Lesson Plan

Teacher: Parks
Date: 11-15-16
Class: Language Arts
Grade and Period: 10th and 4th period
Strengths of the Class: The class doesnt have any behavioral issues and do group work fairly well.
Unique Needs of the Class: The class is really big with a lot of desks. Physical space might be a problem
Subject: Argumentative Writing.
Curriculum Standards: Writing Standard 1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
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.
e.
Provide a concluding statement or section that follows from and supports the argument presented.

Lesson Topic: Introducing students to argumentative writing

Homework (if any) from previous day: They finished reading Letter from a Birmingham Jail
Content Objectives for the Lesson:
Students will recognize that they already know the basics of argumentative writing, and will have strategies to
generate ideas for an argumentative paper.
Learning Objectives for Students:
SWBAT describe the difference between arguing (i.e. fighting) vs. discussing/debating through TPS and by taking
notes.
SWBAT apply their understanding of good arguments by participating in SPAR
SWBAT argue using evidence found in Letter from a Birmingham Jail
Language Objectives for Students:
Students will argue orally and generate arguments through writing and listening to their colleagues.
Starter:
How is good arguing (i.e. debating and discussing) and bad arguing (i.e. fighting and yelling) different?
Class Procedures:
Intro/Prior Knowledge
Give the students a brief overview of the lesson
Students will read the objective
Present the warm up topic
Hand out the graphic organizer
Students will do a TWPS

Through Quiet Ball, groups will share and I will write responses on the board
Students will fill in additional information on their own graphic organizer. I will take a picture of the class graphic
organizer on the board and make a master copy for the students.
Transition/Connection
Students read Letter from a Birmingham Jail. Give them a copy of the part you want them to see.
Ask students to describe any argumentative elements that they find (TPWS)
Discuss with the class the elements that they found. How do they compare to non-examples?
Heart of the Lesson
Students will participate in SPAR
Pass out the SPAR Topic and graphic organizer It is always best to use nonviolent methods to achieve greater
civil rights
Red group will be affirmative. Black group will be negative.
Each group will write down three points for their position.
The three points must come from Letter from a Birmingham Jail or be related to it or the Civil Rights Movement
Guide students through SPAR
Pro Argues their side (2 minutes)
Neg Writes down Pros arguments as they speak
Neg Cross examines (1 minute)

Why do you believe

How is X important to
What are some alternatives

Neg Argues their side (2 minutes)

Pro Writes down Pros arguments as they speak
Pro Cross examines (1 minute)
Pro Closing arguments (30 seconds)
Neg Closing arguments (30 seconds)
Cool Down
Groups will share some arguments from the debate
Create another class graphic organizer
Discuss with students how they can now use these ideas as evidence if they were to write an essay on the SPAR topic
Take a picture of the graphic organizer, make a master copy for the class.
Exit Ticket
Reread the objective.
Did we meet the objective today?
What did I learn today?
What lingering questions do I have?
How can learning how to do good arguing, and recognize bad arguing, help me as a person?

Class Work (Questions/Activities):

Group work, graphic organizers, SPAR, class discussions.
It is always best to use nonviolent methods to achieve greater civil rights
How is good arguing (i.e. debating and discussing) and bad arguing (i.e. fighting and yelling) different?

Plans for Assessment:

Intro Am I getting a lot of quality responses from groups? (Informal)
Transition Are students finding argumentative elements in Letter from a Birmingham Jail? (Informal)
Heart of Lesson Are students debating/Talking? (Informal)
Cool Down Am I getting a lot of quality responses from groups? (Informal)
Exit Ticket What are students responses/Did we meet the objectives?
Homework assigned and due date: N/A
Plans for Enrichment (i.e., What is my plan for students who finish early?):
Students will come up to me to workshop their ideas. I will give them case by case basis pointers on the arguments
they are writing. Allow them to polish their work.
Plans for Remediation (i.e., What is my plan for students who need additional support?):
I will model the activity again using a Teacher Does, Teacher Student do, Student-Student do, All students do for
any group that is confused.
Plans for English Language Learners:
ELL students will be working in groups (peer support), will be writing what they can, and will also be provided with
sentence stems.
Reflection on your preparation and execution, as well as on student learning and behavior, etc.:

I felt really prepared and I feel like the students had a really good introduction to argumentative writing,
although my execution in terms of pacing and my rate of speech could have been better. I need to pause
more for questions in order to make the pacing feel better.