Lesson Plan Template for TLLSC Sequence 5

1. Introductory Information:

Your name Rachel Campbell & Luke Wettersten

Date of Lesson 10/26/2015 Name of school Bateman Elementary
Grade level 6th Subject area(s) ELA/Writing
Topic of lesson Argumentative Writing
Instructional Group Describe how students will be grouped throughout the lesson while instruction is taking place
and Strategies (e.g. whole class, small groups, partners, individually).
Initial whole class activity, students will turn and talk in partners and/or small groups and then
present/discuss whole class
Main part of lesson will be done whole class
Describe the evidence based instructional strategies you plan to use throughout the lesson and
explain why they were chosen. (i.e., SIOP, literacy. Buehl)

In the first activity students will be discussing in groups based on their opinions to certain
statements. This discussion can take place in small groups or with partners, but these discussions will
ultimately lead to a whole class discussion.

For whole class discussion about the parts of an argument, students will be in their normal table
groups and will have a chance to discuss in those groups if its necessary to enhance contribution to
the whole class discussion. This will be the main part of the lesson and will be conducted as a whole
class.
References Internet Dictionaries and other resources were consulted in order to synthesize definitions that
were clear and appropriate to their level of language proficiency.
Purpose/Rationale Describe the target student population (ex: grade level, age/developmental level, gender, student
ability level, culture, prior knowledge, experiences and interests, school resources, etc.) and
explain why the learning objectives and instructional strategies in this lesson are appropriate for
this group.
Explain any considerations you have regarding academic language or vocabulary addressed in this
lesson.
For Module 330, Describe the core discipline specific concepts/Big Ideas that are addressed

1
 The class consists of sixth graders, with two students who were held back form seventh grade, of
mixed gender and varying ability. ELLs of Latin and Central American descent make up the
majority of the classroom, a number of who have IEPs. They are, with only a few exceptions,
performing below grade level on literacy assessments and for this reason we have been careful to
synthesize definitions which use level-appropriate language for the class, but at the same time are
coming to the lesson with a few academic words which would be important for us to focus on
teaching. We want to introduce them to new words that are useful but we do not want to
inundate them with new terms that they will not be able to remember.
This lesson is meant to foster critical thinking and show the students that they have valid opinions
that they can support, as well as demonstrating that argument is ubiquitous in conceptual life and
thus it is important for them to develop skills in rhetoric and argumentation. It serves to introduce
them to the different parts of an argument so that they can understand the basic structure of an
argument and how the parts and structure effect the persuasiveness and power of an argument.

2. Standards: Include those that apply to this lesson, but limit these so that you have an instructional focus for this
specific lesson. There should be one from each section below as indicated.

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CCSS ELA Standards CCSS.ELA-LITERACY.WHST.6-8.1
(310, 330))
Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.6-8.1.A

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.1.C

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.WHST.6-8.1.E
Provide a concluding statement or section that follows from and supports the argument presented.

WIDA Standards( 330) ELL.6-8.2.S.4 Paraphrase and summarize ideas presented orally. Defend a point of view. Connect
ideas with supporting details/evidence.
IL Content Standards SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,
(330) and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and
clear pronunciation.

3. Objectives

Students will participate in the argument activity by discussing their opinions on the subject with those around
them and will have shown full participation if they are discussing their opinions to the whole class as a
representative from their side of the argument. They will have no supplementary materials for this activity
because it is meant to get them thinking argumentatively and draws on their own knowledge and opinions. The
sole objective for this activity is participation so that the students are engaged in discussion around
argumentation not conversing about non-academic subjects.

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 Students will describe and discuss the different parts of an argument as they understand them, guided by the key
terms the teachers have selected. The students will be guided in a conversation about the different parts of an
argument as selected by the teachers and will have those terms to refer to when attempting to define them
through class discussion. The students must be participating in the discussion or actively listening and/or taking
notes.

4. Assessment

Building off of the basic criteria outlined in your objectives, clearly indicate how you will determine whether your students
have reached each objective(s). What will they say or do to demonstrate mastery of the objective(s)?
Assessment should be ongoing throughout the course of the lesson. You may also assess students learning at the
end of the lesson. Remember to use a variety of assessments, which may include discussions with students,
paper-and-pencil tasks, or performance-based activities.
Be sure to take into account the developmental level of your students.
Attach a copy of any formal assessment that you will use, as well as criteria for evaluating the assessment
(including rubrics, answer keys, etc.).
We will be utilizing evaluative assessment without a formal assessment. We will be on either side of the
argument with the groups to engage them in discussion and see if they are engaged and formulating ideas. We
will get a sense of how they are engaging with the lesson and how they are performing based on our
observations and interventions with the students but we will not be scoring them formally.
We will ask the students at the end of class to turn in an exit slip that asks them if anything was confusing about
the lesson so we can know what to reinforce going forward. It will also ask them to name two people they would
want to work with for our reference when we group them later.
Objective 1 Students will participate in the argument activity by discussing their opinions on the subject with those
around them and will have shown full participation if they are discussing their opinions to the whole class as
a representative from their side of the argument.
We will assess this by intervening with the students during their discussions to see how engaged they are and how deeply they
are thinking about the activity. We will get a sense of how they use supporting evidence and also will gage what topicsthey are
interested in.
Objective 2 Students will describe and discuss the different parts of an argument as they understand them, guided by the
key terms the teachers have selected.

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We will assess this objective informally as well. This lesson is about seeing what they know and establishing definitions o we
can continue on the same page with the unit on discussion. We will be evaluating who is participating with the whole class but
also who is participating by talking with those around them about the subject. We will also be taking note of how well the
students listen and respond to one another or build off each others ideas.
Objective 3 Copy and paste from above.
How will this be assessed?

5. Materials

We will be using a piece of chart paper with the terms describing the parts of an argument. This will be created by us and will
be filled in with the class based on the whole-class conversation that takes place in creating definitions for the terms.

We will also be using the smart board in order to project the document that will be used to highlight the different parts of an
argument. We created an argument that the students will have to use to highlight the parts of an argument we have worked on
defining. It will introduce them to what a written argument looks like and show them how to use transitions as well as how to
organize an argument into paragraphs.

6. Procedure

Initiation
To get students thinking about argument, students respond to statements engaging to them with two
answers by moving to the side of the room the answer correlates to (agree in the front and disagree in the
back). They will turn and talk about their answers with one another and then with the whole class. Students
will respond to why they agree or disagree with the statement, providing evidence and show reasoning and
critical thinking.

The statements include:

Reading is better than videogames
Kids shouldnt eat candy
Students should be able to choose their own classes.

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Lesson -From there, transition by stating that students just engaged in creating an argument. Introduce what an
Development argument is and its components. Define: argument, opinion how its different than fact), main idea, evidence,
introduction, and conclusion on a sheet of chart paper that will be hung for reference.
[Argument: the process of supporting an opinion or belief
Main Idea: The belief or opinion you are supporting
Introduction: The first part of your argument where you set up the problem and your main idea
Conclusion: The last part where you wrap up your argument and restate your main idea
Evidence: The points you use to support your main idea/argument]
-We will ask students first what they believe the terms are and then clarify. Argument, main idea, and
evidence will be connected back to the initial activity. To practice/assess students understanding of the
terms according to Blooms taxonomy we will then practice identifying the components of a sample
argument passage answering the statement Should students be able to choose their own classes? which
connects both to the pre-assessment and opening activity) using these terms. Together as a class we will
label the main idea, intro, conclusion, and the evidence included in the sample argument (see attached).

Closure
To close after completing the sample argument identification, students will be asked to turn in an exit
slip answering what confused them about the lesson or what their favorite part was/what they
learned. They will also be asked to name 2 people they would want to work in a group with. This will
help inform strategic groupings for the following lesson on Wednesday.

7. Modifications/Differentiation
Modifications and plans for differentiation should be embedded in the procedure. Provide your rationale for these plans in the
spaces below.
Student 1 Alex Level 1 ESL
During activities, student will be paired/grouped with other Spanish speakers so that student can still participate in
argumentative thinking and reasoning. Student will be further encouraged to participate using the limited language skills he
knows (differentiated Language objective)

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Student 2 Students name (pseudonym) Students instructional need
Modification you will make and rationale for this modification.

Student 3 Students name (pseudonym) Students instructional need

Modification you will make and rationale for this modification.

8. Reflection on Teaching (if applicable)

Reflect on the effectiveness of your lesson.

1. Were your students successful in meeting the stated objectives? To what degree?
2. How will the assessment data you collected influence your future instructional plans? How will you proceed now that
this lesson has been taught?
3. What were the most effective aspects of the lesson? Why?
4. What mid-stream changes from the original lesson plan did you make? Why?
5. What revisions will you make to this lesson plan when teaching it again in the future?

We were unsure of the effectiveness of this lesson. Our initial activity in which students moved across the classroom and
stated their opinions went very successfully. The students overall enjoyed the activity and were engaged with the skills of
critical thinking and supporting their arguments that we hoped to use for them to make connections to the rest of the material.
However, due to time constraints (spending the very beginning of the period on journal writing), the point of the lesson in
which we defined the key words we wanted them to know and remember was less meaningful because we did not have the
time necessary to connect each one back to what we saw and heard during the activity. Also because of time, and because it
just slipped our minds, we did not have students write down the definitions as we discussed them. Writing the definition down
probably would have helped them retain the information for the future better. Our application of information to a sample
argument to identify these components went less than ideally expected. Students responded well to visually separate the
different components, but only a select few students participated. We got a couple of blank stares or confused responses. We
realized during it we had to work more on identifying target words that clue you in (like transition words). It would have been
easy for us to delve deeper into these other parts, but we tried our best to stick to the focus we originally had. Our hope was
that even though some students still seemed confused at the end seeing how these components fit into their own outlines
during the next lesson would make the information click. Our exit slips showed that even though we had doubts that the
students were obtaining the information, our students took away some key pieces of information, like what a main idea was or
evidence and they overall enjoyed the active initiation of the lesson. Nearly all exit slips did not mention any confusions; only
one asked the question What if you dont have any evidence, which shows critical thinking with the topic rather than any
confusion with the material given.

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 Lesson Plan Template for TLLSC Sequence 5
1. Introductory Information:

Your name Rachel Campbell & Luke Wettersten

Date of Lesson 10/28/15 Name of school Bateman Elementary
Grade level 6th Subject area(s) ELA/Writing
Topic of lesson Argumentative Writing
Instructional Group Modeling writing an argument will be done whole-class.
and Strategies Students are strategically placed in leveled groups based on the pre-assessment data and exit slip
from the 1st lesson. Considerations were made for who they wanted to be with in order to
enhance motivation and engagement, but the students were also grouped according to the pre-
assessment data as well as some of their testing scores concerned with literacy.

References We do not have any references for this lesson.

Purpose/Rationale Describe the target student population (ex: grade level, age/developmental level, gender, student
ability level, culture, prior knowledge, experiences and interests, school resources, etc.) and
explain why the learning objectives and instructional strategies in this lesson are appropriate for
this group.
Explain any considerations you have regarding academic language or vocabulary addressed in this
lesson.
For Module 330, Describe the core discipline specific concepts/Big Ideas that are addressed

The class consists of sixth graders, with two students who were held back form seventh grade, of
mixed gender and varying ability. ELLs of Latin and Central American descent make up the majority
of the classroom, a number of who have IEPs. They are, with only a few exceptions, performing below
grade level on literacy assessments. For this reason we scaffolding their organizers to include
sentence stems for the students that are on the lower end of the literacy spectrum in our class. We
understand that they have not had much writing practice, especially with persuasive writing, We
have included sentence stems and examples of transitions so that those unfamiliar with those
conventions will have the necessary support. The main idea we want to engage in with the students is

1
 the formal presentation of an argument and how the pieces fit together. We gave them the organizer
to help with this but not that they know the terms we want them creating their own arguments and
formatting them according to convention. This is many of the students first experience with
persuasive writing so we want them

2. Standards: Include those that apply to this lesson, but limit these so that you have an instructional focus for this
specific lesson. There should be one from each section below as indicated.

CCSS ELA Standards CCSS.ELA-LITERACY.WHST.6-8.1

(310, 330))
Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.6-8.1.A
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.WHST.6-8.1.B

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.WHST.6-8.1.E
Provide a concluding statement or section that follows from and supports the argument presented.

WIDA Standards( 330) ELL.6-8.2.S.5 Defend a point of view and give reasons. Communicate with fluency in social and
academic contexts. Negotiate meaning in group discussions.
IL Content Standards L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
(330) and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

3. Objectives

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 Students will diagram their arguments in response to a real-world prompt, making sure to include all parts of an
argument that have been defined by the lesson. The students will be given organizers and prompts and will have
to work together in to complete them. They should include all the requisite parts of an argument in their
organizer.
Students will discuss their topics in their groups and work collaboratively to take a stance and support it with
evidence. It is important students are working together and not distracting each other or fighting over
disagreements. We want them to practice working together and compromising their opinion for the sake of the
cohesiveness of the project.

4. Assessment

Building off of the basic criteria outlined in your objectives, clearly indicate how you will determine whether your students
have reached each objective(s). What will they say or do to demonstrate mastery of the objective(s)?
Assessment should be ongoing throughout the course of the lesson. You may also assess students learning at the
end of the lesson. Remember to use a variety of assessments, which may include discussions with students,
paper-and-pencil tasks, or performance-based activities.
Be sure to take into account the developmental level of your students.
Attach a copy of any formal assessment that you will use, as well as criteria for evaluating the assessment
(including rubrics, answer keys, etc.).
Objective 1 Students will diagram their arguments in response to a real-world prompt, making sure to include all parts
of an argument that have been defined by the lesson.
We will be collecting their organizers and taking note of how far they have gotten and how much they have included. This
objective will be more formally assessed during their presentation when it will be expected that they have all parts of their
argument. At this point this assessment guides our instruction to ensure that they are ready to present and have completed a
robust and well thought out argument.
Objective 2 Students will discuss their topics in their groups and work collaboratively to take a stance and support it
with evidence.
This assessment will focus on their ability to work together. It is important to us that they are made to feel like thinkers and so
they have to handle disagreement in a mature manner. This is attempting to assess their interpersonal skills and will guide
how we interact with the groups and their expectations.
Objective 3 Copy and paste from above.
How will this be assessed?

5. Materials

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Students will be given organizational argument templates to complete the objective. Two templates will be provided to
differentiate instruction between leveled groups. These organizers were created by us and will be used to help them organize
their arguments, while also helping the lower-level groups by giving them sentence stems they can use when formulating the
different part of an argument. The initial model will be done together using the projector/document camera.

6. Procedure

Initiation
Together we will review the defined terms from the previous lesson and apply them to writing an argument
based on the organizational template in which introduction with starter and main idea, evidence, and
conclusion are all separated and organized into boxes. We will model how the components fit together
writing an argument by answering the prompt used in the sample and the pre-assessment Should students
be able to choose their classes? . Students will participate with coming up with transitions and pieces of
evidence to make modeling a collaborative experience. This was a topic that they were passionate and
divided about so it should foster engagement. It is also a real-world scenario that asks them to consider the
outcomes of a hypothetical situation, and so may have a perceived level of importance for the students.

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Lesson After modeling, organize students into their differentiated groups. Pass out materials, including
Development differentiated prompts and templates. Lower performing groups will be given a template with sentence
stems and suggested transitions to choose from while higher performing groups will receive a basic outline
with only the main components labeled. Explain activity. We will be outlining arguments as groups, just like
we did as an example. State expectations, they need to complete this by the end of the period because they
will be presenting their arguments in front of the class on Friday, they want to have as much as possible to
make presenting easier and to have a stronger argument (so each piece of evidence should be thoroughly
explained). Ask for questions. Have them start and monitor the room and assist students as need be.

Closure
As class time runs out, update students on time for completion. Remind students of
expectations for presentations on Friday. State students will have time to meet together again
in the beginning of class on Friday. Collect outlines to be handed back on Friday (assess where
students are at and how much time they will need).

7. Modifications/Differentiation
Modifications and plans for differentiation should be embedded in the procedure. Provide your rationale for these plans in the
spaces below.
Student 1 Alex Level 1 ELL
Student will specifically be placed with a student who will assist and translate. Student will be allowed to form argument in
native language (Spanish). Student will receive scaffolded template.

Student 2 John Behavioral Needs

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Student will be allowed to work independently on argument instead in a group. Student will receive a prompt designed toward
his interests (sports).

Student 3 Students name (pseudonym) Students instructional need

Modification you will make and rationale for this modification.

8. Reflection on Teaching (if applicable)

Reflect on the effectiveness of your lesson.

1. Were your students successful in meeting the stated objectives? To what degree?
2. How will the assessment data you collected influence your future instructional plans? How will you proceed now that
this lesson has been taught?
3. What were the most effective aspects of the lesson? Why?
4. What mid-stream changes from the original lesson plan did you make? Why?
5. What revisions will you make to this lesson plan when teaching it again in the future?

More time was spent on the initial modeling exercise than originally expected, but I think it was well worth the time. Students
were engaged in modeling with us, and the students came up with excellent pieces of evidence to support. I think this
modeling was also effective for establishing standards and high expectations for the students. The rest of the period dedicated
to students working with their groups for the most part went well. From observations, the groups with the scaffolded outlines
did very well, but still needed more individualized attention than the groups with the unscaffolded outlines. Some groups
worked very, very well together, while some others perhaps could have been chosen better. There was one group in particular
that was our mid-performance level based on our pre-assessment we decided to challenge them with an unscaffolded outline,
but this group needed more attention and guidance from us that couldve have been provided with the stems This group
worked very slowly and motivation was a problem. However, when they discovered apparently it didnt register when we
stated it originally) that they would be presenting them in front of the class on Friday, they suddenly became more motivated
to finish the work. We established stakes that made them more accountable for finishing their own work. Some of the higher
performing groups claimed to be finished before the end of the period and the other groups, but as we went around we
challenged them a little further by asking them to explain evidence more or include something more in their conclusion. This
was something better labeled on the scaffolded outline and not on the more open one which may have been a good thing to
still include (without the sentence stems though). From collecting the papers at the end of the period (wrapping them u on our
next lesson on Friday), we noticed that one of the scaffolded outline groups split their argument into two sides and did an
outstanding job completing the outline. The strategic group proved be very successful, even though they split they still worked
together for ideas. Professor Stecz was working with the group, but she claimed that all the ideas and work came from their

6
own heads rather than any guidance or excessive prompting from her. The group demonstrated excellent progress in meeting
our objectives given their differentiated language objective and scaffolded material. The scaffolded outlines with the sentence
stems proved effective with our lowest language level group as well. The students were meeting our expectations and
appearing to get a firmer grasp of the material through their application and then own creation of it, so we were excited to see
the final product of presentations on Friday.

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 Lesson Plan Template for TLLSC Sequence 5
1. Introductory Information:

Your name Rachel Campbell and Luke Wettersten

Date of Lesson 10/30/15 Name of school Bateman Elementary
Grade level 6th Subject area(s) ELA/Writing
Topic of lesson Argumentative Writing
Instructional Group Students will finish and present their arguments in their strategic groups. Individually they will
and Strategies complete a reflective writing check-list, and as a group at the end of the lesson we will come together
to talk about what good things we heard and what we could improve on.

References Text resources, audio-visual resources, and Internet resources consulted and/or used
Purpose/Rationale
The class consists of sixth graders, with two students who were held back form seventh grade, of
mixed gender and varying ability. ELLs of Latin and Central American descent make up the majority
of the classroom, a number of who have IEPs. They are, with only a few exceptions, performing below
grade level on literacy assessments. We want them to have experience writing their arguments, now
that they have gone through the work of conceiving them. We also want them to have experience
presenting their arguments and speaking to an audience so the oral presentation will be very
important to the lesson because they will get a chance to present their ideas to the class. It also helps
their work have a culminating activity so that it motivates them to do well, because they are
presenting it to their peers, and motivates them to stick to the schedule and be ready to present.

2. Standards: Include those that apply to this lesson, but limit these so that you have an instructional focus for this
specific lesson. There should be one from each section below as indicated.

CCSS ELA Standards CCSS.ELA-LITERACY.WHST.6-8.4

(310, 330)) Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.6-8.2.C
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.

1
 CCSS.ELA-LITERACY.WHST.6-8.1

Write arguments focused on discipline-specific content.

CCSS.ELA-LITERACY.WHST.6-8.1.A

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.1.C

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.6-8.1.E
Provide a concluding statement or section that follows from and supports the argument presented.

WIDA Standards( 330) ELL.6-8.2.S.4/5 Defend a point of view, explain outcomes, connect ideas with supporting
details/evidence, substantiate opinions with reasons and evidence. Defend a point of view and give
reasons, communicate with fluency in social and academic contexts.
IL Content Standards L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
(330) and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

3. Objectives

Students will present their arguments clearly and divide the presentation equally among each other so that everyone has a
speaking part. They will be able to use their graphic organizers or their written piece to help them during the presentation; it is
not an expectation that they have it memorized. As long as everyone presents and their argument has been logically developed
in line with the parts of an argument that are taught in the lesson they will have demonstrated full participation and
competency.

4. Assessment

Building off of the basic criteria outlined in your objectives, clearly indicate how you will determine whether your students

2
have reached each objective(s). What will they say or do to demonstrate mastery of the objective(s)?
Assessment should be ongoing throughout the course of the lesson. You may also assess students learning at the
end of the lesson. Remember to use a variety of assessments, which may include discussions with students,
paper-and-pencil tasks, or performance-based activities.
Be sure to take into account the developmental level of your students.
Attach a copy of any formal assessment that you will use, as well as criteria for evaluating the assessment
(including rubrics, answer keys, etc.).
Objective 1 Students will present their arguments clearly and divide the presentation equally among each other so that
everyone has a speaking part.
We will evaluate their presentation based on whether or not everyone has a speaking part and if all the constituent parts of an
argument are included in their presentation. Transitions are encouraged but not being demanded, as their importance was
emphasized with regard to written arguments.
Objective 2 Copy and paste from above.
How will this be assessed?
Objective 3 Copy and paste from above.
How will this be assessed?

5. Materials

The students will be given a graphic organizer to help them to construct their arguments and format them according to the
different parts of an argument that were the focus of the first days lesson. They will also have a checklist to help them evaluate
their work before presenting. It will help them make sure they have all the parts necessary as well as having them evaluate the
quality of their work in completing the different parts.

6. Procedure

Initiation Organize students back into their differentiated groups. Pass back outlines. Students will be given time to
complete their outlines if they havent already. Once completed, groups will be asked to write a finished draft
on a separate loose-leaf piece of paper. As they complete this last part, each student will be given a writing
check-list (see attached) to assess and reflect on their writing. Students will assess each part of their
argument by circling if its awesome, ok, or needs work.

3
Lesson
Development Prep students for their argument presentations. Meet with each group to make sure they have
a plan for how to separate the argument so everyone will have a chance to participate
presenting. When all students have finalized their drafts, we will come together as a class to
begin presentations. State expectations for standing up front and speaking loudly and clearly.
Also go over expectations to be a good audience member. From there, groups will each present
their arguments to the class in the front of the room. We will have participation rubrics (see
attached document) to assess individual student speaking to their ability and fair participation.
Each group will be applauded.

Closure

After presentations we will come back together as a class to discuss the argumentative process
and presentations. Students will be asked what they saw/heard that was good, what they think
they could improve on, and what the liked about the lessons.

7. Modifications/Differentiation
Modifications and plans for differentiation should be embedded in the procedure. Provide your rationale for these plans in the
spaces below.
Student 1 Alex Level 1 ELL
Student will be expected to participate to Level 1 WIDA Speaking/reading standards, to the best of his ability. We still want to
give him opportunity to engage in presentation of argument whether speaking Spanish or reading English.

Student 2 John Behavior Management

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Student finishes independent argument and will be given the opportunity to present individually. Student will also be given
the option of having one instructor read his argument aloud to the class if he is uncomfortable and still desires to share. This
will engage him in the class community and argumentative process.
Student 3 Students name (pseudonym) Students instructional need
Modification you will make and rationale for this modification.

8. Reflection on Teaching (if applicable)

Reflect on the effectiveness of your lesson.

1. Were your students successful in meeting the stated objectives? To what degree?
2. How will the assessment data you collected influence your future instructional plans? How will you proceed now that
this lesson has been taught?
3. What were the most effective aspects of the lesson? Why?
4. What mid-stream changes from the original lesson plan did you make? Why?
5. What revisions will you make to this lesson plan when teaching it again in the future?

I am very proud of my students for their success in meeting the objectives and expectations we set for them. We had so
many little wins ! We were initially surprised by how honest and tough self-critics they were in their check-list. They
were reflecting on their work in a meaningful way! Win #1. All the groups were enthusiastic about presenting their
arguments. Everyone volunteered to present first! They were excited about the material! Win #2. We through in a quick
lesson about what good listeners look like. Students provided good feedback and then followed through as modeling
good listening behavior. Win #3. Students did an excellent job in reading their written arguments out loud. We
probably couldve used a quick lesson about what good speakers do eyes to audience, read loudly, etc before they
spoke, but each student participated to the best of his/her ability. We made presentation participation rubrics, but
nearly each one was filled out as 100%. Win #4. This included our Level 1 Spanish speaker ELL. He read out loud in
English! Win #5. AND our student with some behavioral problems decided to share his argument. Win #6. I read it out
loud to the class who all applauded his work. This left him embarrassed but I could tell he really appreciated the
positive feedback and only reacted slightly negatively because he wasnt used to receiving praise. After presentations
were over, the energy in the room was phenomenal. For once the students were challenged, followed through, and
produced amazing and meaningful work they could take ownership of. Not only did they engage in argumentative skills,
they worked on all areas of literacy and language- reading, writing, speaking, and listening. They connected to the
lesson because we made it relevant to them. And they were reflective about it all! Win #7. After presentations we
discussed as a class what was good and what could be improved upon. It was obvious that a lot of what we hoped
would stick did, AND students recognized how they could improve in those areas AND just as speakers/presenters as

5
well. AND one of our lowest performing students who also has a low WIDA score was one of the students that
participated the most in that discussion even though he missed our second lesson day and had to catch up. Win #8. We
got amazing feedback from them from a teaching perspective on the lesson. We also hear dform them on our last day
that the argument activity was one of their favorite things they did with us. Learning was fun! Win #9. This lesson
definitely boosted my teaching student self-esteem by creating a winning streak for myself because I see that it started
them on their own winning streaks. Win #10+++.

6
Student Name:_____________________________

Presentation Participation Rubric Needs Help On Track Awesome

Student equally participated in presenting: 1 2 3

Student spoke clearly to the best of his/her ability 1 2 3

the position of the argument and/or piece of evidence:

Student presented the information directly 1 2 3

from the written argument:

Did the student present more than what was written?

Notes:

Student Name:_____________________________

Presentation Participation Rubric Needs Help On Track Awesome

Student equally participated in presenting: 1 2 3

Student spoke clearly to the best of his/her ability 1 2 3

the position of the argument and/or piece of evidence:

Student presented the information directly 1 2 3

from the written argument:

Did the student present more than what was written?

Notes:

Student Name:_____________________________

Presentation Participation Rubric Needs Help On Track Awesome

Student equally participated in presenting: 1 2 3

Student spoke clearly to the best of his/her ability 1 2 3

the position of the argument and/or piece of evidence:

Student presented the information directly 1 2 3

from the written argument:

Did the student present than what was written?

Notes:
 Name:_________________________________
Argument Writing Check-List
Circle the face with how well you did on each part of your argument:

Awesome OK Needs Work

Introduction:
Did I use a strong starter?
Did I clearly state my main idea?
Transitions:
Did I organize my argument and
by using transitions?
Evidence:
Did I include at least 3?
Did I explain or give examples?
Conclusion:
Did I restate the problem?
Did I clearly restate my main idea?

Name:_________________________________
Argument Writing Check-List
Circle the face with how well you did on each part of your argument:

Awesome OK Needs Work

Introduction:
Did I use a strong starter?
Did I clearly state my main idea?
Transitions:
Did I organize my argument and
by using transitions?
Evidence:
Did I include at least 3?
Did I explain or give examples?
Conclusion:
Did I restate the problem?
Did I clearly restate my main idea?

Name:_________________________________
Argument Writing Check-List
Circle the face with how well you did on each part of your argument:

Awesome OK Needs Work

Introduction:
Did I use a strong starter?
Did I clearly state my main idea?
Transitions:
Did I organize my argument and
by using transitions?
Evidence:
Did I include at least 3?
Did I explain or give examples?
Conclusion:
Did I restate the problem?
Did I clearly restate my main idea?
 Name:_____________________________

Argument Writing
Complete the writing template with your response to the prompt

Introduction:

Starters: Did you know that Bateman School is thinking

Some people think

Main Idea:
I believe that

Evidence 1:
Transitions: First off, To begin with, Firstly,... My first reason is

I believe this because

Evidence 2:
Transitions: Secondly, Also, Another good reason is

I believe this because

Evidence 3:
Transitions: Thirdly, Lastly, Finally,

I believe this because

Conclusion:
In conclusion, As you can see, To sum up,

Main Idea: I believe that

 Name:_____________________________

Argument Writing
Complete the writing template with your response to the prompt

Introduction:

Starters:

Main Idea:

Evidence 1:
Evidence 2:

Evidence 3:

Conclusion: