Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 33 views

    Lesson Plan 4

    Uploaded by

    api-438743132
    This 45 minute ELA lesson focuses on teaching 11th grade students how to analyze critical texts and develop claims and counterclaims for argumentative essays. Students will work in groups to identify evidence from academic articles and create persuasion maps to organize their arguments. They will analyze a provided text to collectively form a claim and annotate evidence. As an exit ticket, students will write their own thesis connecting to the analyzed text. Differentiation strategies include modifying texts and tasks for ELL, slow reading, gifted, and students with disabilities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Lesson Plan 4

    Uploaded by

    api-438743132
    33 views5 pages
    This 45 minute ELA lesson focuses on teaching 11th grade students how to analyze critical texts and develop claims and counterclaims for argumentative essays. Students will work in groups to identify evidence from academic articles and create persuasion maps to organize their arguments. They will analyze a provided text to collectively form a claim and annotate evidence. As an exit ticket, students will write their own thesis connecting to the analyzed text. Differentiation strategies include modifying texts and tasks for ELL, slow reading, gifted, and students with disabilities.

    Original Description:

    Original Title

    lesson plan 4

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This 45 minute ELA lesson focuses on teaching 11th grade students how to analyze critical texts and develop claims and counterclaims for argumentative essays. Students will work in groups to identify evidence from academic articles and create persuasion maps to organize their arguments. They will analyze a provided text to collectively form a claim and annotate evidence. As an exit ticket, students will write their own thesis connecting to the analyzed text. Differentiation strategies include modifying texts and tasks for ELL, slow reading, gifted, and students with disabilities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    33 views5 pages

    Lesson Plan 4

    Uploaded by

    api-438743132
    This 45 minute ELA lesson focuses on teaching 11th grade students how to analyze critical texts and develop claims and counterclaims for argumentative essays. Students will work in groups to identify evidence from academic articles and create persuasion maps to organize their arguments. They will analyze a provided text to collectively form a claim and annotate evidence. As an exit ticket, students will write their own thesis connecting to the analyzed text. Differentiation strategies include modifying texts and tasks for ELL, slow reading, gifted, and students with disabilities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Date:​ 22 February 2020 Teachers Name:​ Bella Melnikov

    Subject:​ ELA Grade Level: ​11th

    Unit:​ Argumentative Essay Lesson Length: ​45 min

    Central Focus:
    This learning segment will focus on the analysis of the critical text that focuses on critical events.
    Through the text, they will be required to pinpoint different pieces of evidence in order to
    construct a proper claim and counterclaim of different academic articles. They will be working
    together in groups in class to practice different forms of evidence identification and organization
    practices of an argumentative paper. It is important for students to have an understanding of their
    own political standpoint based on these critical texts and develop an unbiased perspective of
    them through the formation of counterclaims and their own personal claims.

    Lesson Title​:
    For unit​, 4 out of 5:

    Essential Question(s):​ How do you find proper evidence for your claim? How do you form an
    argumentative thesis?

    Learning Standards:
    WHST1b: Develop claim(s) and counterclaims objectively and thoroughly, supplying the most
    relevant data and evidence for each while pointing out the strengths and limitations of both
    claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's
    knowledge level, concerns, values, and possible biases.

    Pre-Assessment: N/A
    Learning Objectives​: Students will: Assessments​: This will not be graded.
    ● Work together to formulate a claim. ● Do Now: Students will meet with
    ● Highlight key points on their their pairs and go over their
    persuasion map. homework from the night before.
    ● Group Work: Students will be
    placed in groups and given an
    article. Each group will create a
    persuasion map to organize their
    thoughts and evidence.
    ● Exit Ticket: Students will be asked
    to write, in their own words, a
    thesis to go with the argument that
    they formed in class.

    Differentiation:
    1. ELL: These students will work with one other student with the same language, so help
    translate and practice English speaking with their other peers.
    2. Slow reader: These students will be grouped together so no feels rushed, they would be
    extra time and would be able to complete work at home.
    3. Gifted Students: These students will work together to clearly annotate and mark the
    critical text and given a more in-depth article compared to the rest of the class.
    4. Students with Disabilities: The students will have the teacher read an easier article and
    give them time to communicate their thoughts together. Then work with the teacher to fill
    out the Map.
    Academic Language:
    Language Function: Identity, cite, argue, explain
    Language Demand: Read, write, discuss, annotation
    Vocabulary: Argument, claim, counterclaim, audience, evidence-based, thesis, and rebuttal
    Syntax: guided worksheet (Persuasion Map)

    Procedure:
    Anticipatory Set
    1. “Do Now” on the board requiring them to reflect on the prior classes homework.
    2. Students will share what they found and why they made that claim with their partner.
    This should take approximately 3-5 minutes.
    Initial Phase
    Direct Instruction
    1. Regroup on the homework from last night.
    2. The students share what their partners talked about.
    3. Model the say something method using yesterdays reading (Link:
    https://www.pbs.org/newshour/education/nail-biting-standardized-testing-may-miss-mark
    -college-students​)
    a. Read the short passage, stop, think about what was read, and say something about
    it.
    b. Model text annotation, underlining material, highlighting, and circling key points:
    to help them read a critical event text.
    This direct instruction should take 10 minutes.
    Middle Phase
    Group Work
    1. In their groups they will be asked to use the Say something method:
    a. Students read the passage (Link:
    file:///Users/isabellamelnikov/Downloads/Melnikov%20during-reading%20materi
    als.pdf) on their own
    b. Students will then take the time to think about what was read until everyone in the
    group is done.
    c. When everyone is done, they will each say something about the passage.
    2. Once done with the “Say Something” method, students will write down what their peers
    were saying.
    a. Use this to form a collective claim.
    b. Annotate and underline specific quotes that conjured certain emotions.
    3. Then they will have to then as a group fills out a persuasion map.
    This should take approximately 25 minutes.
    Concluding Phase
    At the end of class, as an exit ticket, the students will have to write a short thesis using their own
    words, connecting to the critical text that their group evaluated.
    This should take approximately 2-3 minutes.
    Follow up:
    The students should begin to think about what they want to research for their own personal text
    argumentative analysis.
    Materials:​ texts, Persuasion Maps, Smartboard, notebooks, pen, pencil, link:
    file:///Users/isabellamelnikov/Downloads/Melnikov%20during-reading%20materials.pdf
    Persuasion Maps:
    PowerPoint Link:
    https://docs.google.com/presentation/d/1DlcdZqVsukfJYCIp7RHr_BMRVMo2J7XX2FOw_CG
    Xk1c/edit#slide=id.g6fd7d4b095_0_10
    References and Resources:
    https://www.medpagetoday.com/publichealthpolicy/healthpolicy/74333

    You might also like