WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate Brooke Miller

Date April 22, 2014
School Poca High School
Grade/Subject English 12 CR
Unit Topic Argument
Lesson Topic Verbalizing an Argument
Lesson 1, Lesson 2, or Lesson 3? Lesson 3
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will debate argumentative ideas found within the book
Columbine by Dave Cullen.
2. Students will support their arguments with sufficient use of
evidence.
3. Students will anticipate the counter-argument of the opposing
opinion.
4. Students will choose two of the three rhetorical appeals and
incorporate them into their argument.
WV CSOS
ELA.12.SL.C13.1 initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups and teacher-led) with diverse partners on
grade 12 topics, texts and issues, building on others ideas and expressing
their own clearly and persuasively.
come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines establish norms and experience
vaious individual.
propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify or challenge ideas and conclusions; and
promote divergent and creative perspectives.
respond thoughtfully to diverse perspectives; synthesize and evaluate
comments, claims and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information
or research is required to deepen the investigation or complete the task.
NATIONAL STANDARDS
MANAGEMENT FRAMEWORK

Overall Time 90 Minutes

Time Frame
20 Minutes Sustained Silent Reading
10 Minutes DOL
10 Minutes Introduction of Debate (Rules, expectations, etc.)
15 Minutes Debate #1
15 Minutes Debate #2
5 Minutes Closure
15 Minutes Post-Argument Test
STRATEGIES
Discussion
Active Learning
Cooperative Learning
Integrating Technology
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
For visual learners, I will provide a worksheet with the rules and guidelines that are
expected during the debate.
In providing a time limit for each section of the debate, students who need a
definitive structure are given such.
If students begin struggling in the debate to meet the time limits, I will extend the
time.
PROCEDURES: Introduction/ Lesson Set
I will introduce this lesson by doing a quick review of what was addressed in the first
two lessons of the unit along with the flipped video students were supposed to
watch last night for homework. I will ask what a warrant does in an argument. I will
then randomly select students to explain the logos, ethos, and pathos appeals. I will
then ask them the three different parts of the rhetorical triangle. After this, I will
explain to students that to put their knowledge of argument to the test, we will be
holding a few debates in todays class. I will make sure to emphasize to them that
typically, it would be necessary for them to have to write a paper, but since its the
day before Spring Break, they will prove what they have learned verbally. The
debates will relate to the book the class is currently reading, Columbine.
PROCEDURES: Body & Transitions
I will then go on to lay down the rules of the debate. I will ask what students think of
what are some necessary rules for hosting an argument in class. Hopefully they will
respond by saying things such as being respectful, cooperating, giving
everyone a chance to talk, and others similar in ethical value. I will then give them
a worksheet with the following rules:

The first team to speak will state their claim. They must then give the
main reason for their claim and support it with a specific piece of
evidence for the book and produce a warrant to connect the reasoning

and the evidence.

Students from the first team must then use two of the three rhetorical
appeals to help strengthen their argument.
After the first team has finished doing this, the second team will do the
same exact thing, however, they must also directly address the counterargument by referring to a point the first team made.
After the second team has finished, the first team will have the
opportunity to get back up and counter a point the other team just made.
Or, if they wish, they can refute the counter-claim the other team
produced in and of itself.

I will give students the option of how to split teams. I can either randomly number
them into two different groups, or they can choose to do boys versus girls. I will
then explain that either team has the chance to be the FOR team or the against
team, depending on a coin toss. While passing out materials and getting tables set
up, I will ask them to think of a name for their teams. After all this has been done, I
will give students the time constraints. To ensure I stick to schedule, I will keep the
timer on my phone set for each portion of the debate. The time restraints are as
followed:

10 Minutes Production of claim, main reason, evidence, warrant, and

two uses of rhetorical appeals.
[Presentation of argument from FOR team]
3 Minutes -- Formulation of specific counter-argument from AGAINST
group.
[Presentation of argument from AGAINST team]
2 Minutes (Group A) Formulation of rebuttal against Group Bs counter
against their own argument.

I will then make a decision of who won, depending upon the strength of the
evidence, the tone of the speakers and the way the information is presented, the
respectfulness within the counter, etc.
We will the repeat this process for as much time as we have.
Debate topics:
In Chapter 22, Rush to Closure, an informal gathering is held at West Bowles
Community Church so students can gather and gain support from simply being in
the presence of one another. Mr. D had not originally been planning to speak at this
gathering, however, when a faculty member tells him that the student are still in
need of his guidance, he obliges. Prior to speaking, however, Mr. D is told by one
party of people that he should not have another emotional break-down in front of
the students. A second party, however, disagrees and tells him the opposite; he
should show all the emotion he was feeling. Within your debate teams, formulate an
argument explaining why when Mr. D speaks to the students he should or should
not cry or have an emotional release.
The entire chapter entitled First Memories (Chapter 21), is dedicated to painting a
picture of Erics childhood. It is made clear in this chapter that there were many

signs in Erics childhood that foreshadowed a psychopathic personality. When signs

like those mentioned in the chapter are prevalent within a young child, as they were
in Eric, should the child have to be sent to a psychiatric institution?
Do you think this book glorifies Eric and Dylan and perpetuates the legend that they
wanted to leave behind?
PROCEDURES: Closure
To close the lesson, I will have students critique the other team on both their
strengths and their weaknesses. I will verbally go over what I saw as strengths and
weaknesses on each teams part as well.
ASSESSMENT: Diagnostic
Diagnostic testing will be accomplished in asking students what they know about
the debate process.
ASSESSMENT: Formative
Formative assessment will be used informally in my observations of the students
progress with the debate. After the first debate, especially, will I be able to further
focus the rest of the lesson.
ASSESSMENT: Summative
Summative assessment will be used when the students take the same test used at
the beginning of the unit as a diagnostic measure.
MATERIALS
Debate prompts
Debate Outline
Columbine by Dave Cullen
Laptops or phones
EXTENDED ACTIVITIES
If Student Finishes Early
Since students are working in groups, it will not be possible for one
individual student to finish before everyone else.
If Lesson Finishes Early
If the lesson finishes early, another debate will be hosted with the third
prompt I have provided above.
If Technology Fails
If the timer I have does not work, I will use the class in the classroom as a
reference for the time limits of the debate.
POST-TEACHING
Reflections (see attached)
Data Based Decision Making

Post-Test Data

Number Correct

10
9
8
7
6
5
4
3
2
1
0

Question

*I did not mention with the last chart that there were only 9 students in the class, so
if a question has 9 correlating with it in the chart, every student got that question
correct.
I am very satisfied with these final results from the post-test. The students learned
so much and it was awesome to see them put it to the test in the debates.
Question one and three was missed by the same student, however, she verbalized
the terms very well in class. She did mention at the beginning of class that she was
having a rough day and that her father had kicked her out of her house, so it was
quite understandable that her mind wasnt fully focused in class today. She rushed
through it very quickly; her hand-writing was not even like it usually was.
While debating, I made many decisions based off of what I was observing in class. I
recognized that students were having a difficult time approach each part of their
arguments, so in the second debate, I told them exactly what to say for each part. It
made things go much more smoothly.