, write a
position paragraph in which you argue which character is
the most influential and important in the play at this
point. Support your position with evidence from the text,
and be sure to acknowledge competing views.

2. Students will make their argument head-to-head against other classmates and
will either advance or join the advancing team for the next round of
competition. Strong, convincing claims through well-written thesis statements
will merit the most weight.
3. After Act 2, the process will be repeated, this time with partner-teams to create
a new argument based on the development of the play. Counterarguments and
rebuttals will merit the most weight.
4. After Act 3, the process will again be repeated with small teams developing the
paragraph. Textual evidence will merit the most weight.
5. After Act 4, the process will be repeated with larger teams developing the
paragraph. Powerful introductory hooks and conclusions will merit the most
weight.
6. After the final act of the play, the two remaining teams will compete in the
championship. Their arguments should incorporate all of the elements of
strong argumentative writing, should address the play as a whole, and will be
judged by outside judges.
7. The winning team will receive badges. The two individuals who advanced from
round one to the championship round will be exempt from the essay question
on the final exam.

Good luck

STEPP Lesson Plan Form

Teacher: Ms. Hatley `

Day Two

School: Thompson Valley High School

Grade Level: 9

Content Area: English (Class: Pre-AP English 9)

Title: Counter-arguments
Content Standard(s) addressed by this lesson:
standard)

(Write Content Standards directly from the

CCSS.ELA-LITERACY.W.9-10.1.B: Develop claim(s) and counterclaims fairly, supplying

evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.
Understandings:
Why it is important to address the counterargument in your writing.
Inquiry Questions:
1. How do you fairly address and refute the counterargument in argumentative writing?
Evidence Outcomes: (Learning Targets)
Every student will be able to:
By the end of class today, I will be able to explain what a counterargument and refutation is and
how it strengthens my argument.
I will be able to apply my knowledge and begin developing the counterargument section for my
March Madness paragraph.
List of Assessments:

Formative: Ask students about what they know about counterarguments before beginning
lesson.
Formative: Students will apply their knowledge to a practice scenario and will share them
out loud to the class.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Title: Counter-Arguments
Purpose: To teach students the importance of addressing and refuting
counterarguments in argumentative writing.
Approx. Time and Materials

Anticipatory Set

Procedures

Closure

Time: 47 mins
Materials needed:
PowerPoint slides
March Madness paragraphs
Scoring sheets
Reminder of homework
Learning Targets
March Madness Brackets
1. Reminder of homework and learning target.
2. Writing Instruction counterarguments
3. Practice (the letter writing scenario: You want someoneparent, friend,
teacherto give you $50.). Students will first think individually and
write down:
-Who you are trying to convince
-Your main argument (thesis)
-An objection the other person might have
-Your response to that objection
They will then speak with their table groups about how you would acknowledge
their objection and how you would refute it. Finally, the groups will share out to
the class and as a class we will evaluate and critique each counter-argument
response.
4. Voting on March Madness paragraphs for Round 1
5. Exit question
Exit question: Why is a counter-argument section important? How do you
address a counter-argument?

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STEPP Lesson Plan Form

Differentiation

Assessment

To modify: Teacher(s) will sit in on the group that has students that need the
extra support. Handouts with the information on the slides will be given to
students who need more extensive notes and extra time to write.
Enrichment: Students who understand the material will be teaching those who
struggle with it. Having these students teach their peers will allow them to
share their knowledge and deepen the understanding of the content.

-When students speak about counter-arguments before the lesson, I will be able
to assess what the students already know (or do not know) about counterargument.
-When students share out their scenarios, I will be able to see if students can
identify legitimate counter-arguments to their claims and if they understood how
to fairly (and strongly) refute them.
-When students answer the exit question, I will be able to see if they knew more
than they did about counterarguments at the beginning of the lesson.

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STEPP Lesson Plan Form

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Writing: Counterargument & Rebuttal

TUESDAY

Target for Tuesday

Target: I understand the purpose of a
counterargument/rebuttal and can add this to
my paragraph.
Conditions: I will take notes on
counterargument/rebuttal and practice its usage.
Criteria: completed notes and exit questions
Standard:

CCSS.ELA-LITERACY.W.9-10.1.B: Develop claim(s) and counterclaims fairly, supplying evidence

for each while pointing out the strengths and limitations of both in a manner that anticipates
the audience's knowledge level and concerns.

Homework for Pre-AP English 9

Act 2 of Study GuideOnly odds OR evens
If your envelope ends in an odd numberlike
305then you will only do the odd numbered
questions in the Act II section.
If your envelope ends in an even numberlike
314then you will only do the even numbered
questions in the Act II section.

Passion Position Tournament:

Round 1
Were looking
for the best
arguments in
class.
Winning
Team=Hall of
Fame entry,
exemption
from essay
question on
unit exam.

Brackets, period 3

Brackets, period 5

Brackets, period 8

Counter-Argument/CounterClaim
Good writers can acknowledge that what they
are trying to say is not the only viewpoint. This
will help you to be more persuasive!
The big question you are trying to figure out
is: How will the readers that feel differently
than me respond to this? What can I say back
to them to make my argument clearer?

Counter-Argument/CounterClaim
In your paragraph, your acknowledgement of
the other side can be just one sentence.
Some sentence starters:
Others might say that...
It might be true that...
It is easy to think that...

Refuting the Counter-argument

Once you have acknowledged the counterargument, you can:
Rebut:
Question the logic of the other argument and
disprove it.
Some might say..., but in reality...

Concede:
Acknowledge that they have a good
argument, but show that yours is stronger.
While it is true..., however,...

Practice
Scenario: You want someone (parent, friend,
teacher) to give you $50.
Think: Write down:

1) Who you are trying to convince

2) Your main argument (thesis)
3) An objection the other person might have
4) Your response to that objection

Talk: Speak with your table groups about how you

would acknowledge their objection and how you
would refute it.

March Madness Judging

You will find two paragraphs in your envelope.
You will also receive scoring sheets that you
will use to judge and score both of the
paragraphs you read.
This will determine who will advance on to the
next round.

Homework Reminder
English 9: homework is due tomorrow (study
guide for Act 1)

Exit Questions
Why is a counter-argument important?
How do you address a counterargument?

STEPP Lesson Plan Form

Teacher: Ms. Hatley `

Day Three

School: Thompson Valley High School

Grade Level: 9

Content Area: English (Class: Pre-AP English 9)

Title: Evidence-Based Arguments
Content Standard(s) addressed by this lesson:
standard)

(Write Content Standards directly from the

CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B: Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.
Understandings:
How the use of evidence strengthens argumentative writing.
Inquiry Questions:
1. How does the use of strong evidence, in conjunction with an explanation tying the
evidence to the thesis, effectively persuade an audience?
Evidence Outcomes: (Learning Targets)
Every student will be able to:
By the end of class today, I will be able to explain how the use of evidence strengthens an
argument.
I will apply my knowledge and begin a graphic organizer that will help me to organize my
thinking for the next round of March Madness.
List of Assessments:

Formative: Ask students about how they have used evidence in their previous paragraphs.
Formative: Have students help outline the paragraph with the different elements of
argumentative writing.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Title: Evidence-Based Arguments
Purpose: For students to learn how the use of evidence strengthens an argument.
Students will also be reviewing citation.
Approx. Time and Materials

Anticipatory Set
Procedures

Closure
Differentiation

Time: 47 mins
Materials needed:
PowerPoint slides
The graphic organizer
Evidence-based argument checklist
Dry-erase markers
Reminder of homework
Learning Targets
1. Reminder of homework and learning target.
2. Writing Instruction on evidence
3. Whole class work on a paragraph
4. Citation
5. Graphic OrganizerWork time in classand the checklist for students
6. Practice in their groups
7. Exit ticket
Exit ticket: Explain how you used evidence in your argument writing paragraph.
To modify: Teacher(s) will sit in on the group that has students that need the
extra support. Handouts with the information on the slides will be given to
students who need more extensive notes and extra time to write.
Enrichment: Students who understand the material will be teaching those who
struggle with it. Having these students teach their peers will allow them to
share their knowledge and deepen the understanding of the content.

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STEPP Lesson Plan Form

Assessment

Students will be able to explain how the use of evidence affects the strength of an
argument.
Students will be able to identify the elements of an argument in a paragraph.
Students will be able to create citations for their evidence.

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STEPP Lesson Plan Form

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Evidence-Based Arguments
MONDAY FEBRUARY 22, 2016

Learning Target and Standards

Target: I will learn how to provide, explain, and cite strong evidence to
strengthen my argumentative writing.

Standard(s):
CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B: Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience's knowledge level and concerns.

Basic Elements of Argument

Claim/Thesis
Answers the question What do I think?
In this case, your thesis also answers our March Madness prompt.

Reasons
Answers the question Why do I think this?

Evidence
Answers the question How do I know this is the case?

Evidence and Explanation

Evidence is the proof for your readers. It helps them to see how you
know your argument/claim/thesis to be true.
Your evidence does not speak for itselfyou must give your audience
an explanation of your evidence.

Quote sandwich:
In Act III, scene iv, Lord Capulet is bringing Juliet news of her impending arranged
marriage to Paris. When Juliet refuses to consider Paris, Capulet responds with an
ultimatum: Thursday is near lay hand on heart, advise./And you be mine, Ill give you to
my friend;/and you be not, hang, beg, starve, die in the streets,/For, by my soul, Ill neer
acknowledge thee,/Nor what is mine shall never do thee good (III.iv.192-197). Capulets
stern order and threat of disowning Juliet is ultimately what leads her to desperation, which
results in her and the Friar hatching the plan that will set the tragedy of the play in motion.

In Act III of William Shakespeares Romeo and Juliet, the most influential
character is Lord Capulet as it is his plans to marry Juliet to Paris and refusal to let Juliet
consider other options that will lead Juliet to accepting the Friars ill-fated plan. In Act III,
scene iv, Lord Capulet is bringing Juliet news of her impending arranged marriage to
Paris. When Juliet refuses to consider Paris, Capulet responds with an ultimatum:
Thursday is near lay hand on heart, advise./And you be mine, Ill give you to my
friend;/and you be not, hang, beg, starve, die in the streets,/For, by my soul, Ill neer
acknowledge thee,/Nor what is mine shall never do thee good (III.iv.192-197). Capulets
stern order and threat of disowning Juliet is ultimately what leads her to desperation,
which results in her and the Friar hatching the plan that will set the tragedy of the play in
motion. If Capulet had not ordered Juliet to marry Paris, then Juliet would have had more
time to plan her marriage reveal to her parents. It is true that the Friar is the character that
holds the role of providing advice and aide to the other characters. Friar Laurence does
impact the actions of Juliet and Romeo. However, were it not for Capulets threat to force
Juliet to marry Paris or he would disown her, Juliet would not have had to use the Friars
help to escape her fathers will. As a result, Capulet shows himself to be the most
influential character in the play so far.

Citation
MLA Citation for plays:
The act in capital Roman numerals: III
The scene in lowercase Roman numerals: iv
The lines of the quote: 17-18
Let me be taken, let me be put to death./I am content, so thou wilt
have it so (III, iv, 17-18).

Exit Question
Explain how you used evidence in your argument writing paragraph.

Evidence-Based Argument Checklist

Early in the piece, I offer a clear and interesting claim about the text.

The claim is arguablesomeone could use evidence to offer a different

interpretation or disagree with me.

I use lots of direct evidence from the text to support my claim.

The evidence I use shows that I know the text well and have thought
about it more than just a superficial reading.

I organize my evidence into meaningful points and explain the evidence.

I make sure the reader understands why the evidence supports and
advances my claim.

What words, lines, ideas, and phrases seem important and interesting in this text? (These ideas may come from
responses to text-dependent questions or other close reading activities.)

What patterns do you see? What connections seem to exist among these important ideas and
details?

What evidence-based claims would these patterns allow you to make

about the text? What conclusion that you can draw from the text that
you could then support with evidence from the text?

STEPP Lesson Plan Form

Teacher: Ms. Hatley `

Day Four

School: Thompson Valley High School

Grade Level: 9

Content Area: English (Class: Pre-AP English 9)

Title: Introductions for Argument Essays
Content Standard(s) addressed by this lesson:
standard)

(Write Content Standards directly from the

CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B: Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.
Understandings:
How a strong introduction will capture a readers attention, making them more receptive
to your argument.
Inquiry Questions:
1. How do you draw your audience into your persuasive writing?
Evidence Outcomes: (Learning Targets)
Every student will be able to:
By the end of class today, I will be able to explain how to write a strong introduction and how
that will help to strengthen my writing.
I will apply my knowledge and practice writing an introduction with my table group members in
preparation for our March Madness round this week.
List of Assessments:

Formative: Ask students about how they have written hooks in the past.
Formative: Ask students which hooks they should use and which they should avoid.
Formative: Have students read their introductions that they wrote with their groups aloud.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Title: Hooks/Introductions for Persuasive Writing
Purpose: To help students write strong introductions that will draw their audience
in and make their audience more receptive to their arguments.
Approx. Time and Materials

Anticipatory Set
Procedures

Closure
Differentiation

Time: 47 mins
Materials needed:
PowerPoint slides
Video: http://viewpure.com/Rnq17dyxyu4?ref=bkmk
Paper for students
Learning Targets
Warm-up Writing Prompt
1. Warm-up writing prompt.
2. Watch the video, have students take notes on each type of hook
3. Quiz students on the types of hooks
4. Have students write an introduction/hook with their groups for the writing
prompt we began class with.
5. Have students read their introductions. Other groups in the class will
identify which hook that group used and whether it was effective and
why/why not.
6. If time, get into March Madness groups to draft their introduction.
Exit ticket: Explain one type of hook and why you would use it.
To modify: Teacher(s) will sit in on the group that has students that need the extra
support. Handouts with the information on the slides and video guides will be
given to students who need more extensive notes and extra time to write.
Enrichment: Students who understand the material will be teaching those who
struggle with it. Having these students teach their peers will allow them to
share their knowledge and deepen the understanding of the content. Those
students should also work on writing more sophisticated introductions and
introductions longer than one sentence.

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STEPP Lesson Plan Form

Assessment

Students will be able to explain the different types of hooks.

Students will be able to write introductions with the different types of hooks.
Students will be able to identify the different types of hooks when they are used.

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Getting the Hook

Finalizing the Romeo & Juliet Position
Paragraphs

How to Write a Hook

Watch the video
How to Write a
Hook and take
notes.
What hooks
should you use?
Which should you
avoid?

Going Fishing: Hook Activity

Get into groups
Get an assigned
hook from your
teacher.
Write an
example of this
type of hook
based on the
warm up writing.