Name: Kim Russo Date: 3/14/14

Cooperating Teacher: Rebecca Burns

Grade Level: 6A Language Arts

Argument Writing: Should NASA Send Humans to Mars?
Essential Questions
1. How can I effectively convince my audience to take the course of action I am
recommending?
2. How does evidence support an argument?
3. How do writers create an argument that is logical?

Common Core State Standards
1. CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and
relevant evidence, using credible sources and demonstrating an understanding of
the topic or text.
2. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others ideas and expressing their
own clearly.
3. CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
4. CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims
in a text, distinguishing claims that are supported by reasons and evidence from
claims that are not.

Student Objectives
1. Students will be able to analyze the article and identify the reasons that support
both sides of an argument
2. Students will be able to identify evidence that supports their reasoning
3. Students will be able to write a claim
4. Students will be able to write a counterclaim
Prior Knowledge
Students will be familiar with the article process and choosing a side. Students will have
had one day of modeling and will have worked in groups to complete a T chart and I
chart.

Materials
1. Should NASA Send Humans To Mars? article
2. Iphone/Computer with appropriate music
3. I chart Handout for Should NASA Send Humans To Mars? article
4. T-Chart for Should NASA Send Humans To Mars?
5. Student-generated reasons
6. Pen/Highlighter for each student
7. Appropriate Music from an Iphone/Computer

Instructional Plan
1. Motivational Beginning: The students will arrive in the classroom and complete
the Do Now activity written on the board, which will direct them to copy down
the nights homework and take out their homework from the night before. (5
minutes)
2. Body of Lesson:
a. The teacher will first review the homework by having students share some
of the reasons they will do a walk around. The teacher will play
music, the students will walk around and will stop when the music stops.
They will then turn to the person next to them and share out what they
have. They will complete this one more time and then have the students
sit down. After this is completed, the teacher will have some students
share out to the class. (8 min)
b. The teacher will then have a quick discussion, asking students what have
been some of the big things they have been talking about over the past few
days? (5 min)
c. The teacher will explain that they will be working in groups today on the
article relating to NASA. The teacher will then handout the article
Should NASA Send Humans To Mars?. The teacher will advise
students to take out a pen and highlighter. The teacher will ask students
what are the steps they should be completing? She will use their answers
as the directions. Students should be finding the reasons and filling out
the T-chart. (20 min)
d. Once the students are finished, she will have several students share out
their yes and no reasons, putting their T-charts and articles on the
document camera. She will let the students determine whether or not the
reasons given are actual reasons. The teacher will chime in and give
feedback where necessary. (15 min)
e. The teacher will then hand out the I-chart to the students. Students should
then transfer the reasons over to their T chart and then select the side for
which they would like to find evidence. (5 min)
f. After they have done this, they will take out their I chart and begin
crafting their claim, writing the evidence that supports the reasons and
then writing their counterclaim, working in groups to accomplish this. (20
min)
g. The teacher will then have some students share out what they have
written, using the document camera, giving feedback where necessary (10
min)
3. Closure: The teacher will explain that for homework, the students are to generate
reasons for the following questions: Should we clone animals? She will explain
that tomorrow they will be individually reading 2 articles on cloning, finding the
reasons and the supporting evidence. This will be handed in as a class work
grade. (2 min)
Assessment
1. The students will be informally assessed on their participation and their T-charts
and I-charts (those students who shared and from student discussions)
2. The students will be informally assessed based on their ability to work
cooperatively with their groups.

Homework
1. Generate reasons for the following question should we clone animals?

Adaptations for Students with Special Needs
1. Students will receive extra time for assignments
2. Teacher will read the directions to those specific students
3. Teacher will color code assignments/assessments, when necessary and applicable
4. Teacher will provide graphic organizers with definitions of key terms for these
students