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UNLV/Department of Teaching & Learning

Secondary Lesson Plan Template

UNLV Student: Danika Jensen PSMT Name: Dr. Chyllis Scott


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Course & Grade: 7 grade English Lesson Topic: Argumentative Writing
Date: June 17, 2017 Estimated Time: 1 hour, 40 minutes

1. State Standard(s):

CCSS.ELA-LITERACY.W.7.1 - Write arguments to support claims with clear


reasons and relevant evidence.

CCSS.ELA-LITERACY.RI.7.5 Analyze the structure an author uses to organize


a text, including how the major sections contribute to the whole and to the
development of the ideas.

2. Teaching Model(s): Presentation Teaching, Cooperative Learning

3. Objective(s): By the end of the unit, students will know the parts of an introductory
paragraph and a concluding paragraph of an argumentative essay, and will write
paragraphs in their own argumentative essays that incorporate these elements.

4. Materials/Technology Resources: SMART board, ELMO projector, YouTube videos,


tablets, electronic copies of model essay, whiteboards

5. Instructional Procedures:

a. Introduction: First, I will ask the students to watch a short TED talk in which
the speaker is setting up an argument for a claim. I will ask them what details
grabbed their attention, and why they think they did. I will lead this into an
activity in which they will get together in small groups to determine what they
already know about the parts of an introductory paragraph and a concluding
paragraph.

b. Activities or Learning Experiences: Once weve discussed all responses, I will


present them a model by Robin Neal (2014) in which an inverted triangle (or
funnel) reminds students to begin broadly with a HOOK, narrow the focus of the
essay with a few sentences that act as a BRIDGE, and then end the paragraph with
a clear THESIS (No Dead Fish). For the concluding paragraph, I will present a
guide by K12Reader.com (2008) which will guide students to sum up their main
points and leave their readers with a clear sense of what to take away from their
overall essays (How to Write). To reinforce the concepts, we will watch two
Schmoop.com videos that discuss what NOT to do when writing an introductory
paragraph and a concluding paragraph.

Next, for the extension of the lesson, I will have the students get back into their
groups to look at a model student essay, Screen Time?. Springboard (2014)
suggests that students chunk the introduction and the conclusion as directed, as
this will set them up for the analysis they are about to do (158). In their groups,
they will designate one person as the reader, while the rest mark each sentence in
the introduction and conclusion with the name of what part it plays in each
paragraph (Hook, Bridge, Thesis for introductions; Transition Word, Restatement,
Call to Action for conclusions).

c. Closure: At the end, the students will participate in think, pair, share to find
out something their partner learned about introductions and conclusions that they
didnt know, and share it with the class.

d. Extension and Contingency Plans: For the extension of the lesson, I will have
the students get back into their groups to look at a model student essay, Screen
Time?. Springboard (2014) suggests that students chunk the introduction and the
conclusion as directed, as this will set them up for the analysis they are about to
do (158). In their groups, they will designate one person as the reader, while the
rest mark each sentence in the introduction and conclusion with the name of what
part it plays in each paragraph (hook, bridge, thesis for introductions; transition
word, restatement, call to action for conclusions). If there is an emergency or
interruption during the class period, I will only show the Schmoop.com video
about introductions in class, and have the students watch the conclusion video
while they work on their final draft of their essays at home.

6. Accommodations and Modifications:

a. If a student is having trouble hearing/understanding their peers, or wishes to work


alone, they can listen to an audio recording of the model essay and answer the
questions.

7. Assessment and Evaluation of Learning:

a. Formative: Students get back into their groups to look at a model student essay,
Screen Time?. Springboard (2014) suggests that students chunk the introduction
and the conclusion as directed, as this will set them up for the analysis they are
about to do (158). In their groups, they will designate one person as the reader,
while the rest mark each sentence in the introduction and conclusion with the
name of what part it plays in each paragraph (Hook, Bridge, Thesis for
introductions; Transition Word, Restatement, Call to Action for conclusions).
This assignment is worth 15 points 5 points for marking the introduction, 5
points for marking the conclusion, and 5 points for answering the questions about
what techniques the speaker has used to form the introduction and the conclusion
of the model essay.

b. Summative: Each student will complete an argumentative essay on a topic of their


choice and states a claim that is either for or against an issue that is important to
them. They were required to conduct research for their claim and counterclaim,
and include it in a separate research log to turn in with their rough and final drafts.
They will be graded on three criteria for their essay ideas, structure, and use of
language. Each piece of criteria is worth 15 points for a total of 45 points.

8. Homework Assignment: Students will finish revising their argumentative essay and
incorporating what they learned in class into their introduction and conclusion
paragraphs.

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