Learning Experience Plan

Subject: English

Grade level: 9th grade

Unit: Writing: Text types and purposes

days

Length of LEP (days/periods/minutes): 3

Topic: Argumentative Writing

Content Standards: 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. Explore and inquire into areas of interest to formulate an argument.
Learning Experience Outcomes

Learning Experience Assessments

-exit slip
Students will: use an academic website -homework: first draft of essay
to begin organizing their thoughts and
mapping out their essay prior to the
writing process.
(knowledge/skills)

Differentiation

(What will you do to meet the needs of students at these different levels?)

Approaching

On-level
Students on level should
be able to handle the
tasks at hand.

Curriculum Integration

Beyond
Students may finish the
activity early and may
begin working on their
draft.

(Does this lesson correlate with any other content area? Describe.)
Once again, the incorporation of other content areas depend solely on the topics on which the students choose to
write.

Material Procedures/Strategies
s

SMA Jacobs

Page 1

Day 3

(add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)
Using Krabby Patty candies, the little hamburger shaped gummies, we
will identify the parts of your essays as a review of the lesson and your
prior knowledge.
Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
Aim: How do we map out our essay?
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience )
Focus Question: Where should your counterclaim be organized in your
essay?
-Students should be able to answer this question based off their prior
knowledge of positioning counterclaims within an essay, which they
learned on the first day of the learning segment, also can be found in
their lecture notes.
-Review of the parts of an argumentative essay and the order in which
they should be presented (especially the counterclaim).
Direct Instruction
-I will demonstrate on the computer how to use the activity Essay
Map for the start of mapping out their essays in order to show them
what to do.
Guided Practice (how students will demonstrate their grasp of new learning)
Students will work on a fun activity which helps in mapping out an
essay. Using the tool Essay Map on ReadWriteThink.org.
(http://www.readwritethink.org/files/resources/interactives/essaymap/)
Independent Practice (what students will do to reinforce learning of the lesson)
After mapping out their claim, thesis statement, supporting reasons,
supporting evidence, and closure statements, students should be able
to begin working on the first draft of their argumentative essay.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

SMA Jacobs

Page 2

close)

-Students will fill out the Check for Understanding exit slip (worksheet
#9) and come to class tomorrow with a first draft of their essays.
-I will handout the rubric on which they will be graded for their essays.

References:

SMA Jacobs

(e.g. Book, course packet, pg #, complete web address URL)

Page 3

-ReadWriteThink.org.
(http://www.readwritethink.org/files/resources/interactives/essaymap/)

SMA Jacobs

Page 4