Lesson Plan on Introduction paragraph for Argument Paper Date: Febraury 6, 2014 Strengths of Class: This class is very

good at participation. They like to show that they know the material and I will always have volunteers to respond to questions in class discussion. Because they are Seniors, most students do not have a problem with group work. They work well in groups and communicate well to each other. Unique needs of Class: Because students feel comfortable with each other, they tend to talk a lot and get off task. Students sometimes even talk over a peer presenting or the teacher when theyre giving instruction. Students are also late to class many times or absent. For this reason, it is hard to make sure all students are on track and do not fall behind. Subject: English 12th Curriculum Standards: W.11 12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases. Lesson Topic: Introduction Paragraph: Hooks, Claims, Transitions, Counterclaim Homework: None was given previously Content Objectives: 1. SWBAT identify different types of hook techniques in groups. 2. SWBAT formulate and evaluate hooks in groups. 3. SWBAT compose an introduction paragraph for Argument paper. Learning Objectives: 1. SWBAT utilize a transition word to make a connection between claim and counter claim Language Objectives: 1. SWBAT choose and present hooks to peers 2. SWBAT write hooks with a peer

Starter: Students had a lesson on transitions in the prior class. For their starter today, students will find replacement transition words for transition words given to them. Using your transition chart, find replacement transitions for the following:

1. Again 2. Also 3. After all 4. But 5. Finally Class Procedures: 1. Students will begin the class by completing their starters. They will write down their responses on their starter page which each student has in their binder. 2. Students will have definitions of hook techniques shared with them. Techniques have been covered in class before so many are familiar with the hook techniques already. After the techniques have been shared, students will be asked to identify what technique is being in examples presented on the SmartBoard. 3. After students have been given examples of techniques, students will be asked to find a partner. In partnerships, students will compose a hook on the claim given to them. They will each have a different technique. After they each write a hook, students will have to go stand in the corner where their technique is posted. They will share their technique with all other groups that have the same technique. Students in each corner will pick the hook that they liked the most. They will present this hook with the rest of the class. 4. Students will then be asked to write a hook and claim for their own argument paper which they have already researched. This will be a rough draft of their introduction paragraph for their final argument piece. 5. Students will then be given a piece of paper with a claim. Students will write the claim on a strip of paper. Students will then find the person in the room who has the counterclaim to their statement. Students will also find another person in the room that has a transition that will make the claim and counterclaim have a connection. Students will present their sentence to the class and post them on the board. 6. Students will then add a transition and a counterclaim to their Introduction paragraph. After students have added the counterclaim and transition they should have a hook, claim, transition, and a counterclaim in the Introduction paragraph. 7. Lastly, students will share their introduction paragraph in a round-robin activity. The instructions will be: Move into groups as the teacher directs. Read all samples at your table aloud, one at a time. Decide which one you think is best. Pass only that sample to the next group. Have one person read aloud the new paper. Decide which is the best of those still at your table, old or new. Pass the best to the next table.

 Read new paper, decide, pass. By the end of class, students will have their introduction paragraph done as well as a peer review. Plans for Assessment: Students will be assessed in each activity differently. Students will demonstrate knowledge on hooks and claim by composing a hook on a specific topic with a partner and then writing their own hook and claim on their specific topic that has already been chosen. Students will then be able to demonstrate their understanding of claim, transitions, and counterclaim by finding classmates to complete their sentence strip. By the end of class, students will be able to prove they understand and can write an introduction paragraph by writing their own. Homework: No HW will be given Plans for Enrichment: If students finish early, they will be able to continue writing their argument paper. Students may also be able to help others in the classroom that are struggling. Plans for Remediation: Students will be placed with others who understand the topic better. Students will also be able to ask their partners or group members for instructions they did not understand. Plans for English Language Learners: Students have already been given topics that are easier to write about because of background knowledge. Their length requirements have been changed for the final argument piece. Reflection: This class went better in my 3A than in my 2A. I felt that my instructions were more clear and that caused students to understand the material better. I also think that students were able to stay engaged because of the time frames that I worked into the activities. Because they knew of a specific time frame, they knew they had to get the work completed in that time frame. I felt like my claim, which had to do with the Dream Act, was relevant and many students were already familiar with the topic. However, I was able to see how this topic could have been controversial if a student shared a negative comment or opinion about it. Because it is such a fragile, close to home topic for many students, a small summary or article regarding the topic would have been helpful. I did however like how engaged many students became because of the importance they feel with this contemporary topic. It made me want to expand on it, instead of using it as an example claim. I did feel that the lesson went well overall. The different activities helped students maintain their engagement during the whole lesson.