October 25, 2016

Secondary Lesson Plan Template

Topic:
Grade Level: Length of class:
Making a claim and writing a
10
45 minutes
response
LEARNING GOALS to be addressed in this lesson (What goals for
learning to you hope to accomplish and/or national or state standards will
you address?):
Students will understand that argumentative writing requires
making strong claims
LEARNING OBJECTIVES (What will students know or be expected to do
in this lesson? Use verbs from Blooms Taxonomy):
SWBAT informally make a claim and provide at least one
reason about a topic
SWBAT identify a claim and two reasons from an
argumentative article
CONTENT (What specific
REASONING/SKILLS: (What types of
concepts, facts, or academic
reasoning/skills will students
vocabulary will be taught in this
practice?) (e.g. comparative
lesson?):
reasoning, analytical reasoning,
analyzing, applying, evaluating,
Making claims
solving two-step equations, defining
in context, classifying information.)
STANDARDS (What national or state standards will you address?):

RI.9-10.8. Delineate and evaluate the argument and specific claims in a

text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious reasoning.

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need?):
PowerPoint
Articles
LEARNING PLAN (How will you organize student learning in this lesson?

LESSON PLAN SEQUENCE & PACING (How

will I organize this lesson? How much time will
each part of the lesson take?)
1. We will first finish up going over any terms
that we didnt get to the day before
2. After finishing up any terms, we will review
the important parts of an argument

ACTIVATE
/ENGAGE/EXPLORE
Capture student
attention, activate
student prior knowledge,
stimulate thinking, raise
key questions, Allow
students to observe,
design and plan
experiments, etc.

3. I will then have students stand up and we will

go through different one or the other
situations. (Ex. Jimmy Johns or Subway).
Students will move to the respective side of the
room, for which they believe is better. I will then
give the students 1 minute to talk through 1-2
reasons they will present to the other side. Each
side will have one spokesperson that will
present the reasons. If anyone is convinced,
they can move to the other side. This will be an
informal way for students to practice making
claims and forming reasons. They will do this
with a few different topics.

ACQUIRE/EXPLAIN

4. After the group activity, students will have a

choice between reading an article about military
recruiters in high schools or about whether or
not torture against terrorists is ever necessary.
Each article has a yes side and a no side.
After reading, students will then answer the
following questions: What is the claim and one
reason for the yes? Was the argument effective?
What is the claim and one reason for the no?
Was the argument effective? What is your
stance?

Provide students
opportunity to apply their
knowledge to new
domains, raise new
questions, and explore
new hypotheses. May
also include related
problems for students to
solve.

5. If students finish with the first article, they

can do the same thing for the other article. I will
collect their work to assess whether or not they
understand claims and reasons.

Introduce laws, models,

theories, and vocabulary.
Guide students toward
coherent generalizations,
and
help students understand
and use scientific
vocabulary to explain the
results of their
explorations
APPLY/ELABORATE

ASSESS/EVALUATE
Administer assessment
(although checking for
understanding should be
done throughout the
lesson)