Lesson Title/Focus

Thesis Statements

Subject Grade/level

Grade 7 Social Studies

Unit

Position Papers

Teache
r
Time
Duratio
n

Stephanie
Gordon

Date

March 25,
2015

40 Minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
KSAs:

9.S.8 - demonstrate skills of oral, written and visual

literacy
Use skills of informal debate to persuasively express differing
viewpoints regarding an issue
Make reasoned comments relating to the topic of discussion
# 3, 6, 8

LEARNING OBJECTIVES
Students will:
1. Evaluate sample thesis statements by applying criteria of a good thesis.
2. Create and critique persuasive thesis statements on a variety of topics.

ASSESSMENTS
Observations:
Key Questions:
Products/Performanc
es:

Classroom and group participation.

Completion and understanding of worksheet.
What is a thesis statement?
How do we evaluate them, as well as our own?
Thesis examples.
Thesis Statement Practice.

LEARNING RESOURCES
CONSULTED
Program of studies

MATERIALS AND
EQUIPMENT

Worksheets
Examples
Pencils
Computer

PROCEDURE
Introduction
Attention
Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agend
a
Transition to

Introduce myself to the class because I

have not taught them yet.
Ask the students if they have ever written
a thesis statement before? Or have any
idea what it means to write one?
Students will participate in learning
activities and class discussion. Stay on task
and ask questions when needed.
Video
Practice
Begin discussion of thesis statements.

Time
5 min

Body
Body
Learning Activity
#1

Assessments/Differ
entiation

Sponge Activity:

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson

Practice with Thesis Statements:

- Review what a thesis statement
consists of: your position and three
supporting facts.
- Show a video reviewing thesis
statements.
- Bring up my examples of bad and
good thesis statements. Ask
students what made the one bad
and the other good.
- Go over the soccer example that will
relate to the students more and
demonstrate that they are not too
complex.
- We will then practice some together
making sure they contain all the
criteria they need.
- The students will have three options
to write about and we will be doing a
Think, Pair, Share.
- Students will write their own
statement and then have someone
in their group go over it, then we will
get back together as a class and
share some that were completed
before the end of class.
Formative assessment through
observation of class work and remaining on
task. They will also be formatively
assessed on their understanding based on
the worksheet. Monitor their process
during the paired activity.
Create your own:
Students can write two thesis statements
based around an argument they want to
support. This will only be done if there is
time left in class.

Time

30
min

Closure
Time
Participation in class discussions.
5
Practice with writing thesis statements. min
How did they respond to the
discussions?
Do they understand what makes a good
thesis statement?
Explain to the students that I enjoyed
teaching them today and look forward
to seeing them more.

What went well?

What changes
would you make
in your planning?
What have you
learned to
improve upon
future
instruction?

We will continue with thesis statements

Reflections
This lesson went so much better then the
previous lesson. The advice I got from my TA
was awesome. I made this lesson more
meaningful to the students by relating it to
issues that they would be able to relate to. I
made one about sports, music and gaming
systems. When we did one as a class I got a
huge debate/discussion going, whereas
yesterday I could not get any class
conversation moving. Right away I knew this
worked better because of how engaged they
were. I will from now on make sure to have my
lessons be meaningful to the students rather
then a bunch of information thrown at them.
The think, pair, share went well too. The
students picked the issue or debate topic they
wanted to write their thesis statement on and
they got right to work. They all completed their
statements and then shared with each other in
their groups. Eventually I brought them back
and had them share with the class. That was a
bit more difficult, so with something like that I
would get popsicle sticks next time and pick
students to share that way. I am learning that
students do not offer to share, so you have to
make them. I was much happier with this
lesson and now know how to make social more
meaningful and engaging. This will also help
with other lessons I teach in my other subjects.
My goal is to teach the students, but in order to
do that they need to be engaged. That is the
tricky part and something I cannot wait to focus
more on and become more and more
successful.