CEP Lesson Plan Form

Teacher: Angelia Martinez Date: 4-15-19

School: Blevins Middle School Grade Level: 7th Content Area: PreAP English

Title: Argumentative Writing (session 3): Adding Evidence in Appropriate Places Lesson #: 4 of 4

Lesson Idea/Topic and Rational/Relevance:
What are you going to teach and why is this
lesson important to these students? What
has already happened in this classroom
surrounding the subject you will be
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
hat teaching methods/strategy will you be
use and why?
Students will begin class doing SSR (sustained silent
reading). It enhances reading skills and builds vocabulary.
Students will be given Vocab assignment 8.14. It’s
important that students are exposed to this weekly
because vocabulary is the foundation of comprehension.
It helps students understand what others are saying and
what he/she is reading. They will have about 5-10
minutes to work on this in class.
I will then have students come up to the front of the
room and sit for a mini-lesson to go over what it means
to add relevant evidence in argument. A teaching point
will be made, writing techniques will be addressed, and
there will be activities for student engagement. Following
this, students will move into a workshop session where
they will begin evaluating their evidence and
purposefully inserting it into their writing where it best
fits.

I am going to teach this topic now because PSD has

recently adopted this new writing curriculum. Now that
students have worked on various forms of the writing,
such as narratives/fictional narratives/poetry/children’s
books/etc. and completed their annual standardized
testing, it’s required that argumentative writing be
taught.

Agenda:

-SSR

-Vocab 8.14

-Mini-Lesson: Adding Relevant Evidence

-Workshop: Adding Evidence in the Right Places and

Creating a Works Cited Page

-Learning target reflection

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

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CEP Lesson Plan Form

7.4.2 Research and Reasoning: Logical information requires documented sources

7.4.3 Research and Reasoning: Reasoned material is evaluated for its quality using both its logic
and its use of a medium

https://www.cde.state.co.us/coreadingwriting/statestandards

Teacher Candidate Quality Standards CEP:

CEPTC Quality Standard #1

Teachers demonstrate mastery of and pedagogical expertise in the content

they teach.

Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards, 
and their district’s organized plan of instruction. 

Element c: Teachers demonstrate knowledge of the content, central concepts, inquiry, 
appropriate evidence­based instructional practices, and specialized characteristics of the 
disciplines being taught. 

CEPTC Quality Standard #2

Teachers establish a safe, inclusive and respectful learning environment for a

diverse population of students.

Element a: Teachers foster a predictable learning environment characterized by acceptable 
student behavior and efficient use of time in which each student has a positive, nurturing 
relationship with caring adults and peers. 

CEPTC Quality Standard #3

Teachers plan and deliver effective instruction and create an environment

that facilitates learning for their students.

Element b: Teachers use formal and informal methods to assess student learning, provide 
feedback, and use results to inform planning and instruction.

Element c: Teachers integrate and utilize appropriate available technology to engage students in 
authentic learning experience.

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Element f: Teachers model and promote effective communication. 

Understandings: (Big Ideas)

Students will understand why evidence is needed in the form of argument and how to do so.

Students will be able to rank evidence by level of important and incorporate these pieces in one’s
argument.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Questions for research and reasoning:

o How are kids hurt and helped by competitive sports?

o What are the invisible side effects, the pros and the cons?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Use evidence to support my ideas.

This means: I can choose only the strongest pieces of evidence. I can introduce my evidence and use
punctuation to make it easy to follow.

List of Assessments: (Note whether the assessment is formative or summative)

Formative Assessment:

Ranking and Adding Relevant Evidence

Summative Assessment:

Final Argumentative Essay

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CEP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Anticipatory Set
The “hook” to grab students’ attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
 To focus student attention on the lesson.
 To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intent to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Argumentative Writing (session 3): Adding Evidence in Appropriate Places
 Writing utensil, highlighters
 Individual books for SSR
 Projector/Computer/Smartboard
 Student laptops
Documents Needed:
 “Take it to Paper” handout
“So today for mini-lesson, we are going to go strengthen our positions on whether or not
kids should be involved in competitive sports and how to add relevant evidence to our
arguments. This is not the first time you’ve been asked to write about reading. You’ve
written such as narratives/fictional narratives/poetry/even children’s books! You’ve done
a lot of quoting before. So right now, I want you to turn to a partner and tell them what
you already know about putting evidence in your writing? How have you done this in the
past and what techniques have you used?
Anticipated Answers: Adding quotes, summarizing/paraphrasing parts, lead into the
quote/embedding evidence then explain why it matters, page number, etc.
→ Share out some of the ways to include evidence that students named, and ask them to
take note of how many of these they have done in their new draft—and to make plans for
what they will do as they revise.
The strategy I intend to use is: Making a connection
I am using this strategy here because: Students may feel intimidated by argumentative
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CEP Lesson Plan Form

writing and new content being introduced. After explaining that they have used such
similar writing techniques before may ease any worries and make students understand
that they most certainly can do this again in their argumentative essays.

Procedures  SSR: Students will read silently/independently (10 min. -- until about 7:50)
(Include a play-by-play account of what students and INDIVIDUAL PRACTICE
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the  Vocabulary 8.14 (10 min.) INDIVIDUAL/GROUP PRACTICE Musical/Rhythmic
length of each segment of the lesson. List actual
minutes.)  Mini-Lesson: Adding Relevant Evidence (15-20 min.) MODELING/TEACHER
Indicate whether each is: INPUT/QUESTIONING STRATEGIES/WHOLE-CLASS PRACTICE
-teacher input Intrapersonal/Naturalist
-modeling
-questioning strategies → Hand out writing folders and ask students to bring their argumentative essay drafts
-guided/unguided: from Thursday up with them!!!
-whole-class practice
-group practice  Workshop: Adding Evidence in the Right Places and Creating a Works Cited Page
-individual practice (30 min.) INDIVIDUAL PRACTICE/GROUP PRACTICE/MODELING
-check for understanding Musical/Rhythmic
-other
 Learning Target Reflection: Warn students that I will be drawing names, so one
must think of something to say if their name gets called. Students will be
answering the following learning target reflection questions:

What is your strongest piece of evidence? What makes it so strong?

(5 min.) QUESTIONING STRATEGY/INDIVIDUAL/CHECK FOR UNDERSTANDING – possibly
sharing answers

 Homework Reminder: (1 min.) TEACHER INPUT

o Work on essay and works cited page
o Read for 30 min.
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is: Student Example of a Claim AND Think-Pair-Share

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CEP Lesson Plan Form
Why are you using it at this point in your lesson?
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE?
Why are you using it at this point in your lesson?
Differentiation:
Differentiation should be embedded
Colorado State University College of Health and Human Sciences
I am using this strategy here because: Examples/modeling always enhances
comprehension of a concept. This will also be a whole-class example, where we can work
through the question together. Also, before this, students will be able to discuss with a
partner to help increase confidence when it comes time to begin sharing out. This
strategy allows students to orally share thoughts and intriguing information about
possible writing ideas. Students will not only be able to share burning ideas, but also to
listen to ideas of one’s peers. This may also help inspire those that are having trouble
coming up with something.
Learning Target Reflection:
What is your strongest piece of evidence? What makes it so strong?
(5 min. drawing sticks (names), sharing answers verbally as a whole-class)
The strategy I intend to use is: to refer back to the learning target/thinking strategies, as
well as have students complete a learning target reflection.
I am using this strategy here because: it’s important for students to understand the
importance of going over the learning target, success criteria, and thinking strategies.
When making such connections, students will piece together parts to a whole and begin
to independently guide one’s own learning. This specific reflection allows to students to
begin thinking about one’s future writing.
-Give students specific writing requirements, such as saying students need to
have at least 4 pieces of evidence total embedded into their writing
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throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
Colorado State University College of Health and Human Sciences
-Provide sentence starters
-Ask students to stay at mini-lesson if confused/have any questions when the
class is released to workshop time; also pull forward any students that seem
to really be struggling during workshop to go over a specific text, how to find
evidence and input it into our writing
 Students participate in activities throughout the lesson and read silently during
SSR.
 Students can demonstrate understanding of language by working on/completing
vocabulary assignment
 Students can actively engage during mini-lesson.
 Students begin pondering the learning target/success criteria/inquiry question
and share one’s thinking.
 Students are attentive during workshop and work effectively and productively
during workshop time.
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